学习者评估过程的心理测量属性 (第二版):伊朗小学学生数学诊断
Hamid Khanipour1, Masoud Geramipour2, Mobina Radfar3
1Institute for Educational, Psychological and Social Research, Kharazmi University, Tehran, Iran.
Applied neuropsychology. Child
|February 11, 2025
概括
学习者的过程评估 (第二版):数学诊断 (PAL-II M) 有效地识别了儿童的数学学习障碍 (MLD). 其子测试显示出强大的可靠性,并区分了患有MLD和没有MLD的儿童,突出了工作记忆.
科学领域:
- 教育心理学教育心理学
- 神经心理学 神经心理学
- 特殊教育 特殊教育
背景情况:
- 数学学习障碍 (MLD) 对小学学生构成重大挑战.
- 准确的诊断工具对于识别MLD和告知干预措施至关重要.
- 学习者的过程评估 (第二版):数学诊断 (PAL-II M) 是一个旨在评估数学技能的工具.
研究的目的:
- 在伊朗学生群体中检查PAL-II M的心理测量特性.
- 用PAL-II M.来比较患有MLD和没有MLD的儿童的表现.
- 为了验证PAL-II M子测试的因子结构和可靠性.
主要方法:
- 这项研究使用了PAL-II M和学习障碍评估量表 (LDES).
- 来自德黑兰的404名小学学生的样本参与了调查,其中95名被诊断患有MLD.
- 分析了心理测量特性和群体差异.
主要成果:
- 所有PAL-II M子测试都显示出可靠性,除了指纹写作子测试.
- 一个三因素模型提供了一个比原来的两个因素结构更好的合适.
- 在患有MLD和没有MLD的儿童之间观察到PAL-II M分数的显著差异,定量和空间工作记忆是关键差异化因素.
结论:
- 在伊朗学生中,PAL-II M表现出强大的心理测量特性和凝聚力的因素结构.
- 亚尺度最好通过神经心理功能来分类:计算,视觉空间和数值处理.
- PAL-II M有效地区分了患有MLD和没有MLD的儿童,与MLD亚型保持一致,并支持对数学能力的整体观点.
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