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1دورية أكاديمية
المؤلفون: Aran, Pavitra, Lewis, Andrew, Watson, Stuart, MacMillan, Kelli, Power, Josephine, Galbally, Megan
مصطلحات موضوعية: Confirmatory Factor Analysis, Construct Validity, Convergent Validity, Discriminant Validity, Dyads, Emotions, Factor Analysis, Statistical, Factor Structure, Female, Human, Humans, Male, Measurement, Measurement Invariance, Mother Child Relations, Mothers, Parent-child relations, Psychometrics, Quantitative psychology, Reproducibility of Results, Scale models, Test Reliability, Test Validity, 5201 Applied and developmental psychology, 5204 Cognitive and computational pyschology, 5205 Social and personality psychology
الوصف: The Emotional Availability Scales (EAS) are the most widely reported observational assessment measure of parent-child relationships and has been of particular interest in understanding differences between samples of depressed and nondepressed mothers and their offspring. Despite its widespread use, psychometric validation of the factor structure in normative samples and the measurement of invariance within clinical samples has not been published. We evaluated the internal structure (dimensionality, reliability, convergent, and discriminant validity) of the EAS fourth edition using a nondepressed sample of 157 Australian women and their infants aged 6 months, including testing the measurement invariance of the EAS between the same nondepressed sample (n = 157), and a depressed group (n = 185) of mother-infant dyads, using MPlus. Participants were recruited from tertiary hospitals, and depression status was established using a diagnostic measure. Higher-order confirmatory factor analyses on the EAS' six dimensions supported a unidimensional factor solution in our data. Full measurement invariance was not demonstrated due to metric noninvariance of the maternal nonintrusiveness and child responsiveness dimensions. Full scalar invariance supported mean comparisons, and a medium effect of .78SD lower mean emotional availability for the depressed group was found Cohen's d = .63, 95% CI [.41, .85]. While arguments exist for the clinical utility of differentiating between multiple dimensions of emotional availability, the current findings do not support a multidimensional factor structure or full multigroup measurement invariance of the EAS. Similar psychometric investigations of the EAS in clinical and nonclinical samples are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
العلاقة: Psychological Assessment Vol. 34, no. 1 (2022), p. 70-81; http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/191757Test; vital:17857; https://doi.org/10.1037/pas0001067Test
الإتاحة: https://doi.org/10.1037/pas0001067Test
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/191757Test -
2دورية أكاديمية
المصدر: International Conference on Assessment and Learning (ICAL)
مصطلحات موضوعية: Test validity, Test content, Test construction, Literature review, Measurement, Educational Assessment, Evaluation, and Research, edu, psy
الوصف: Validity is a crucial issue in test development because it represents the accuracy of test score interpretation in describing the measured attribute or construct. Among validity evidence that can be collected to support test score interpretation, the one based on test content incited controversies. The content-based validity evidence includes analyses of the relationship between test content and the construct the test purported to measure. Some authors opposed the use of such evidence in the validation process, arguing that the evidence can only provide hypotheses to be tested in the subsequent processes. Other authors argued that the content validation process provided meaningful information regarding test validity, particularly tests based on content such as achievement tests. Unfortunately, literature regarding such issues hitherto has not addressed the controversies adequately. Furthermore, several techniques for quantifying the content-based validity evidence have been proposed without any other article reviewing and evaluating them in comparison with the others. The current study was conducted to examine propositions made by prominent authors regarding validity based on test content and to compare proposed quantification techniques. Using Bielefield Academic Search Engine, 1,841 articles with “content validity” in their titles, however only 28 of them met inclusion criteria and thus reviewed. The reviews showed that there were three positions regarding content-based validity evidence: (1) content validity is sufficient as sole evidence supporting test scores interpretation, (2) evidence can be based on the relationship between content and construct but support from other types of evidence is needed, and (3) evaluating representativeness of construct by test content is an important process, but it cannot satisfactorily provide validity evidence. As for the quantification techniques, there were four techniques proposed by different authors. Each focused on a different aspect of the relationship between .
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3دورية أكاديمية
المؤلفون: Aran, Pavitra, Lewis, Andrew J., Watson, Stuart, MacMillan, Kelli, Power, Josephine, Galbally, Megan
مصطلحات موضوعية: Confirmatory Factor Analysis, Construct Validity, Convergent Validity, Discriminant Validity, Dyads, Emotions, Factor Analysis, Statistical, Factor Structure, Female, Human, Humans, Male, Measurement, Measurement Invariance, Mother Child Relations, Mothers, Parent-child relations, Psychometrics, Quantitative psychology, Reproducibility of Results, Scale models, Test Reliability, Test Validity, 5201 Applied and developmental psychology, 5204 Cognitive and computational pyschology, 5205 Social and personality psychology, psy, genre
الوصف: The Emotional Availability Scales (EAS) are the most widely reported observational assessment measure of parent-child relationships and has been of particular interest in understanding differences between samples of depressed and nondepressed mothers and their offspring. Despite its widespread use, psychometric validation of the factor structure in normative samples and the measurement of invariance within clinical samples has not been published. We evaluated the internal structure (dimensionality, reliability, convergent, and discriminant validity) of the EAS fourth edition using a nondepressed sample of 157 Australian women and their infants aged 6 months, including testing the measurement invariance of the EAS between the same nondepressed sample (n = 157), and a depressed group (n = 185) of mother-infant dyads, using MPlus. Participants were recruited from tertiary hospitals, and depression status was established using a diagnostic measure. Higher-order confirmatory factor analyses on the EAS' six dimensions supported a unidimensional factor solution in our data. Full measurement invariance was not demonstrated due to metric noninvariance of the maternal nonintrusiveness and child responsiveness dimensions. Full scalar invariance supported mean comparisons, and a medium effect of .78SD lower mean emotional availability for the depressed group was found Cohen's d = .63, 95% CI [.41, .85]. While arguments exist for the clinical utility of differentiating between multiple dimensions of emotional availability, the current findings do not support a multidimensional factor structure or full multigroup measurement invariance of the EAS. Similar psychometric investigations of the EAS in clinical and nonclinical samples are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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4دورية أكاديمية
المصدر: International Conference on Assessment and Learning (ICAL)
مصطلحات موضوعية: Test validity, Test content, Test construction, Literature review, Measurement, Educational Assessment, Evaluation, and Research
الوصف: Validity is a crucial issue in test development because it represents the accuracy of test score interpretation in describing the measured attribute or construct. Among validity evidence that can be collected to support test score interpretation, the one based on test content incited controversies. The content-based validity evidence includes analyses of the relationship between test content and the construct the test purported to measure. Some authors opposed the use of such evidence in the validation process, arguing that the evidence can only provide hypotheses to be tested in the subsequent processes. Other authors argued that the content validation process provided meaningful information regarding test validity, particularly tests based on content such as achievement tests. Unfortunately, literature regarding such issues hitherto has not addressed the controversies adequately. Furthermore, several techniques for quantifying the content-based validity evidence have been proposed without any other article reviewing and evaluating them in comparison with the others. The current study was conducted to examine propositions made by prominent authors regarding validity based on test content and to compare proposed quantification techniques. Using Bielefield Academic Search Engine, 1,841 articles with “content validity” in their titles, however only 28 of them met inclusion criteria and thus reviewed. The reviews showed that there were three positions regarding content-based validity evidence: (1) content validity is sufficient as sole evidence supporting test scores interpretation, (2) evidence can be based on the relationship between content and construct but support from other types of evidence is needed, and (3) evaluating representativeness of construct by test content is an important process, but it cannot satisfactorily provide validity evidence. As for the quantification techniques, there were four techniques proposed by different authors. Each focused on a different aspect of the relationship between ...
وصف الملف: application/pdf
العلاقة: https://research.acer.edu.au/ical/2Test; https://research.acer.edu.au/cgi/viewcontent.cgi?article=1011&context=icalTest
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5دورية أكاديمية
المصدر: Sociology and Criminology Department Faculty Works
مصطلحات موضوعية: Bystander attitudes, Bystander behavior, Measurement, Sexual and relationship abuse, Abuse prevention, Prevention program assessment, Test construction, Test reliability, Test validity, Domestic and Intimate Partner Violence, Educational Sociology, Higher Education, Social Psychology and Interaction
الوصف: Objective: To address acknowledged limitations in the effectiveness of sexual and relationship abuse prevention strategies, practitioners have developed new tools that use a bystander framework (Lonsway et al, 2009). Evaluation of bystander-focused prevention requires measures, specific to the bystander approach, that assess changes over time in participants’ attitudes and behaviors. Few measures exist and more psychometric analyses are needed. We present analyses to begin to establish the psychometric properties of four new measures of bystander outcomes and their subscales. Method: We collected data from 948 first year college students on two campuses in the northeast United States. Items assessing attitudes and behaviors related to bystander helping responses in college campus communities for situations where there is sexual or relationship abuse risk were factor analyzed. Results: Measures of readiness to help (assessed specifically with scales representing taking action, awareness, and taking responsibility), intent to be an active bystander, self-reported bystander responses, and perceptions of peer norms in support of action all showed adequate reliability and validity. Conclusion: The study represents a next step in the development of tools that can be used by researchers and practitioners seeking both to understand bystander behavior in the context of sexual and relationship abuse and evaluating the effectiveness of prevention tools to address these problems. The measures investigated will be helpful for prevention educators and researchers evaluating the effectiveness of sexual and relationship abuse education tools that use a bystander intervention framework.
وصف الملف: application/pdf
العلاقة: https://digitalcommons.assumption.edu/sociology-and-criminology-faculty/1Test; https://digitalcommons.assumption.edu/context/sociology-and-criminology-faculty/article/1003/viewcontent/DC_Cares_04.pdfTest
الإتاحة: https://doi.org/10.1037/a0033470Test
https://digitalcommons.assumption.edu/sociology-and-criminology-faculty/1Test
https://digitalcommons.assumption.edu/context/sociology-and-criminology-faculty/article/1003/viewcontent/DC_Cares_04.pdfTest -
6دورية أكاديمية
المصدر: Research on Music and Mental Health
مصطلحات موضوعية: Meaningfulness of Songwriting Scale, test validity, test reliability, psychometrics, mental health care, test development, Alcoholism, Amphetamine-Related Disorders, Bipolar Disorder, Depressive Disorder, Major, Inpatients, Mental Disorders, Opioid-Related Disorders, Outcome Assessment (Health Care), Reproducibility of Results, Schizophrenia, Substance-Related Disorders, Writing, Meaningfulness, Test Construction, Detoxification, Measurement, Mental Health, Composition, Coping, Detox Setting, Mood Scales, Music Medicine, Psychological Outcomes
الوصف: Background: Songwriting is an intervention with demonstrated clinical benefit for a range of clinical populations. Researchers argue that positive outcomes are in part the result of the meaningfulness of the creative process. However, no measure currently exists to quantify the extent of meaning derived from songwriting processes. Objective: To psychometrically evaluate the Meaningfulness of Songwriting Scale (MSS) as a measure of meaning of a therapeutic songwriting process. Method: 147 participants receiving short-term mental health care (39 acute psychiatric care; 108 detoxification unit) were asked to complete the MSS and the Short State Flow Scale immediately following a songwriting music therapy session. Six hours later, participants completed the MSS a second time. Analyses were performed by participant cohort to determine the content validity, internal consistency, test-retest reliability, measurement error, and construct validity. Results: Findings indicated that the MSS has good content validity, strong internal consistency (a = 0.98, acute psychiatric group, and a = 0.96, detoxification group), acceptable test-retest reliability (ICC2,1 = 0.93, acute psychiatric group, and ICC2,1 = 0.89, detoxification group), and construct validity (acute group was r = 0.68, p < 0.001, and detoxification group was r = 0.56, p < 0.001). Measurement error was greater in the detoxification group, suggesting that the measure may be unstable for this group. Conclusions: Preliminary evidence supports MSS use for research with inpatients on acute psychiatric units; however, cautious use is recommended for use with inpatients in detoxification units due to measurement error. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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7دورية أكاديمية
المصدر: MHI Citations
مصطلحات موضوعية: Meaningfulness of Songwriting Scale, test validity, test reliability, psychometrics, mental health care, test development, Alcoholism, Amphetamine-Related Disorders, Bipolar Disorder, Depressive Disorder, Major, Inpatients, Mental Disorders, Opioid-Related Disorders, Outcome Assessment (Health Care), Reproducibility of Results, Schizophrenia, Substance-Related Disorders, Writing, Meaningfulness, Test Construction, Detoxification, Measurement, Mental Health, Composition, Coping, Detox Setting, Mood Scales, Music Medicine, Psychological Outcomes
الوصف: Background: Songwriting is an intervention with demonstrated clinical benefit for a range of clinical populations. Researchers argue that positive outcomes are in part the result of the meaningfulness of the creative process. However, no measure currently exists to quantify the extent of meaning derived from songwriting processes. Objective: To psychometrically evaluate the Meaningfulness of Songwriting Scale (MSS) as a measure of meaning of a therapeutic songwriting process. Method: 147 participants receiving short-term mental health care (39 acute psychiatric care; 108 detoxification unit) were asked to complete the MSS and the Short State Flow Scale immediately following a songwriting music therapy session. Six hours later, participants completed the MSS a second time. Analyses were performed by participant cohort to determine the content validity, internal consistency, test-retest reliability, measurement error, and construct validity. Results: Findings indicated that the MSS has good content validity, strong internal consistency (a = 0.98, acute psychiatric group, and a = 0.96, detoxification group), acceptable test-retest reliability (ICC2,1 = 0.93, acute psychiatric group, and ICC2,1 = 0.89, detoxification group), and construct validity (acute group was r = 0.68, p < 0.001, and detoxification group was r = 0.56, p < 0.001). Measurement error was greater in the detoxification group, suggesting that the measure may be unstable for this group. Conclusions: Preliminary evidence supports MSS use for research with inpatients on acute psychiatric units; however, cautious use is recommended for use with inpatients in detoxification units due to measurement error. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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8دورية أكاديمية
المصدر: Research on Music and Mental Health
مصطلحات موضوعية: Meaningfulness of Songwriting Scale, test validity, test reliability, psychometrics, mental health care, test development, Alcoholism, Amphetamine-Related Disorders, Bipolar Disorder, Depressive Disorder, Major, Inpatients, Mental Disorders, Opioid-Related Disorders, Outcome Assessment (Health Care), Reproducibility of Results, Schizophrenia, Substance-Related Disorders, Writing, Meaningfulness, Test Construction, Detoxification, Measurement, Mental Health, Composition, Coping, Detox Setting, Mood Scales, Music Medicine, Psychological Outcomes
الوصف: Background: Songwriting is an intervention with demonstrated clinical benefit for a range of clinical populations. Researchers argue that positive outcomes are in part the result of the meaningfulness of the creative process. However, no measure currently exists to quantify the extent of meaning derived from songwriting processes. Objective: To psychometrically evaluate the Meaningfulness of Songwriting Scale (MSS) as a measure of meaning of a therapeutic songwriting process. Method: 147 participants receiving short-term mental health care (39 acute psychiatric care; 108 detoxification unit) were asked to complete the MSS and the Short State Flow Scale immediately following a songwriting music therapy session. Six hours later, participants completed the MSS a second time. Analyses were performed by participant cohort to determine the content validity, internal consistency, test-retest reliability, measurement error, and construct validity. Results: Findings indicated that the MSS has good content validity, strong internal consistency (a = 0.98, acute psychiatric group, and a = 0.96, detoxification group), acceptable test-retest reliability (ICC2,1 = 0.93, acute psychiatric group, and ICC2,1 = 0.89, detoxification group), and construct validity (acute group was r = 0.68, p < 0.001, and detoxification group was r = 0.56, p < 0.001). Measurement error was greater in the detoxification group, suggesting that the measure may be unstable for this group. Conclusions: Preliminary evidence supports MSS use for research with inpatients on acute psychiatric units; however, cautious use is recommended for use with inpatients in detoxification units due to measurement error. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
العلاقة: https://remix.berklee.edu/mhi-music-mental-health/212Test; https://doi.org/10.1093/jmt/thv020Test
الإتاحة: https://doi.org/10.1093/jmt/thv020Test
https://remix.berklee.edu/mhi-music-mental-health/212Test -
9كتاب
المؤلفون: Papadopoulos, Timothy C., Panayiotou, Georgia
المساهمون: Briscoe, William P., Panayiotou, Georgia 0000-0003-2471-9960, Papadopoulos, Timothy C. 0000-0002-5541-568X
المصدر: Focus on Cognition Disorder Research
مصطلحات موضوعية: Attention difficulties, Elementary school children, Teacher rating, Attention checklist, Test validity, Psychometrics, Cross cultural differences, Attention, Cognitive ability, Elementary school students, Measurement, Teachers, Test reliability, Checklist (testing), psy, edu
الوقت: 2007
الوصف: The ability of teachers to identify children with attention difficulties was assessed among Cypriot and Canadian school children using the Attention Checklist (ACL; Das, 1986). Data were collected among Grade 4 children in Cyprus, and then compared to the sample of the Canadian original study reporting normative data. Twelve teachers of 258 children (127 males and 131 females) completed the ACL for each of their students. The mean age of the group was Mage = 9.91 (SD = 0.43). A principal component factor analysis yielded the single-factor structure of the instrument that had been obtained in the Canadian study, accounting for 74.5% of the variance. Cronbach's Alpha and Guttman-Split Half reliability scores were also consistently high with the Cypriot sample: a = .968 and a = .952. Further, Grade 4 descriptive statistics of the total scale were similar to the Canadian data. In both cultural contexts ACL scores were positively correlated with scores on cognitive measures of attention (from the Cognitive Assessment System, CAS; Naglieri & Das, 1997), indicating, consequently, that teacher ratings using the ACL are sufficiently sensitive in identifying those students who have difficulties with selective attention and behavioral inhibition. Indeed, the groups identified by teachers, as high and low attention groups defined by median split, appeared to be significantly different based on their performance on the cognitive measures of attention. Overall, results supported the convergent validity of the ACL, with the screening device showing satisfactory psychometric properties in its Greek version with a normal population. (PsycINFO Database Record (c) 2016 APA, all rights reserved) ; 87 ; 100 ; ID: 2007-13444-004; Accession Number: 2007-13444-004. Partial author list: First Author & Affiliation: Papadopoulos, Timothy C.; Department of Psychology, University of Cyprus, Nicosia, Cyprus. Release Date: 20080407. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. ...
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10كتاب
المؤلفون: Papadopoulos, Timothy C., Panayiotou, Georgia
المساهمون: Briscoe, William P., Panayiotou, Georgia 0000-0003-2471-9960, Papadopoulos, Timothy C. 0000-0002-5541-568X
المصدر: Focus on Cognition Disorder Research
مصطلحات موضوعية: Attention difficulties, Elementary school children, Teacher rating, Attention checklist, Test validity, Psychometrics, Cross cultural differences, Attention, Cognitive ability, Elementary school students, Measurement, Teachers, Test reliability, Checklist (testing)
الوقت: 2007
الوصف: The ability of teachers to identify children with attention difficulties was assessed among Cypriot and Canadian school children using the Attention Checklist (ACL; Das, 1986). Data were collected among Grade 4 children in Cyprus, and then compared to the sample of the Canadian original study reporting normative data. Twelve teachers of 258 children (127 males and 131 females) completed the ACL for each of their students. The mean age of the group was Mage = 9.91 (SD = 0.43). A principal component factor analysis yielded the single-factor structure of the instrument that had been obtained in the Canadian study, accounting for 74.5% of the variance. Cronbach's Alpha and Guttman-Split Half reliability scores were also consistently high with the Cypriot sample: a = .968 and a = .952. Further, Grade 4 descriptive statistics of the total scale were similar to the Canadian data. In both cultural contexts ACL scores were positively correlated with scores on cognitive measures of attention (from the Cognitive Assessment System, CAS; Naglieri & Das, 1997), indicating, consequently, that teacher ratings using the ACL are sufficiently sensitive in identifying those students who have difficulties with selective attention and behavioral inhibition. Indeed, the groups identified by teachers, as high and low attention groups defined by median split, appeared to be significantly different based on their performance on the cognitive measures of attention. Overall, results supported the convergent validity of the ACL, with the screening device showing satisfactory psychometric properties in its Greek version with a normal population. (PsycINFO Database Record (c) 2016 APA, all rights reserved) ; 87 ; 100 ; ID: 2007-13444-004; Accession Number: 2007-13444-004. Partial author list: First Author & Affiliation: Papadopoulos, Timothy C.; Department of Psychology, University of Cyprus, Nicosia, Cyprus. Release Date: 20080407. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. ...
العلاقة: 1-60021-482-7; https://gnosis.library.ucy.ac.cy/handle/7/37019Test
