使用调节的非线性因子模型来调整从幼儿园到六年级的学生-教师关系量表中的差异性项目功能
Sophia W Magro1, Meriah L DeJoseph1, Robert C Pianta2
1Institute of Child Development, University of Minnesota, USA.
Journal of school psychology
|June 14, 2024
概括
调整教师与学生关系问卷中的偏见至关重要. 不这样做掩盖了种族和教育等重要因素,影响了我们对儿童发展的理解.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 师生关系对于孩子的发展至关重要.
- 之前关于关系质量的研究缺乏偏差调整.
- 测量偏差可能会扭曲有关教师与学生互动的研究结果.
研究的目的:
- 测试和调整学生与教师关系量表 (STRS) 中的测量偏差.
- 为了生成准确的估计师生关系质量轨迹.
- 检查偏见如何影响种族和社会经济地位等预测因素的解释.
主要方法:
- 利用了NICHD早期儿童护理和青少年发展研究 (N=1140) 的纵向数据.
- 应用差异性项目功能 (DIF) 分析在K-6等级的STRS项目中.
- 对社会人口统计学因素进行偏差调整的与没有偏差调整的增长模型进行比较.
主要成果:
- 确定了在评估冲突和亲密关系的项目中发挥作用的差异性项目.
- 在儿童年级,出生性别,种族/种族和母亲教育方面观察到偏见.
- 偏差调整揭示了种族,教育和母亲敏感性的掩饰效应.
结论:
- 测试和纠正STRS中的项目偏差对于有效的研究至关重要.
- 未经调整的分数可能会导致关于教师与学生关系的不准确结论.
- 准确的测量对于理解影响儿童发育的因素至关重要.
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