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1.
The Rosenberg Self-Esteem scale (RSE) has been widely used in examinations of sex differences in global self-esteem. However, previous examinations of sex differences have not accounted for method effects associated with item wording, which have consistently been reported by researchers using the RSE. Accordingly, this study examined the multigroup invariance of global self-esteem and method effects associated with negatively worded items on the RSE between males and females. A correlated traits, correlated methods framework for modeling method effects was combined with a standard multigroup invariance routine using covariance structure analysis. Overall, there were few differences between males and females in terms of the measurement of self-esteem and method effects associated with negatively worded items on the RSE. Our findings suggest that, whereas method effects exist on the RSE scale for both males and females, the method effects associated with negatively worded items do not influence the measurement invariance and mean differences in global self-esteem scores between the sexes.  相似文献   

2.
Nine different confirmatory factor analysis (CFA) models, including CFAs with correlated traits, uniquenesses, and methods, were employed to test the factorial structure of Rosenberg's (1965) self-esteem scale in a sample of crack-cocaine drug users. The results partially support earlier research and show that (a) there exists a single global self-esteem factor underlying responses to Rosenberg scale; (b) method effects associated with item wording exist; and (c) the method effects were associated primarily with positively, rather than negatively, worded items.  相似文献   

3.
When developing self-report instruments, researchers often have included both positively and negatively worded items to negate the possibility of response bias. Unfortunately, this strategy may interfere with examinations of the latent structure of self-report instruments by introducing method effects, particularly among negatively worded items. The substantive nature of the method effects remains unclear and requires examination. Building on recommendations from previous researchers (Tomás& Oliver, 1999), this study examined the longitudinal invariance of method effects associated with negatively worded items using a self-report measure of global self-esteem. Data were obtained from the National Educational Longitudinal Study (NELS; Ingels et al., 1992) across 3 waves, each separated by 2 years, and the longitudinal invariance of the method effects was tested using LISREL 8.20 with weighted least squares estimation on polychoric correlations and an asymptotic variance/covariance matrix. Our results indicated that method effects associated with negatively worded items exhibited longitudinal invariance of the factor structure, factor loadings, item uniquenesses, factor variances, and factor covariances. Therefore, method effects associated with negatively worded items demonstrated invariance across time, similar to measures of personality traits, and should be considered of potential substantive importance. One possible substantive interpretation is a response style.  相似文献   

4.
Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found.  相似文献   

5.
Wording effect refers to the systematic method variance caused by positive and negative item wordings on a self-report measure. This Monte Carlo simulation study investigated the impact of ignoring wording effect on the reliability and validity estimates of a self-report measure. Four factors were considered in the simulation design: (a) the number of positively and negatively worded items, (b) the loadings on the trait and the wording effect factors, (c) sample size, and (d) the magnitude of population validity coefficient. The findings suggest that the unidimensional model that ignores the negative wording effect would underestimate the composite reliability and criterion-related validity, but overestimate the homogeneity coefficient. The magnitude of relative bias of the composite reliability was generally small and acceptable, whereas the relative bias for the homogeneity coefficient and criterion-related validity coefficient was negatively correlated with the strength of the general trait factor.  相似文献   

6.
A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14–18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item‐analysis demonstrated that in the direct negative mode, the two items had low item‐to‐total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item‐to‐total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice.  相似文献   

7.
Although evidence prevails that including positively and negatively worded items within the same scale can lead to differential response patterns, little is known about factors that predict how different these responses will be. Thus, three datasets were analysed to investigate the characteristics of respondents whose responses between positively and negatively worded items are most different. The three studies yielded two major findings: (i) responses to the positively worded items yielded statistically significantly higher means than did responses to the negatively worded items, and (ii) several characteristics were identified pertaining to those who tend to have the largest absolute discrepancies in responses between the two sets of items.  相似文献   

8.
Dogmatism represents an individual difference in cognitive style characterized by closed-mindedness. The concept of dogmatism has received a great deal of research attention in such topics as information selection, information processing, message selection, and source-message distinction. Previous dogmatism scales, however, have psychometric problems, and item wordings have become outdated. The present study updates the scale items based on a simplified conceptualization of dogmatism and assesses the validity of the new scale. Factor analyses and item analyses were employed to assess the unidimensionality of the scale. Two validation studies (N = 165 for study 1; N = 175 for study 2) were conducted. Both studies provided evidence consistent with construct validity. The updated dogmatism correlated positively with dominance and submission and negatively with perspective-taking and empathic concern. The predictive validity of the scale was only partially consistent with the data.  相似文献   

9.
The Rosenberg Self-Esteem Scale (RSE) is a widely used measure of global self-esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self-concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self-Perception Profile for Adolescents was administered to assess the adolescents' self-concept in nine separate domains. Correlational and cross-validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self-Worth, supporting Rosenberg's conclusions that his scale is a measure of global self-esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in the literature.  相似文献   

10.
Results are reported from 2 common measures of medical student attitudes toward older adults: Maxwell-Sullivan Attitude Survey (MSAS); and UCLA Geriatrics Attitude Survey (GAS), with students entering the University of South Carolina School of Medicine (USCSM) in the period 2000–2005. A reliability analysis incorporating item means, Cronbach's alpha, item correlation matrix, and, Spearman-Brown prediction for positively and negatively worded items was conducted. Internal consistency results were unacceptable, revealing reliability and validity problems in this sample of medical students. Reconsideration of the use of these common measures, and a reframing of attitudes of medical students toward older adults seem appropriate.  相似文献   

11.
This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents.  相似文献   

12.
The purpose of the study was to investigate the use of an existing instrument, the Constructivist Learning Environment Survey (CLES)(Taylor, Dawson & Fraser, 1995; Taylor, Fraser & Fisher, 1993, 1997), for providing insights into the classroom learning environments of beginning science teachers. In the first year of the study, the CLES was used with 290 upper elementary, middle, and high school science teachers and preservice teachers. As part of a larger study of the classroom environments and teaching practices of beginning science teachers, data also were gathered through classroom observations of and interviews with some of the participating teachers. Exploratory factor analysis and internal consistency reliability analysis, as well as examination of each item and of participants' questions and comments about them, led to a shortened, revised version of the CLES, named the CLES 2(20). The five original scales were retained, but the number of items in each scale was reduced from six to four. The single negatively worded item was eliminated. Some of the original items were rephrased. The revised CLES was then used in the second, third and fourth years of the study. Examples of feedback based on CLES data is provided to researchers to assist them in writing teacher profiles.  相似文献   

13.
ABSTRACT

The Student Background survey administered along with achievement tests in studies of the International Association for the Evaluation of Educational Achievement includes scales of student motivation, competence, and attitudes toward mathematics and science. The scales consist of positively- and negatively keyed items. The current research examined the factorial structure of the 18-item motivational scales in fourth-grade mathematics in the 2011 Trends in International Mathematics and Science Study (TIMSS). Survey data from six European countries were analyzed. In comparisons of alternative models, the fit was adequate when three correlated factors were specified and negative keying was taken into account as a latent factor, or with correlated uniquenesses among negatively keyed items. Participants reading achievement scores correlated systematically to negative keying with coefficients ranging from .254 to .395 in the six samples. Unlike their higher-scoring peers, fourth-graders with lower reading achievement responded differentially to similar items depending on the direction of item keying, in such a way that their motivation scores were biased downward. Implications about the use of reverse keying in surveys for young students are discussed.  相似文献   

14.
Single constructs measured using positively and negatively worded items are often incompatible with a congeneric model, but require 2 correlated factors. Imperfect correlation entails that 2 independent dimensions are required for representing the true variance. If 2 dimensions are sought, how can they be interpreted? This study shows how to extract a group factor orthogonal to the common factor, from either the positive or the negative variables. Applied to trait anxiety measured using the State–Trait Anxiety Inventory (STAI), the approach generates a bistable view of the construct, stressing basic definitional ambiguity.  相似文献   

15.
Calibration and equating is the quintessential necessity for most large‐scale educational assessments. However, there are instances when no consideration is given to the equating process in terms of context and substantive realization, and the methods used in its execution. In the view of the authors, equating is not merely an exhibit of the statistical methodology, but it is also a reflection of the thought process undertaken in its execution. For example, there is hardly any discussion in literature of the ideological differences in the selection of an equating method. Furthermore, there is little evidence of modeling cohort growth through an identification and use of construct‐relevant linking items’ drift, using the common item nonequivalent group equating design. In this article, the authors philosophically justify the use of Huynh's statistical method for the identification of construct‐relevant outliers in the linking pool. The article also dispels the perception of scale instability associated with the inclusion of construct‐relevant outliers in the linking item pool and concludes that an appreciation of the rationale used in the selection of the equating method, together with the use of linking items in modeling cohort growth, can be beneficial to the practitioners.  相似文献   

16.
Given the central importance of the Nature of Science (NOS) and Scientific Inquiry (SI) in national and international science standards and science learning, empirical support for the theoretical delineation of these constructs is of considerable significance. Furthermore, tests of the effects of varying magnitudes of NOS knowledge on domain‐specific science understanding and belief require the application of instruments validated in accordance with AERA, APA, and NCME assessment standards. Our study explores three interrelated aspects of a recently developed NOS instrument: (1) validity and reliability; (2) instrument dimensionality; and (3) item scales, properties, and qualities within the context of Classical Test Theory and Item Response Theory (Rasch modeling). A construct analysis revealed that the instrument did not match published operationalizations of NOS concepts. Rasch analysis of the original instrument—as well as a reduced item set—indicated that a two‐dimensional Rasch model fit significantly better than a one‐dimensional model in both cases. Thus, our study revealed that NOS and SI are supported as two separate dimensions, corroborating theoretical distinctions in the literature. To identify items with unacceptable fit values, item quality analyses were used. A Wright Map revealed that few items sufficiently distinguished high performers in the sample and excessive numbers of items were present at the low end of the performance scale. Overall, our study outlines an approach for how Rasch modeling may be used to evaluate and improve Likert‐type instruments in science education.  相似文献   

17.
The structure of attitudes toward services rendered by state departments was studied in six southeaste states with a 70-item scale. Development procedures are described. The scale was administered to randoml chosen samples of superintendents (N = 671), central office personnel (N = 404), principals (N = 627) teacher, (N = 3, 684), and other local personnel (N = 373). Data from each group were factored and studied for dimensic ality. The two factors common to all groups consisted, respectively, of positively and negatively worded item despite the fact that the instrument was developed in a way intended to minimize response set factors. A thire factor dealt with university-state relationships.  相似文献   

18.
Academic self-concept as measured by the Student's Perception of Ability Scale (SPAS) was compared for 81 learning disabled (LD) and 81 normally-achieving control children in grades three to six. The results show that LD children hold significantly more negative self-perceptions of ability in reading, spelling, and arithmetic than do the control children. Further, these negative school subject-related attitudes in the LD children had generalized to lower self-perceptions of ability in general, to expressions of less confidence in school, and more negative attitudes toward school. No grade level or sex effects were observed. It was concluded that the SPAS is able to discriminate between normally-achieving children and those experiencing problems in school, and, accordingly, that the SPAS has good external validity. The results were discussed in terms of using the SPAS for evaluating affective components of remediation, and for identifying high-risk elementary school children. Continuing external validity studies being undertaken by the authors also were noted.  相似文献   

19.
The purpose of the study was to examine the effect of item phrasing on the validity of a Likert-type attitude scale. Three content similar scales were composed of 15 items, either all positive, all negative, or a mixture of positive and negative items. Five hundred twenty-two students in grades 4–6 responded to one of the three forms. Results from the all positive and negative forms indicated that item means, variances, and factor structures differed significantly. Inspection of item means suggested that it was difficult for the students to indicate agreement by disagreeing with a negative statement. Analyses of the mixed phrasing form indicated factors based upon item phrasing, not item content. Taken together, the results suggest that the technique of balancing item phrasing when used with elementary students appears to affect adversely the validity of attitude measurement.  相似文献   

20.
Administering tests under time constraints may result in poorly estimated item parameters, particularly for items at the end of the test (Douglas, Kim, Habing, & Gao, 1998; Oshima, 1994). Bolt, Cohen, and Wollack (2002) developed an item response theory mixture model to identify a latent group of examinees for whom a test is overly speeded, and found that item parameter estimates for end-of-test items in the nonspeeded group were similar to estimates for those same items when administered earlier in the test. In this study, we used the Bolt et al. (2002) method to study the effect of removing speeded examinees on the stability of a score scale over an II-year period. Results indicated that using only the nonspeeded examinees for equating and estimating item parameters provided a more unidimensional scale, smaller effects of item parameter drift (including fewer drifting items), and less scale drift (i.e., bias) and variability (i.e., root mean squared errors) when compared to the total group of examinees.  相似文献   

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