简式元认知问卷中文版的心理计量学特性

以大学生为被试,考察简式元认知问卷(BQM)在中国文化背景下的心理计量学特性。采用探索性和验证性因素分析方法对BQM的结构效度进行交叉检验,结果支持了元记忆和元注意的双因子结构; 问卷及其因子的内部一致性和重测信度良好; 项目分析的结果显示,问卷的条目具有良好的分数分布、区分度和内部一致性; BQM分数与负性情绪、执行功能和睡眠质量的关联性也为效标关联效度提供了支持性证据。上述结果表明BQM中文版具有良好的心理计量学特性,可作为青年群体元认知水平的测量工具。     

Issues in Parent-Child Agreement: The Case of Structured Diagnostic Interviews

There are three primary purposes of this review. First, the review distinguishes among three types of reliability and describes the importance of evaluating the reliability of child psychopathology assessment instruments for clinical practice and research. Second, parent-child reliability findings from 5 of the more carefully studied and frequently used Structured (semi and highly) diagnostic interviews (The Schedule for Affective Disorders and Schizophrenia for School-age Children, The Child Assessment Scale, The Anxiety Disorders Interview Schedule for Children. The Diagnostic Interview for Children and Adolescents, and the Diagnostic Interview Schedule for Children) are examined. Finally, this review explores factors that have been implicated in terms of their potential effect on parent-child agreement. In addition, future directions for research and clinical practice within this area are identified and potential resolutions to the conundrum of parent-child discordance are discussed.     

The norms and stability of new measures of the multidimensional body image construct

The measurement of the body image construct has become increasingly multidimensional. New assessments are available to measure various facets of body image functioning: The Body Image Disturbance Questionnaire, Appearance Schemas Inventory-Revised, Body Image Coping Strategies Inventory, and Body Image Quality of Life Inventory. The present article reports normative data and acceptable internal reliabilities across seven completed investigations using these measures with female and male college students. Sex differences were examined and found, as expected, for most of the measures. In addition, a study evaluated an undetermined but essential psychometric property of these facets of the construct—their test–retest reliability. In a sample of 107 college students, the 2-week stability of these measures was found to be acceptable. Several directions for future research with these assessments are identified.     

INFLUENCES OF RESPONSE RATE AND DISTRIBUTION ON THE CALCULATION OF INTEROBSERVER RELIABILITY SCORES

We examined the effects of several variations in response rate on the calculation of total, interval, exact‐agreement, and proportional reliability indices. Trained observers recorded computer‐generated data that appeared on a computer screen. In Study 1, target responses occurred at low, moderate, and high rates during separate sessions so that reliability results based on the four calculations could be compared across a range of values. Total reliability was uniformly high, interval reliability was spuriously high for high‐rate responding, proportional reliability was somewhat lower for high‐rate responding, and exact‐agreement reliability was the lowest of the measures, especially for high‐rate responding. In Study 2, we examined the separate effects of response rate per se, bursting, and end‐of‐interval responding. Response rate and bursting had little effect on reliability scores; however, the distribution of some responses at the end of intervals decreased interval reliability somewhat, proportional reliability noticeably, and exact‐agreement reliability markedly.     

OBSERVER TRAINING REVISITED: A COMPARISON OF IN VIVO AND VIDEO INSTRUCTION

We compared the effects of 2 observer‐training procedures. In vivo training involved practice during actual treatment sessions. Video training involved practice while watching progressively more complex simulations. Fifty‐nine undergraduate students entered 1 of the 2 training conditions sequentially according to an ABABAB design. Results showed that the 2 training methods produced almost identical scores on a posttraining observational test; however, the video method required fewer training sessions to complete.     

Multilevel Reliability Measures of Latent Scores Within an Item Response Theory Framework

Abstract

This paper evaluated multilevel reliability measures in two-level nested designs (e.g., students nested within teachers) within an item response theory framework. A simulation study was implemented to investigate the behavior of the multilevel reliability measures and the uncertainty associated with the measures in various multilevel designs regarding the number of clusters, cluster sizes, and intraclass correlations (ICCs), and in different test lengths, for two parameterizations of multilevel item response models with separate item discriminations or the same item discrimination over levels. Marginal maximum likelihood estimation (MMLE)-multiple imputation and Bayesian analysis were employed to evaluate the accuracy of the multilevel reliability measures and the empirical coverage rates of Monte Carlo (MC) confidence or credible intervals. Considering the accuracy of the multilevel reliability measures and the empirical coverage rate of the intervals, the results lead us to generally recommend MMLE-multiple imputation. In the model with separate item discriminations over levels, marginally acceptable accuracy of the multilevel reliability measures and empirical coverage rate of the MC confidence intervals were found in a limited condition, 200 clusters, 30 cluster size, .2 ICC, and 40 items, in MMLE-multiple imputation. In the model with the same item discrimination over levels, the accuracy of the multilevel reliability measures and the empirical coverage rate of the MC confidence intervals were acceptable in all multilevel designs we considered with 40 items under MMLE-multiple imputation. We discuss these findings and provide guidelines for reporting multilevel reliability measures.     

普通高校大学生综合国防素质的量表编制

本研究通过初始问卷编制、项目分析、探索性因素分析和验证性因素分析等程序,编制普通高校大学生综合国防素质量表,并进行了相关实证测量。结果显示,量表有8个维度共35个题项。量表的α系数和重测信度均符合心理测量学指标要求,具有良好的结构效度、聚敛区分效度与校标关联效度,可用于大学生综合国防素质的测量。测量结果发现,大学生综合国防素质总体处于中等偏上水平,且存在显著的性别差异与年级差异。     

中文版一般自我效能量表的信度和效度检验

该研究以山东省610名高中生为被试,检验了中文版一般自我效能量表（GSES）的信度和效度.结果表明：（1）中文版GSES的有些项目,区分度不高;（2）中文版GSES具有较高的内部一致性信度与分半信度,但重测信度不高;（3）中文版GSES的单维度性没有得到证实;（4）中文版GSES不具有很好的预测效度.     

研究生入学考试写作评分的概化理论研究与多面Rasch分析

为了评价和改进硕士研究生入学考试一般能力测试的写作评分,研究者采用概化理论和多面Rasch分析对113位考生的写作样本的评分误差来源、评分信度等进行了探讨.概化理论研究显示,评分者和题目对评分准确性影响不大,以两道写作题的考试设计而言,评分者为2人即可保证评分信度在0.75以上.多面Rasch分析显示,评分者宽严度的估计值及其误差均在可接受的范围内,评分者之间在宽严度上不存在显著差异,且评分者自身在评分时总体上比较稳定.但个别评分者在特定考生特定题目上表现出特殊偏向.概化理论和多面Rasch分析丰富了写作评分研究的量化指标,证实了硕士研究生入学考试一般能力测试的写作评分具有较高的信度.