Who overtakes more? Explanatory analysis of the characteristics of drivers from low/middle and high-income countries on passing frequency

The passing manoeuvre requires a driver to make decisions and take actions which are dependent on his/her behavioural characteristics and driving ability. However, previous works on passing rate models have exclusively considered geometric and traffic-related variables. This study aims at bridging this gap by investigating the influence of driver profile (i.e., age, gender, nationality - Italian or Iranian - aggressive driving scores, driving exposure) on passing frequency. A driving simulation experiment involving 54 drivers (36 Italians, 18 Iranians) was conducted along a 6.67 km segment of a two-lane rural highway with passing manoeuvres permitted along 25% of its length. Controlled factors included traffic flow and speed in the oncoming direction, and speed in the driver direction, with a total of 27 scenarios assigned to drivers based on a 3³ confounded factorial design. A Poisson regression model was used to investigate the significance of independent variables. Age and gender and their interaction term were significant, thus the effects of age and gender on the number of passing manoeuvres are mutually interdependent. Furthermore, drivers who drive less often completed fewer overtaking manoeuvres. Sensitivity analyses were carried out to understand the magnitude of change in passing frequency attributable to a variation in the explanatory variables. The findings suggest that driver characteristics have a significant effect on passing frequency and should be considered when conducting a performance and safety evaluation of two-lane roads.     

锚测验难度水平代表性对垂直量尺化的影响研究

考察了锚测验难度水平对其来源测验水平的代表性对垂直量尺化的影响。采用模拟研究的方法,比较了锚测验难度等于来源测验、位于高低年级测验水平难度区间的第25百分位处及区间第50百分位处时,年级能力分布和垂直量尺特性上的参数返真结果,发现锚题难度水平高于其来源测验非但不会导致垂直量尺化结果变差,在有的情境下反而可能会提高其准确性。研究揭示人们构建垂直量尺时,可以根据内容和其他统计特征的需要对锚测验的难度水平做出适当调整     

中文版正念教学量表的信效度检验

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度。方法:使用样本1(n₁=302)进行项目分析、探索性因素分析;样本2(n₂=185)进行验证性因素分析;使用样本1和2检验量表的跨组测量不变性,并考察效标效度;样本3(n₃=30)进行重测信度检验。结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度。且该量表在小学、初中及高中教师中达到部分测量强等值。结论:该量表适宜在我国中小学教师群体中使用。     

中国青少年积极发展量表（简版）的编制：基于一个大样本数据

中国青少年积极发展量表是一个多维度的测评青少年发展过程中积极特性（即品格、能力、自信和联结）的量表,共98个项目。为提高量表的应用推广性,本研究基于一个大样本数据（n=16317, M_年龄=13.13岁, SD=2.52岁）创建了一个该量表的简化版本。通过一系列的验证性因素分析、项目筛选、信效度检验以及交叉验证,简化后量表共48个项目。结果显示,简版量表与原始完整版量表有足够的概念重合度和剖面相似性,且具有可以接受的信效度和测量结构的等值性。