European Journal of Psychological Assessment最新文献_第6页

The ESBW Short Scale ESBW短量表

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-03-17 DOI: 10.1027/1015-5759/a000763

Sinja Müser, J. Fleischer, Olga Kunina-Habenicht, D. Leutner

{"title":"The ESBW Short Scale","authors":"Sinja Müser, J. Fleischer, Olga Kunina-Habenicht, D. Leutner","doi":"10.1027/1015-5759/a000763","DOIUrl":"https://doi.org/10.1027/1015-5759/a000763","url":null,"abstract":"Abstract: Teacher students’ professional educational knowledge is of great importance in academic teacher education. In response to the need to continuously optimize and improve teacher education, we developed a standards-based test instrument designed along the Standards of Teacher Education of the German education administration. The so-called ESBW (Essen Test for the Assessment of Standards-Based Educational Knowledge) is intended to assess educational knowledge as it is defined in these standards. This Brief Report aims to investigate whether the ESBW, as an exclusively standards-based developed test, can empirically be distinguished from a similar, but non-originally standards-based developed test, here the BilWiss 2.0 test, which also partially covers the standards. Competing structural equation models based on a study with 216 teacher students revealed that the ESBW short scale can be empirically distinguished from the BilWiss 2.0 short version, indicating that both instruments partly measure different aspects of educational knowledge. In addition, the examination of measurement invariance revealed that the ESBW performed similarly well for both beginning and advanced teacher students. Thus, our results further underline the usefulness of the ESBW for the assessment and evaluation of the German Standards of Teacher Education.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49091325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measurement Does Not Take Place in a Legal Vacuum 计量并非在法律真空中进行

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-03-01 DOI: 10.1027/1015-5759/a000764

Matthias Ziegler, D. Iliescu

引用次数: 0

Ice Is Hot and Water Is Dry 冰是热的，水是干的

3区心理学

European Journal of Psychological Assessment Pub Date : 2023-03-01 DOI: 10.1027/1015-5759/a000691

Natalie Förster, Jörg-Tobias Kuhn

{"title":"Ice Is Hot and Water Is Dry","authors":"Natalie Förster, Jörg-Tobias Kuhn","doi":"10.1027/1015-5759/a000691","DOIUrl":"https://doi.org/10.1027/1015-5759/a000691","url":null,"abstract":"Abstract: To monitor students’ progress and adapt instruction to students’ needs, teachers increasingly use repeated assessments of equivalent tests. The present study investigates whether equivalent reading tests can be successfully developed via rule-based item design. Based on theoretical considerations, we identified 3-item features for reading comprehension at the word, sentence, and text levels, respectively, which should influence the difficulty and time intensity of reading processes. Using optimal design algorithms, a design matrix was calculated, and four equivalent test forms of the German reading test series for second graders (quop-L2) were developed. A total of N = 7,751 students completed the tests. We estimated item difficulty and time intensity parameters as well as person ability and speed parameters using bivariate item response theory (IRT) models, and we investigated the influence of item features on item parameters. Results indicate that all item properties significantly affected either item difficulty or response time. Moreover, as indicated by the IRT-based test information functions and analyses of variance, the four different test forms showed similar levels of difficulty and time-intensity at the word, sentence, and text levels (all η 2 < .002). Results were successfully cross-validated using a sample of N = 5,654 students.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135594057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The NB5I NB5I

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-02-01 DOI: 10.1027/1015-5759/a000687

M. Bäckström, F. Björklund, R. Maddux, M. Lindén

{"title":"The NB5I","authors":"M. Bäckström, F. Björklund, R. Maddux, M. Lindén","doi":"10.1027/1015-5759/a000687","DOIUrl":"https://doi.org/10.1027/1015-5759/a000687","url":null,"abstract":"Abstract. Personality is usually measured by means of self-ratings. Despite some drawbacks, the method is here to stay, and improving on it, particularly regarding social desirability, is essential. One way to do this is evaluative neutralization, that is, to rephrase items such that it is less obvious to the respondent what would be a desirable response. We present a 120-item evaluatively neutralized five-factor inventory and compare it to the IPIP-NEO ( Goldberg et al., 2006 ). Psychometric analyses revealed that the new inventory has high factor homogeneity, relatively independent facets with acceptable homogeneity and normally distributed ratings, and relatively evaluatively neutral ratings (as indicated by the level of item popularity). In sum, this new inventory captures the same personality variance as other five-factor inventories but with less influence from individual differences in evaluative responding, resulting in less correlation between factors and a factor structure more in line with the simple structure model than many other five-factor inventories. Evaluatively neutralized inventories should be particularly useful when the factor structure is central to the research question and focuses on discriminant validity, such as identifying theoretically valid relationships between personality traits and other concepts.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47630225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Measurement Invariance of Children’s SEL Competencies 儿童SEL能力的测量不变性

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-31 DOI: 10.1027/1015-5759/a000753

C. J. Anthony, Pui‐wa Lei, S. Elliott, J. DiPerna, C. Cefai, P. Bartolo, L. Camilleri, M. O’Riordan, I. Grazzani, V. Cavioni, E. Conte, V. Ornaghi, S. Tatalović Vorkapić, M. Poulou, B. Martinsone, C. Simões, A. A. Colomeischi

{"title":"Measurement Invariance of Children’s SEL Competencies","authors":"C. J. Anthony, Pui‐wa Lei, S. Elliott, J. DiPerna, C. Cefai, P. Bartolo, L. Camilleri, M. O’Riordan, I. Grazzani, V. Cavioni, E. Conte, V. Ornaghi, S. Tatalović Vorkapić, M. Poulou, B. Martinsone, C. Simões, A. A. Colomeischi","doi":"10.1027/1015-5759/a000753","DOIUrl":"https://doi.org/10.1027/1015-5759/a000753","url":null,"abstract":"Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47436645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A Probit Multistate IRT Model With Latent Item Effect Variables for Graded Responses 具有潜在项目效应变量的等级反应概率多状态IRT模型

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-31 DOI: 10.1027/1015-5759/a000751

Franz L. Classe, R. Steyer

引用次数: 0

Measurement Invariance of the Resistance to Peer Influence Scale Across Culture and Gender 抗同伴影响量表在文化和性别上的测量不变性

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-31 DOI: 10.1027/1015-5759/a000754

Bowen Xiao, Xiaolong Xie, Wanfen Chen, D. Law, Hezron Z. Onditi, Junsheng Liu, J. Shapka

引用次数: 0

Correction to Albers & Bringmann, 2020 对Albers & Bringmann的更正，2020

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-01 DOI: 10.1027/1015-5759/a000759

引用次数: 0

Call for Papers: “Digital Transformation and Psychological Assessment” 论文征集：“数字化转型与心理评估”

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-01 DOI: 10.1027/1015-5759/a000760

引用次数: 0

Direct Replication in Psychological Assessment Research 心理评估研究中的直接复制

IF 2.5 3区心理学

European Journal of Psychological Assessment Pub Date : 2023-01-01 DOI: 10.1027/1015-5759/a000755

Mark S. Allen, D. Iliescu, Samuel Greiff

引用次数: 0