为什么我们仍然会对特定领域知识测试的低克朗巴赫系数感到担忧？

IF 10.1 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2025-04-11 DOI:10.1007/s10648-025-10015-5

Steffen Zitzmann, Gabe A. Orona

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引用次数: 0

摘要

最近，Edelsbrunner 等人在《教育心理学评论》（Educational Psychology Review）第 37 卷第 1-43 期发表了一篇关于特定领域知识测试中克朗巴赫系数的系统回顾和元分析文章。我们对他们的分析表示赞赏，并同意他们的大部分结论，但我们不同意关于在知识测试中使用α的三个信息：（1）α衡量项目间相互关系的强度；（2）低α表明有效性；（3）放弃α的临界值。我们以建设性的方式讨论了这些信息，并提出了一种方法来抵制教育心理学中看似高α的膨胀。

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Why We Might Still be Concerned About Low Cronbach’s Alphas in Domain-specific Knowledge Tests

Edelsbrunner et al. Educational Psychology Review, 37, 1–43, 2025 recently published a systematic review and meta-analysis of Cronbach's alphas in domain-specific knowledge tests. While appreciating their analysis and agreeing with most findings, we disagree with three messages regarding the use of alpha in knowledge tests: (1) alpha measures the strength of interrelations among items, (2) a low alpha indicates validity, and (3) thresholds for alpha be abandoned. We discuss these messages in a constructive manner and present a way to counteract the inflation of seemingly high alphas in educational psychology.

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.