Polytomous explanatory item response models for item discrimination: Assessing negative-framing effects in social-emotional learning surveys.

IF 4.6 2区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Joshua B Gilbert, Lijin Zhang, Esther Ulitzsch, Benjamin W Domingue
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引用次数: 0

Abstract

Modeling item parameters as a function of item characteristics has a long history but has generally focused on models for item location. Explanatory item response models for item discrimination are available but rarely used. In this study, we extend existing approaches for modeling item discrimination from dichotomous to polytomous item responses. We illustrate our proposed approach with an application to four social-emotional learning surveys of preschool children to investigate how item discrimination depends on whether an item is positively or negatively framed. Negative framing predicts significantly lower item discrimination on two of the four surveys, and a plausibly causal estimate from a regression discontinuity analysis shows that negative framing reduces discrimination by about 30% on one survey. We conclude with a discussion of potential applications of explanatory models for item discrimination.

项目歧视的多重解释性项目反应模型:评估社会情绪学习调查中的负框架效应。
将物品参数建模为物品特征的函数已经有很长的历史了,但通常集中在物品位置的模型上。项目区分的解释性项目反应模型是可用的,但很少使用。在这项研究中,我们将现有的项目识别建模方法从二分类扩展到多分类。我们通过对学龄前儿童的四项社会情感学习调查来说明我们提出的方法,以调查项目歧视如何取决于项目是积极的还是消极的框架。在四项调查中,有两项调查的负面框架预测显著降低了项目歧视,从回归不连续分析得出的貌似合理的因果估计表明,在一项调查中,负面框架减少了约30%的歧视。最后,我们讨论了项目辨别的解释模型的潜在应用。
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来源期刊
CiteScore
10.30
自引率
9.30%
发文量
266
期刊介绍: Behavior Research Methods publishes articles concerned with the methods, techniques, and instrumentation of research in experimental psychology. The journal focuses particularly on the use of computer technology in psychological research. An annual special issue is devoted to this field.
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