贝叶斯对象响应理论的教程:使用教师压力库存-简单表格的插图
Sonja D Winter1, Colleen L Eddy2, Wenxi Yang1
1Educational, School, and Counseling Psychology, University of Missouri, Columbia, United States of America; Missouri Prevention Science Institute, University of Missouri, Columbia, United States of America.
Journal of school psychology
|April 3, 2025
概括
贝叶斯物件响应理论 (IRT) 对教育评估的频率主义方法具有优势. 使用贝叶斯式IRT对教师压力清单简单表格 (TSI-SF) 的分析证实了三种相关特征模型.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
- 量化心理学 量化心理学
背景情况:
- 项目响应理论 (IRT) 是用于教育评估的标准心理测量工具.
- 频率主义IRT方法在假设和计算能力方面存在局限性.
- 贝叶斯式方法为IRT分析提供了灵活而强大的替代方案.
研究的目的:
- 介绍学校心理学研究人员使用贝叶斯的方法进行物件响应理论 (IRT) 分析.
- 突出贝叶斯式IRT相对于传统频率主义方法的优势.
- 为IRT展示一个全面的贝叶斯工作流程.
主要方法:
- 贝叶斯式IRT工作流的概述:模型规范,前期选择,预测检查,模型估计,后期解释和灵敏度分析.
- 贝叶斯式IRT应用于16项教师压力清单-简单表格 (TSI-SF).
- 分析使用了329名教师的样本.
主要成果:
- 贝叶斯式IRT分析表明,TSI-SF最好通过一个三相关的特征结构来建模.
- 已识别的特征是纪律和动机,专业投资和与工作有关的压力.
- 这提供了对教师压力来源的细微了解.
结论:
- 贝叶斯式IRT为分析教育评估数据提供了一个强大的框架,提供灵活性和强大的推断.
- 这些发现支持通过TSI-SF测量教师压力的多维结构.
- 学校心理学研究人员可以从采用贝叶斯方法来进行复杂的心理测量建模中受益.
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