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1.
Critical thinking (CT) has been of longstanding interest among scholars, educators, and others who are concerned with thinking skills. The Watson–Glaser Critical Thinking Appraisal (WGCTA) is the oldest and among the most widely used and studied CT measure. It was constructed around five subscales (or CT skills): inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. This paper describes a two part analysis of the psychometric properties of the WGCTA, based on 13 sets of subscale inter-correlations and 60 sets of subscale means retrieved from published studies. We performed a meta-analysis on the inter-correlations of the10 combinations of subscales and found that all of the average correlations that resulted were significant, but that all but one was significantly heterogeneous. Subsequently, we conducted principal components analysis on 60 subscale means of two different versions of the WGCTA. Each produced a one-factor solution, accounting for 82.69% and 79.55% of the total variance, respectively. Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually.  相似文献   

2.
非线性模型中无信息方差和协方差分量Bayes估计   总被引：1，自引：1，他引：0  
采用Bayes方法从无先验信息出发,得到了非线性模型中方差和协方差分量的估计(包含相关系数),最后通过实例解算,结果表明:非线性模型中方差和协方差分量的估计,与ρ的理论值-0.5偏差不大,当没有先验信息时,该方法是可行的.  相似文献   

3.
The Approaches and Study Skills Inventory for Students (ASSIST) were administered to 573 under-graduate students in order to analyse a Norwegian version of this inventory. To cross-validate the factor structure, the subjects were divided into two equal samples. Principal axis factor analysis of sample 1 reproduced the three main factors of deep, surface and strategic approaches to learning. However, two of the subscales failed to load appropriately on the 'strategic approach'. When omitting these subscales, the principle of simple structure was better supported by the results. A subsequent CFA with comparison of samples 1 and 2 supported the existence of the expected three-factor model. It is concluded that this Norwegian version of ASSIST is valuable as a research tool for the assessment of approaches to learning among Norwegian students, but that caution should be taken with respect to the interpretation of particular subscales and possible sample effects.  相似文献   

4.
根据McCullough等人的理论和对被试的开放式问卷作答进行整理分析,编制出21个项目的公务员感恩原始量表,采用项目分析和探索性因素分析对其进行检验。结果发现：量表包含13个项目,3个维度,分别是频率、范围和强度;各维度的因子载荷在0.424-0.707之间,累积解释总方差为61.142﹪;分量表之间中等程度相关,各分量表与总量表相关显著;3个分量表的α系数分别为0.719、0.636、0.604,总量表α系数为0.792。这表明编制的公务员感恩量表具有较好的信效度,适合我国公务员使用。  相似文献   

5.
In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated and two teacher-regulated programs in higher education. We measured students’ perceptions of autonomy and various aspects of perceptions of efficacy in common learning tasks. Using principal components analyses, we assessed the structure of all the relevant variables. Subsequently, analyses of variance were performed with regulation source, discipline and grade level as factors. All variables emerged as separate scales with high internal consistency. Students in student-regulated programs reported a higher level of organisational efficacy expectancy, implying that these students perceived better organisational conditions for supporting their task performance. It is concluded that the distinction between personal and contextual aspects of efficacy is a promising distinction. However, a more fine-grained conceptualisation of teacher and student regulation is needed.  相似文献   

6.
It is considered standard practice to transform IRT-scaled test scores into standard normal variables for regression analysis in order to enable comparison with other research whose test scores are similarly transformed. This paper calls this practice into question. I show that these transformations can potentially result in radically different estimates of regression parameters due to differences in sample composition. Regression coefficient comparisons between different samples that use z-standardized test scores is only possible if the samples are considered to be random draws from the same population. I outline several different methods to deal with this problem and the caveats attached to each.  相似文献   

7.
The survey Performance Standards for In-service Teachers is widely used to help describe teacher skills relating to instructional technology for assessment or planning of professional development. It is based on the six constructs of the National Educational Technology Standards for Teachers, and though used broadly in a variety of contexts, it does not appear to have undergone significant independent evaluation of its psychometric properties. Our analysis found that all six subscales possessed strong internal consistency (all α > 0.93). A subsequent confirmatory factor analysis supported both its current six-factor structure as well as a more parsimonious one-factor model.  相似文献   

8.
Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed.  相似文献   

9.
在文献[1]中提出的谱分解估计是一种在线性混合模型中同时估计固定效应和方差分量的新方法.在本文中,我们对带有两个方差分量的线性混合模型进行了谱分解估计和方差分析估计的比较.得出了方差分量的这两种估计在某些条件下方差相等,而且谱分解估计具有一些方差分析估计的最优性.  相似文献   

10.
This study investigated the appropriateness of the academic departmental level of analysis. Homogeneity of faculty members' responses to measures of organizational structure, environmental uncertainty, and task routineness was examined to determine the legitimacy of aggregating those responses to create departmental level variables. Analysis of variance suggested that the structure and environmental uncertainty subscales were measuring departmental level phenomena, but that the task routineness scales were not. Results demonstrate the importance of empirically testing, rather than assuming, levels of analysis in studies of academic departments.  相似文献   

11.
A challenge using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in studying reading growth is that reading skills children exhibit change by age. In order to study growth using changing subscales, it is necessary to examine measurement invariance and measurement structure underlying the different subscales. The purpose of this paper is to examine the measurement structure of the DIBELS subscales, particular measurement invariance. The results indicate that the DIBELS subscales do not seem to have metric invariance but they do share a common factor over time, suggesting that the same construct of reading skills were measured but they manifested in the different fashion over time.  相似文献   

12.
目的考察CSRI在宁蒗彝族初中生的适用性。方法对400名宁蒗初中生进行施测,对其中214名彝族学生数据采用SPSS15.0进行统计分析。结果①各分量表中的大多数项目与分量表的相关在0.3以上。分量表的Cronbachα系数为0.801至0.869之间,分半信度在0.823至0.865之间。分量表的相关在0.209至0.406之间。因素分析表明男女正负性分量表累积方差解释率在52.87%至59.92%之间。②宁蒗彝族初中生四种性别角色差异显著,P<0.01。双性化(32.4%)和未分化(30.0%)比例占多数。初一男生双性化比率最高(55.9%)、其次是初三男生(21.9%)、初二男生双性化比率最低(17.6%),差异显著,(P<0.05)。城市男性化比例(43.5%)高于农村(13.0%),差异显著(P<0.01)。结论 CSRI也可适用于宁蒗彝族初中生的性别角色研究。彝族初中生性别角色现状令人喜忧参半。初二是彝族初中生双性化比例的最低点。城市彝族初中生比农村彝族初中生表现出更高的男性化倾向。  相似文献   

13.
The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings.  相似文献   

14.
Agreement among reporters on features of family life, whether family members or outside observers, is considered to be low. This study, which involved a national sample of 720 families comprised of identical and fraternal twins, full siblings, half siblings, and biologically unrelated stepsiblings, examined the issue of low interrater agreement by decomposing the common and unique variance among parent, child, and observer reports of parenting behaviors (warmth and negativity) into genetic and environmental factors. Quantitative genetic analyses were employed to decompose the "Social" level of perception (common variance among parents, children, observers), the level of "Family" subculture (common variance only among parents and children), and the unique "Individual" level into genetic and environmental components. It was predicted that genetic factors would account for substantial portions of the variance at the Social and Family levels; nonshared environmental factors were expected to influence variance unique to child reports; and shared environmental factors were expected to influence variance unique to parent reports. A second and related aim of the study was to examine the subjective-objective dimension of genetic effects on measures of the environment. Results of model-fitting analyses generally supported the predictions for parental warmth and negativity at the Family and Individual levels. At the Social level, genetic factors were predominant for parental negativity and shared environmental factors for parental warmth. The findings are discussed in terms of genetically influenced child effects on parenting and methodological difficulties in constructing latent variables.  相似文献   

15.
Following Cronbach (1970) and others, it is useful to decompose test score variation into common factor, time‐specific, item‐specific, and residual components. In the traditional approach to factor analysis, only two sources of variance can be estimated: common factor variance and a uniqueness term that confounds specific sources of variation and residual error. When the same items are measured on different occasions, however, it is possible to separate specific variance and residual error. Two approaches, the first‐order approach described by Raffalovich and Bohrnstedt (1987) and a second‐order approach based on Jöreskog and Sörbom (1989; Jöreskog, 1974) are considered initially. The two approaches, although based on different rationales, both suffer a similar weakness in that two of the four sources of variance are confounded. In the Raffalovich and Bohrnstedt approach, time‐specific variance is confounded with common factor variance that generalizes across items and time. In the second‐order approach based on Jöreskog and Sörbom, time‐specific variance is confounded with residual error. Here we demonstrate that by combining features from both approaches we can eliminate these weaknesses and estimate all four of Cronbach's sources of variance, and that this combined approach is easily generalized to a wide variety of applications.  相似文献   

16.
对反映三产水平的19个观测变量建立因子分析模型,以最少因子刻画预期信息量为方向,以方差贡献为尺度,构造了4个具有代表性的公共因子,并通过载荷因子矩阵的旋转予以合理的命名解释,进一步利用公共因子的信息对我国30个省市的三产水平作了综合性评估,结论支持国家大力开发西部的政策倾向。  相似文献   

17.
Confirmatory factor analysis was used to explore the internal structural validity of the Iowa Tests of Basic Skills (ITBS) using three samples: (a) the third‐grade standardization sample, (b) a fourth‐grade sample reported by Klein (1981), and (c) a new sample of third graders. Results showed that a four‐factor structure provided a better representation of the relations among the 11 subtests than Klein's one‐factor model, a two‐factor model, or the three‐factor model described in the ITBS manual. The four‐factor model was refined using the new sample and was cross‐validated using the other two samples. A hierarchical model with a single, second‐order general achievement factor was also found to fit the data well. Decomposition of subtest variance into common, specific, and error components indicated that little specific variance is associated with several ITBS subtests, raising the question of whether interpretation of individual subtests is warranted.  相似文献   

18.
Little is known about literacy skills of an important adult population: educationally and economically disadvantaged young adults. This exploratory study used principal components analysis of 33 measures of reading subskills, spelling, maths, memory and other cognitive processes among 335 at‐risk 16‐ to 24‐year‐olds enrolled in a career and technical education programme. The analysis yielded a five‐component model explaining 69% of the variance in the data. Most of this variance was attributed to two components: element and word skills (including spelling) and language comprehension (including vocabulary). Using these components, models predicting two performance criterion measures yielded different results. A model using all five components predicted 51% of functional reading measured by the Comprehensive Adult Student Assessment System. A three‐component model with element and word skills, language comprehension and processing speed predicted 55% of variance in reading comprehension measured by the Test of Adult Basic Education. Implications of these findings for further research are discussed.  相似文献   

19.
Task-related variance causes scores from performance assessments not to be generalizable and thus inappropriate for high stakes use. It is possible that task-related variance is due, in part, to students’ inability to transfer their knowledge consistently from one assessment task to another. Therefore, concept-mapping, a cognitive tool, might be useful to aid this transfer. This study examines the effects of concept maps on the task-related variance components of Political Science performance assessments. On three quizzes, some students used concept maps while writing two essays, while other students did not. The task variance components remained unchanged across groups, but the person main effect components increased and the task-by-person interaction components decreased for those using concept maps. Also, the scores from the concept mapping groups had higher generalizability coefficients than for those who did not use a concept map.  相似文献   

20.
In this study we describe an analytic method for aiding in the generation of subscales that characterize the deep structure of tests. In addition we also derive a procedure for estimating scores for these scales that are much more statistically stable than subscores computed solely from the items that are contained on that scale. These scores achieve their stability through augmentation with information from other related information on the test. These methods were used to complement each other on a data set obtained from a Praxis administration. We found that the deep structure of the test yielded ten subscales and that, because the test was essentially unidimensional, ten subscores could be computed, all with very high reliability. This result was contrasted with the calculation of six traditional subscales based on surface features of the items. These subscales also yielded augmented subscores of high reliability.  相似文献   

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