{"title":"印尼版高等教育心理资本问卷（PCQ）的验证：Rasch 分析","authors":"Ika Zenita Ratnaningsih, Unika Prihatsanti, Anggun Resdasari Prasetyo, Bambang Sumintono","doi":"10.1108/jarhe-10-2023-0480","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The present study aimed to validate the Indonesian-language version of the psychological capital questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item functioning of the instrument. These questionnaires are designed to assess students' initial psychological status, aiming to ease their transition from school to university and monitor undergraduate students' mental health.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>A total of 1,012 undergraduate students (female = 61.2%; male = 38.8%) from a university in Central Java, Indonesia completed the 24-item Indonesian version of the PCQ. The sampling technique used is quota sampling. Data were analysed using The Rasch model analysis, it was performed using the Winsteps 3.73 software.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results of the Rasch analysis indicated that the reliability of the instrument was good (a = 0.80), item quality was excellent (1.00), and person reliability was consistent (0.77). In the validity aspect, all four domains of the PCQ exhibited unidimensionality, and a rating scale with four answer choices was deemed appropriate. The study also identifies item difficulty level in each dimension.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>The practical implications of this study are beneficial for higher education institutions. They can use the validated Indonesian version of the PCQ to monitor the mental well-being of undergraduate students. Mapping the PsyCap can serve as a basis for developing and determining learning policies, potentially leading to improvements in student academic performance. The theoretical implications of this study are related to the advancement of measurement theory. By employing Rasch analysis, the study contributes to enhancing the validity and reliability of measurement, particularly in the context of educational and psychological assessment in Indonesia.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This current study confirmed that the Indonesian version of PCQ adequately measures psychological capital in higher education, particularly in the Indonesian context.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"35 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Validation of the Indonesian version of the psychological capital questionnaire (PCQ) in higher education: a Rasch analysis\",\"authors\":\"Ika Zenita Ratnaningsih, Unika Prihatsanti, Anggun Resdasari Prasetyo, Bambang Sumintono\",\"doi\":\"10.1108/jarhe-10-2023-0480\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>The present study aimed to validate the Indonesian-language version of the psychological capital questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item functioning of the instrument. These questionnaires are designed to assess students' initial psychological status, aiming to ease their transition from school to university and monitor undergraduate students' mental health.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>A total of 1,012 undergraduate students (female = 61.2%; male = 38.8%) from a university in Central Java, Indonesia completed the 24-item Indonesian version of the PCQ. The sampling technique used is quota sampling. Data were analysed using The Rasch model analysis, it was performed using the Winsteps 3.73 software.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The results of the Rasch analysis indicated that the reliability of the instrument was good (a = 0.80), item quality was excellent (1.00), and person reliability was consistent (0.77). In the validity aspect, all four domains of the PCQ exhibited unidimensionality, and a rating scale with four answer choices was deemed appropriate. The study also identifies item difficulty level in each dimension.</p><!--/ Abstract__block -->\\n<h3>Practical implications</h3>\\n<p>The practical implications of this study are beneficial for higher education institutions. They can use the validated Indonesian version of the PCQ to monitor the mental well-being of undergraduate students. Mapping the PsyCap can serve as a basis for developing and determining learning policies, potentially leading to improvements in student academic performance. The theoretical implications of this study are related to the advancement of measurement theory. 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Validation of the Indonesian version of the psychological capital questionnaire (PCQ) in higher education: a Rasch analysis
Purpose
The present study aimed to validate the Indonesian-language version of the psychological capital questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item functioning of the instrument. These questionnaires are designed to assess students' initial psychological status, aiming to ease their transition from school to university and monitor undergraduate students' mental health.
Design/methodology/approach
A total of 1,012 undergraduate students (female = 61.2%; male = 38.8%) from a university in Central Java, Indonesia completed the 24-item Indonesian version of the PCQ. The sampling technique used is quota sampling. Data were analysed using The Rasch model analysis, it was performed using the Winsteps 3.73 software.
Findings
The results of the Rasch analysis indicated that the reliability of the instrument was good (a = 0.80), item quality was excellent (1.00), and person reliability was consistent (0.77). In the validity aspect, all four domains of the PCQ exhibited unidimensionality, and a rating scale with four answer choices was deemed appropriate. The study also identifies item difficulty level in each dimension.
Practical implications
The practical implications of this study are beneficial for higher education institutions. They can use the validated Indonesian version of the PCQ to monitor the mental well-being of undergraduate students. Mapping the PsyCap can serve as a basis for developing and determining learning policies, potentially leading to improvements in student academic performance. The theoretical implications of this study are related to the advancement of measurement theory. By employing Rasch analysis, the study contributes to enhancing the validity and reliability of measurement, particularly in the context of educational and psychological assessment in Indonesia.
Originality/value
This current study confirmed that the Indonesian version of PCQ adequately measures psychological capital in higher education, particularly in the Indonesian context.
期刊介绍：
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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