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首页> 外文期刊>Journal of psychoeducational assessment >Factor Structure of the DIAL-3-A Test of the Theory-Driven Conceptualization Versus an Empirically Driven Conceptualization in a Nationally Representative Sample
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Factor Structure of the DIAL-3-A Test of the Theory-Driven Conceptualization Versus an Empirically Driven Conceptualization in a Nationally Representative Sample

机译：理论驱动的概念化与经验驱动的概念化在全国代表性样本中的DIAL-3-A检验的因子结构

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摘要

Using data from the standardization sample of the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3), this study compared the usefulness of an empirically derived factor structure introduced by Anthony, Assel, and Williams with the author's theoretical conceptualization. Confirmatory factor analyses (CFAs) were conducted on three age groups of children (i.e., 831 3- and 4-year-olds, 729 5- and 6-year-olds, and 1,560 3- to 6-year-olds). Both models explained the younger group of children's performances reasonably well (e.g., Comparative Fit Indices [CFIs] = .93) and yielded equivalent standardized fits. The two models explained the older children's performances reasonably well (e.g., CFIs = .93), and their fits were also equivalent. Finally, the two models characterized performances of the standardization sample quite well (e.g., CFIs = .96), and their fits were also equivalent. Results are discussed in terms of how assessments are standardized and validated and how this is relevant for clinicians and consumers.
机译：本研究使用来自《学习评估第三版发展指标的标准化样本》（DIAL-3）的数据，将Anthony，Assel和Williams引入的根据经验得出的因子结构的有效性与作者的理论概念进行了比较。对三个年龄段的儿童（即831岁的3岁和4岁儿童，729岁的5岁和6岁儿童以及1,560名3至6岁的孩子）进行了验证性因素分析（CFAs）。两种模型都相当好地解释了较年轻的一组孩子的表现（例如，比较拟合指数[CFI] = .93），并得出了等效的标准化拟合。这两个模型相当大地解释了较大儿童的表现（例如，CFI = 0.93），并且他们的拟合度也相同。最后，这两个模型很好地描述了标准化样本的性能（例如CFI = 0.96），并且它们的拟合度也相同。根据评估的标准化和验证方式以及对临床医生和消费者的意义，讨论了结果。

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