...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Educational and Psychological Measurement >Assessing Validity of Measurement in Learning Disabilities Using Hierarchical Generalized Linear Modeling: The Roles of Anxiety and Motivation
【24h】

Assessing Validity of Measurement in Learning Disabilities Using Hierarchical Generalized Linear Modeling: The Roles of Anxiety and Motivation

机译：使用分层广义线性建模评估学习障碍中测量的有效性：焦虑和动机的作用

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of the present studies was to test the hypothesis that the psychometric characteristics of ability scales may be significantly distorted if one accounts for emotional factors during test taking. Specifically, the present studies evaluate the effects of anxiety and motivation on the item difficulties of the Rasch model. In Study 1, the validity of a reading comprehension scale was evaluated using the Rasch model with 60 students with learning disabilities (LD). Item parameters were retested for the presence of anxiety and results indicated that the scale was substantially more difficult in its presence. Study 2 replicated the findings of Study 1 using maladaptive motivation and extended with inclusion of adaptive motivational variables in order to reverse the effect. Results using students with and without LD indicated that the difficulty levels of the scale was lower for students with LD, in the presence of positive motivation, compared with a typical student group. Study 3 extended the dichotomous hierarchical generalized linear model with polytomous data. The measures of an ability test were adjusted for the presence of anxiety and results indicated that differential item functioning was observed at both the global level and the most difficult ability item. It is concluded that the difficulty levels of a scale are heavily influenced by situational factors during testing, such as students' entry levels of motivation and affect.
机译：本研究的目的是检验以下假设：如果在考生中考虑了情感因素，能力量表的心理计量学特征可能会严重失真。具体而言，本研究评估了焦虑和动机对Rasch模型项目困难的影响。在研究1中，使用Rasch模型对60名有学习障碍的学生（LD）评估了阅读理解量表的有效性。重新测试项目参数是否存在焦虑，结果表明，存在焦虑时该量表要困难得多。研究2使用适应不良的动机复制了研究1的发现，并扩展了适应性动机变量，以扭转这种影响。使用有和没有LD的学生的结果表明，与典型学生组相比，在存在积极动机的情况下，有LD的学生的难度等级较低。研究3用多数据扩展了二分层次的广义线性模型。针对焦虑的存在对能力测试的措施进行了调整，结果表明，在整体水平和最困难的能力项目上都观察到了不同的项目功能。得出的结论是，量表的难度水平在测试过程中受到情境因素的严重影响，例如学生的动机和影响力的进入程度。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号