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Atteggiamenti dei docenti nei confronti dell'inclusione scolastica
Vergani, Francesca; Kielblock, Stephan
Zeitschriftenbeitrag
| In: L'integrazione scolastica e sociale | 2021
41079 Endnote
Autor*innen:
Vergani, Francesca; Kielblock, Stephan
Titel:
Atteggiamenti dei docenti nei confronti dell'inclusione scolastica
In:
L'integrazione scolastica e sociale, 20 (2021) 1, S. 124-156
DOI:
10.14605/ISS2012106
URN:
urn:nbn:de:0111-pedocs-237445
URL:
https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/archivio/vol-20-n-1/atteggiamenti-dei-docenti-nei-confronti-dellinclusione-scolastica/
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Sonstiges
Schlagwörter:
Inklusion; Lehrer; Einstellung <Psy>; Selbstwirksamkeit; Fragebogen; Übersetzung; Italienisch; Anpassung; Validität
Abstract:
Nel campo dell'inclusione scolastica grande interesse è attualmente rivolto alla misurazione degli atteggiamenti dei docenti verso l'inclusione. L'approfondimento della letteratura ha evidenziato, però, scarsa coerenza fra gli strumenti esistenti e un paradigma inclusivo non centrato esclusivamente sugli studenti con disabilità. Individuato in Kielblock, 2018 uno strumento coerente in tal senso, lo scopo di questo studio è la traduzione e validazione in italiano di tale questionario. Il processo ha previsto una double-blind back-translation; un adattamento culturale in collaborazione con ricercatori e docenti; una validazione statistica su un campione di 272 docenti. Il risultato è un questionario di 26 item complessivi, con solide proprietà univariate, buona coerenza fattoriale e adeguata affidabilità (α = 0,811 per la scala sugli atteggiamenti; α = 0,785 per la scala sull'autoefficacia). (DIPF/Orig.)
Abstract (english):
In the field of inclusive education, there is currently great interest in measuring the attitudes of teachers towards inclusion. An in-depth study of literature has shown, however, a lack of coherence between the existing tools, and an inclusive paradigm which is not focused exclusively on students with disabilities. Having identified (Kielblock, 2018) a coherent instrument, the purpose of this study is the Italian translation and validation of this questionnaire. The process involved double-blind back-translation; cultural adaptation in collaboration with researchers and teachers; and statistical validation on a sample of 272 teachers. The result is a questionnaire of 26 items, with solid univariate properties, good factorial consistency and appropriate reliability (α = 0.811 for the attitude scale, α = 0.785 for the self-efficacy scale). (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
The challenges of test translation
Upsing, Britta; Hayatli, Musab
Sammelbandbeitrag
| Aus: Wilmers, Annika; Jornitz, Sieglinde (Hrsg.): International perspectives on school settings, educational policy and digital strategies: A transatlantic discourse in education research | Opladen: Budrich | 2021
41012 Endnote
Autor*innen:
Upsing, Britta; Hayatli, Musab
Titel:
The challenges of test translation
Aus:
Wilmers, Annika; Jornitz, Sieglinde (Hrsg.): International perspectives on school settings, educational policy and digital strategies: A transatlantic discourse in education research, Opladen: Budrich, 2021 , S. 373-388
URL:
https://www.jstor.org/stable/j.ctv1gbrzf4.27
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Test; Testvalidität; Übersetzung; Übersetzungswissenschaft; Professionalisierung; Missverständnis; Studie; Schwierigkeit; Sprachbarriere; Sprachgefühl; Strategie; Beispiel; Qualitätskontrolle
Abstract:
Test translation can easily go wrong. Just to give a few examples: In one PISA study the term 'space suit' was rendered as 'special suit' in the Spanish version and the item had to be dropped; in another higher-education study, the translated rubric talks about a 'goal scorer' instead of 'scorer', and in a school test 'early agrarian society' was rendered 'a society with agrarian industry'. These errors were detected before the tests were actually conducted as a result of translation quality control checks.³ These examples show how important it is to have professionals do the translations, using rigorous methodologies. While these examples may lead some to believe that it would be easier to simply write the tests in the language of the respondents with no translation involved, this is not an option for international tests or surveys, particularly in many countries that have more than one national language. [...] The goal of this article is to illustrate the challenges of test translation and to describe some of the measures that have been implemented to deal with these challenges. We will first explain what international large-scale assessment studies (iLSA) are: We will give a brief outline of their history; describe their contents, goals and their political impact. Next, we will use an actual test item from the PIAAC study as an example to illustrate which questions and difficulties come up when test items are translated. We will then describe the strategies that have been developed to deal with these translation challenges. Here we will mostly draw on strategies for the PISA- and PIAAC-tests. In the final section, we will discuss the remaining challenges, with a focus on the role of language in diverse societies. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Forschungsgrundlagen der Schulpsychologie
Loßnitzer, Christiane; Moschko, Tomasz; Gawrilow, Caterina; Schmid, Johanna; Hasselhorn, Marcus
Sammelbandbeitrag
| Aus: Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule | Stuttgart: Kohlhammer | 2021
41606 Endnote
Autor*innen:
Loßnitzer, Christiane; Moschko, Tomasz; Gawrilow, Caterina; Schmid, Johanna; Hasselhorn, Marcus
Titel:
Forschungsgrundlagen der Schulpsychologie
Aus:
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule, Stuttgart: Kohlhammer, 2021 , S. 31-41
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Schulpsychologe; Psychologische Forschung; Methode; Forschungsdesign; Inhalt; Prävention; Intervention; Evaluation; Experimentelle Untersuchung; Quasi-Experiment; Fallstudie; Metaanalyse; Erhebungsinstrument; Validität
Abstract:
Schulpsychologie ist einerseits "angewandte Psychologie für die Schule" (BDP Sektion Schulpsychologie, 2015, S. 3), andererseits eine - wenn auch junge, eigenständige - wissenschaftliche Disziplin, die sich der Forschungsdesigns und -methoden der gesamten Psychologie bedient. Insbesondere die Klinische Psychologie, die Pädagogische Psychologie und die Entwicklungspsychologie spielen als zentrale Bezugsdisziplinen eine große Rolle. Zudem dienen die Inhalte der Psychologischen Diagnostik und Testtheorie, Sozialpsychologie, Arbeits- und Organisationspsychologie und Medienpsychologie als Bezugsrahmen. Wissenschaftliche Forschungsergebnisse bilden die Handlungsgrundlage praktisch-arbeitender Schulpsychologinnen und Schulpsychologen. Trotzdem ist die Dissemination wissenschaftlicher Forschungsergebnisse keine Garantie für einen gelingenden Wissenschafts-Praxis-Transfer. Dieser setzt einerseits voraus, dass entsprechend relevante Forschung vorliegt und hinreichend verständlich zur Verfügung gestellt wird. Andererseits sind wissenschaftliche Befunde kritisch zu reflektieren und hinsichtlich ihrer Anwendbarkeit zu bewerten. Hierzu bedarf es einer soliden Kenntnis der Forschungsgrundlagen. In diesem Kapitel werden daher typische Fragen schulpsychologischer Forschung, zentrale Forschungsdesigns und -methoden sowie Kriterien zur kritischen Reflexion wissenschaftlicher Forschungsbefunde thematisiert. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah; Titz, Cora (Hrsg.)
Sammelband
| Bad Heilbrunn: Klinkhardt | 2020
40628 Endnote
Herausgeber*innen:
Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah; Titz, Cora
Titel:
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
Erscheinungsvermerk:
Bad Heilbrunn: Klinkhardt, 2020
DOI:
doi.org/1035468/5801
URN:
urn:nbn:de:0111-pedocs-201399
URL:
https://www.pedocs.de/frontdoor.php?source_opus=20139
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Aktivierung; Anwendung; Auswertung; Baden-Württemberg; Bayern; Beobachtung; Beobachtungsmethode; Berufliche Kompetenz; Bewertung; Bildungsforschung; Bildungspraxis; Datenerfassung; Deutschland; Deutschunterricht; Diagnostik; Dokumentation; Empirische Forschung; Erhebungsinstrument; Erzieher; Erzieherin; Fachdidaktik; Fachsprache; Fachunterricht; Fachwissen; Feed-back; Förderdiagnostik; Förderung; Forschung; Forschungsmethode; Fragebogen; Grundschule; Handlungskompetenz; Instrument; Interview; Kind; Kindergarten; Kindergartenalltag; Kindergartenpädagogik; Kindertagesstätte; Kompetenz; Kompetenzmessung; Korrektur; Längsschnittuntersuchung; Lehramtsstudent; Lehrer; Lehrer-Schüler-Interaktion; Leitfadeninterview; Leseförderung; Lesekompetenz; Mathematikunterricht; Messinstrument; Methode; Nordrhein-Westfalen; Pädagogische Fachkraft; Pädagogisches Handeln; Primarbereich; Profession; Professionalisierung; Protokoll; Psychometrie; Qualitative Forschung; Quantitative Forschung; Reflexion <Phil>; Sachsen-Anhalt; Schriftsprache; Schule; Schüler; Schülermitarbeit; Sekundarstufe I; Software; Sprachbildung; Sprachdiagnostik; Spracherwerb; Sprachförderung; Sprachgebrauch; Sprachkompetenz; Sprachpraktische Übung; Sprachstandsforschung; Test; Testkonstruktion; Testvalidität; Testverfahren; Transfer; Unterricht; Videoanalyse; Videoaufzeichnung; Vignette <Methode>; Wissen; Wissenstest
Abstract:
Das Buch stellt sieben Verfahren vor, die unterschiedliche Facetten (schrift-)sprachlicher Bildung erfassen. Die Verfahren fokussieren unterschiedlcihe Aspekte der Sprachbildung sowie Sprach- und Leseförderung in Kindertageseinrichtungen und Schulen und adressieren unterschiedliche Zielgruppen (pädagogische Fachkräfte, Lehrkräfte, Kinder). Die Instrumente wurden im Rahmen der Initiative "Bildung durch Sprache und Schrift" (BiSS) entwickelt und primär für Forschungszwecke, jedoch auch in der Aus- und Weiterbildung von pädagogischen Fach- und Lehrkräften einsetzbar. Ein online-Anhang stellt die Instrumente sowie alle notwendigen Materialien zur Verfügung.
DIPF-Abteilung:
Bildung und Entwicklung
Validation of the network of relationship inventory in female and male adolescents
Ackermann, Katharina; Martinelli, Anne; Bernhard, Anka; Ueno, Kathrin; Freitag, Christine M.; […]
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
40425 Endnote
Autor*innen:
Ackermann, Katharina; Martinelli, Anne; Bernhard, Anka; Ueno, Kathrin; Freitag, Christine M.; Büttner, Gerhard; Schmiedek, Florian; Schwenck, Christina
Titel:
Validation of the network of relationship inventory in female and male adolescents
In:
European Journal of Psychological Assessment, 36 (2020) 2, S. 220-228
DOI:
10.1027/1015-5759/a000508
URN:
urn:nbn:de:0111-pedocs-218947
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218947
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Jugendlicher; Freundschaft; Qualität; Messung; Junge; Mädchen; Geschlechtsspezifischer Unterschied; Soziale Beziehung; Einflussfaktor; Verhalten; Aggression; Validität; Erhebungsinstrument; Reliabilität; Fragebogenerhebung; Faktorenanalyse
Abstract:
Friendships and their different qualities have been shown to be important for adolescents' socio-emotional development and psychological adjustment. In empirical research on such friendship qualities, the Network of Relationship Inventory-Relationship Quality Version (NRI-RQV) is a widely used questionnaire. Here, we conduct an extensive validation of a German version of the NRI-RQV, investigating its factor structure, reliability, and concurrent validity, in a sample of N= 679 adolescents aged 13-18 years. Applying multigroup confirmatory factor analysis, we further test whether the factor structure of the friendship quality construct holds across groups of males and females. Results showed that a structure with nine correlated first-order factors fit the data well, indicating nine distinct friendship qualities in males and females. Measurement invariance testing suggested the same underlying friendship quality construct, albeit differences in mean scores per gender. As evidence for concurrent validity, closeness and discordant friendship qualities showed expected correlations with empathy and social problems, respectively, but not with aggressive behavior. Overall, results indicate good psychometric properties for the German version of the NRI-RQV as a measure of friendship qualities in both males and females. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Do student ratings provide reliable and valid information about teaching quality at the school […]
Aditomo, Anindito; Köhler, Carmen
Zeitschriftenbeitrag
| In: Educational Assessment, Evaluation and Accountability | 2020
40512 Endnote
Autor*innen:
Aditomo, Anindito; Köhler, Carmen
Titel:
Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015
In:
Educational Assessment, Evaluation and Accountability, 32 (2020) 3, S. 275-310
DOI:
10.1007/s11092-020-09328-6
URL:
https://link.springer.com/article/10.1007/s11092-020-09328-6
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Naturwissenschaftlicher Unterricht; Qualität; Messung; Evaluation; Schüler; Bewertung; Schülerurteil; Validität; Reliabilität; Schulklima; Einflussfaktor; Wirkung; PISA <Programme for International Student Assessment>; Modell; Faktorenanalyse; Empirische Untersuchung; OECD-Länder
Abstract:
Large-scale educational surveys, including PISA, often collect student ratings to assess teaching quality. Because of the sampling design in PISA, student ratings must be aggregated at the school level instead of the classroom level. To what extent does school-level aggregation of student ratings yield reliable and valid measures of teaching quality? We investigate this question for six scales measuring classroom management, emotional support, inquiry-based instruction, teacher-directed instruction, adaptive instruction, and feedback provided by PISA 2015. The sample consisted of 503,146 students from 17,678 schools in 69 countries/regions. Multilevel CFA and SEM were conducted for each scale in each country/region to evaluate school-level reliability (intraclass correlations 1 and 2), factorial validity, and predictive validity. In most countries/regions, school-level reliability was found to be adequate for the classroom management scale, but only low to moderate for the other scales. Examination of factorial and predictive validity indicated that the classroom management, emotional support, adaptive instruction, and teacher-directed instruction scales capture meaningful differences in teaching quality between schools. Meanwhile, the inquiry scale exhibited poor validity in almost all countries/regions. These findings suggest the possibility of using student ratings in PISA to investigate some aspects of school-level teaching quality in most countries/regions. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical […]
Baier, Franziska; Kunter, Mareike
Zeitschriftenbeitrag
| In: Studies in Educational Evaluation | 2020
40716 Endnote
Autor*innen:
Baier, Franziska; Kunter, Mareike
Titel:
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
In:
Studies in Educational Evaluation, 67 (2020) , S. 100936
DOI:
10.1016/j.stueduc.2020.100936
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X2030184X?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Lehramtsanwärter; Referendariat; Informationstechnologische Bildung; Unterricht; Unterrichtsqualität; Digitale Medien; Pädagogische Kompetenz; Wissen; Selbstbeurteilung; Bildungsforschung; Forscher; Bewertung; Testvalidität; Kompetenzmessung; Kompetenzentwicklung;
Abstract:
As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory […]
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
40322 Endnote
Autor*innen:
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Titel:
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory from ages 11 to 84
In:
European Journal of Psychological Assessment, 36 (2020) 1, S. 162-173
DOI:
10.1027/1015-5759/a000490
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000490
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Persönlichkeit; Persönlichkeitsmerkmal; Lebensalter; Kindheit; Jugendalter; Erwachsener; Alter; Einflussfaktor; Indikator; Validität; Erhebungsinstrument; Temperament; Messverfahren; Vergleich; Faktorenanalyse; Strukturgleichungsmodell
Abstract:
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Personality across the lifespan. Exploring measurement invariance of a short big five inventory […]
Brandt, Naemi; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment. | 2020
38867 Endnote
Autor*innen:
Brandt, Naemi; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Titel:
Personality across the lifespan. Exploring measurement invariance of a short big five inventory from ages 11 to 84
In:
European Journal of Psychological Assessment., 36 (2020) 1, S. 162-173
DOI:
10.1027/1015-5759/a000490
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000490
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altersgruppe; Vergleich; Validität; Reliabilität; Persönlichkeit; Messung; Indikator; Lebensalter; Erhebungsinstrument; Persönlichkeitsmerkmal; Kind; Grundschulalter; Erwachsener; Alter Mensch;
Abstract:
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
The measurement of within-person affect variation
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Zeitschriftenbeitrag
| In: Emotion | 2020
39994 Endnote
Autor*innen:
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Titel:
The measurement of within-person affect variation
In:
Emotion, 20 (2020) 4, S. 677-699
DOI:
10.1037/emo0000583
URN:
urn:nbn:de:0111-dipfdocs-206192
URL:
http://www.dipfdocs.de/volltexte/2020/20619/pdf/Emotion_2020_4_Brose_et_al_Measurement_of_within-person_affect_variation_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Emotion; Emotionaler Zustand; Veränderung; Messung; Erhebungsinstrument; Messverfahren; Reliabilität; Validität; Qualität; Konzeption; Vergleich; Empirische Forschung; Forschungsstand; Längsschnittuntersuchung; Literaturbericht
Abstract:
The number of intensive longitudinal studies that investigate affective experiences at the within-person rather than the between-person level is rapidly increasing. This paradigmatic shift comes with new challenges, such as questions revolving around how to measure within-person affect variation or more fundamental questions about the reliability and validity of constructs at the within-person level. We provide a review of substantive research published in Emotion since 2005, which revealed that to date no consensus has been established on measurement instruments for assessing within-person affective experiences. Our review also showed that researchers who are interested in within-person affect variation sometimes rely on measurement instruments that were established at the between-person level, which we think should be reconsidered. Finally, reliability estimates of state variation have been developed but are not comprehensively reported in studies on within-person affect variation. The purpose of this article is therefore to alert the reader to these issues and to highlight relevant criteria for selecting items and measurement instruments when studying within-person affect variation in intensive longitudinal studies. We recommend establishing common standards for measuring within-person affect variation and drawing from a common pool of instruments, which would allow direct comparison of results across studies. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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