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Methods for measurement invariance testing for contextual scales in large-scale educational […]
He, Jia; Fischer, Jessica
Sammelbandbeitrag
| Aus: Magno, C.; David, A. P. (Hrsg.): Philippine and global perspectives on educational assessment | Quezon City: Philippine Educational Measurement and Evaluation Association | 2018
38718 Endnote
Autor*innen:
He, Jia; Fischer, Jessica
Titel:
Methods for measurement invariance testing for contextual scales in large-scale educational assessments
Aus:
Magno, C.; David, A. P. (Hrsg.): Philippine and global perspectives on educational assessment, Quezon City: Philippine Educational Measurement and Evaluation Association, 2018 , S. 76-88
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
DIPF-Abteilung:
Bildungsqualität und Evaluation
Measurements and monitoring youth development indicators from a comparative perspective
Vijver, Fons J. R. van de; He, Jia
Sammelbandbeitrag
| Aus: Verma, Suman; Petersen, Anne C. (Hrsg.): Developmental science and sustainable development goals for children and youth | Cham: Springer | 2018
39223 Endnote
Autor*innen:
Vijver, Fons J. R. van de; He, Jia
Titel:
Measurements and monitoring youth development indicators from a comparative perspective
Aus:
Verma, Suman; Petersen, Anne C. (Hrsg.): Developmental science and sustainable development goals for children and youth, Cham: Springer, 2018 (Social Indicators Research Series, 74), S. 329-342
DOI:
10.1007/978-3-319-96592-5_18
URL:
https://link.springer.com/chapter/10.1007/978-3-319-96592-5_18
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Our chapter assumes a methodological perspective on SDGs. Three methodological challenges in the measurement and monitoring SDG goals and other comparative studies on aspects related to sustainable development are illustrated with examples from large-scale international educational survey and positive youth development. These challenges are (1) to strike a balance between emic (culture-specific) and etic (culture-comparative) perspectives; (2) the need to employ a systematic framework to analyze cross-cultural data; and (3) the infrequent usage of test adaptations. We argue that culture-comparative (etic) and culture-specific (emic) studies are too easily seen as incompatible and that we can learn much from combining the two perspectives. Adapting concepts and instruments to ensure validity and comparability of data in different cultural contexts is a useful way of integrating emic and etic perspectives. We illustrate the procedures with examples of Positive Youth Development studies. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Effects of anchoring vignettes on comparability and predictive validity of student self-reports in […]
He, Jia; Buchholz, Janine; Klieme, Eckhard
Zeitschriftenbeitrag
| In: Journal of Cross-Cultural Psychology | 2017
37052 Endnote
Autor*innen:
He, Jia; Buchholz, Janine; Klieme, Eckhard
Titel:
Effects of anchoring vignettes on comparability and predictive validity of student self-reports in 64 cultures
In:
Journal of Cross-Cultural Psychology, 48 (2017) 3, S. 319-334
DOI:
10.1177/0022022116687395
URN:
urn:nbn:de:0111-dipfdocs-156073
URL:
http://www.dipfdocs.de/volltexte/2018/15607/pdf/0022022116687395_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bewertung; Internationaler Vergleich; Item-Response-Theory; Klassenführung; Kultureinfluss; Mathematikunterricht; Messverfahren; Modell; Motivation; OECD-Länder; PISA <Programme for International Student Assessment>; Qualität; Schüler; Schülerleistungstest; Schülerorientierter Unterricht; Selbsteinschätzung; Unterricht; Validität; Vignette <Methode>
Abstract (english):
Anchoring vignettes are item batteries especially designed for correcting responses that might be affected by incomparability. This article investigates the effects of anchoring vignettes on the validity of student self-report data in 64 cultures. Using secondary data analysis from the 2012 Programme for International Student Assessment (PISA), we checked the validity of ratings on vignette questions, and investigated how rescaled item responses of two student scales, Teacher Support and Classroom Management, enhanced comparability and predictive validity. The main findings include that (a) responses to vignette questions represent valid individual and cultural differences; in particular, violations in these responses (i.e., misorderings) are related to low socioeconomic status and low cognitive sophistication; (b) the rescaled responses tend to show higher levels of comparability; and (c) the associations of rescaled Teacher Support and Classroom Management with math achievement, Student-Oriented Instruction, and Teacher-Directed Instruction are slightly different from raw scores of the two target constructs, and the associations with rescaled scores seem to be more in line with the literature. Namely, the associations among all self-report Likerttype scales are weaker with rescaled scores, presumably reducing common method variance, and both rescaled scale scores are more positively related to math achievement. The country ranking also changes substantially; in particular, Asian cultures top the ranking on Teacher Support after rescaling. However, anchoring vignettes are not a cure-all in solving measurement bias in crosscultural surveys; we discuss the technicality and directions for further research on this technique. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Extreme response style as a cultural response to climato-economic deprivation
He, Jia; Vliert, Evert van de; Vijver, Fons J. R. van de
Zeitschriftenbeitrag
| In: International Journal of Psychology | 2017
36603 Endnote
Autor*innen:
He, Jia; Vliert, Evert van de; Vijver, Fons J. R. van de
Titel:
Extreme response style as a cultural response to climato-economic deprivation
In:
International Journal of Psychology, 52 (2017) S1, S. 67-71
DOI:
10.1002/ijop.12287
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Klima; Wirkung; PISA <Programme for International Student Assessment>; Jugendlicher; Fragebogenerhebung; Befragung; Antwort; Meinung; Wohlstand; Armut; Kultureinfluss; Einstellung <Psy>; Internationaler Vergleich; Empirische Untersuchung; Regressionsanalyse; OECD-Länder; Welt
Abstract:
We investigated the effects of climato-economic harshness on extreme response style. Climato-economic theorising postulates that a more threatening climate in poorer countries, in contrast to countries with a more comforting climate and richer countries with a more challenging climate, triggers intolerance of ambiguity and uncertainty avoidance inherent to conservatism, in-group favouritism and autocracy. Scores of extreme response style at country level, a proxy of this cluster of cultural characteristics, were extracted from students' responses in the Programme for International Student Assessment to test the hypothesis. In a series of hierarchical regression analysis across 64 countries, cold demands, heat demands and GDP per capita showed a highly significant interaction effect on extreme response style, predicting in total 30.7% of the variance. Extreme response style was highest in poorer countries with higher climatic demands, and lowest in richer countries with lower climate demands. Implications are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The association between parental support and mental health outcomes among adolescents in 17 […]
Abubakar, Amina; He, Jia
Zeitschriftenbeitrag
| In: International Psychological Bulletin | 2016
36605 Endnote
Autor*innen:
Abubakar, Amina; He, Jia
Titel:
The association between parental support and mental health outcomes among adolescents in 17 countries. Moderating role of country socioeconomic development
In:
International Psychological Bulletin, (2016) 20, S. 18-22
URL:
https://internationalpsychology.files.wordpress.com/2012/09/ipb_winter2016_2-3-16_vr.pdf#page=18
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Eltern; Jugendlicher; Kognition; Psychohygiene; Sozioökonomische Lage; Unterstützung; Wirkung
Abstract:
Adolescents in low and middle income countries (LAMICs) as well as emerging economies experience high rates of poor mental health outcomes. Yet, there is limited research on risk and protective factors in these high risk environments. We set out to examine the extent to which parental support is positively associated with mental health outcomes among adolescents in 17 LAMICs and emerging economies. The study involved more than 40,557 (Females = 19,335; 47.7%) adolescents aged 12- 15 years. The data was part of the Global School Health Survey project. Using Multiple Indicator Multigroup Analysis we observed that parental support was positively associated with mental health outcomes across contexts (fit indices being: χ²(32, N = 40,557) = 125.25, p < .001, χ²/ df = 3.91, TLI = .913, CFI = .973 and RMSEA = .008). The relationship between parental support and mental health outcomes was significant in all countries with the exception of Mauritania. A multilevel analysis to test the moderating role of country socioeconomic development indicated that poor mental health was predicted by individual-level parent support (β = -.15), and the interaction between country-level socioeconomic development (as measured by the Human Development Index) and individual-level parental support (β = -.05). The significant cross-level interaction illustrates that the association between parent support and mental health was stronger in more socioeconomically developed countries, compared with less socioeconomically developed countries in these LAMICs and emerging economies. From the perspective of international psychology, our study illustrates how existing large scale datasets can be used to evaluate theoretical propositions which have been previously tested on a limited sample size. Additionally, research and policy implications are discussed in this article. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Linking extreme response style to response processes. A cross-cultural mixed methods approach
Benitez, Isabel; He, Jia; van de Vijver, Fons J. R.; Padilla, José-Luis
Zeitschriftenbeitrag
| In: International Journal of Psychology | 2016
36604 Endnote
Autor*innen:
Benitez, Isabel; He, Jia; van de Vijver, Fons J. R.; Padilla, José-Luis
Titel:
Linking extreme response style to response processes. A cross-cultural mixed methods approach
In:
International Journal of Psychology, 51 (2016) 6, S. 464-473
DOI:
10.1002/ijop.12379
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Antwort; Interkultureller Vergleich; Internationaler Vergleich; Interview; Kognitionspsychologie; Niederlande; Qualitative Forschung; Quantitative Forschung; Spanien; Verhalten; Verstehen
Abstract:
The aim of this study is to contribute to a better understanding of extreme response style in cross-cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross-cultural similarities and differences in extreme response style. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Response styles in factual items. Personal, contextual, and cultural correlates
He, Jia; van de Vijver, Fons J. R.
Zeitschriftenbeitrag
| In: International Journal of Psychology | 2016
36601 Endnote
Autor*innen:
He, Jia; van de Vijver, Fons J. R.
Titel:
Response styles in factual items. Personal, contextual, and cultural correlates
In:
International Journal of Psychology, 51 (2016) 6, S. 445-452
DOI:
10.1002/ijop.12263
URN:
urn:nbn:de:0111-dipfdocs-193218
URL:
http://www.dipfdocs.de/volltexte/2020/19321/pdf/IJoP_2016_6_He_van_de_Vijver_Response_styles_in_factual_items_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Antwort; Datenanalyse; Erwachsener; Interkultureller Vergleich; Internationaler Vergleich; Messung; PIAAC <Programme for the International Assessment of Adult Competencies>; Verhalten
Abstract:
This study investigated response styles in factual items and explored their associations with personal, contextual and cultural factors. Responses on various factual questions, cognitive tests and interviewers' observational data from a total of 152,514 respondents in 22 countries in the Programme for the International Assessment of Adult Competencies (PIAAC) were analysed. Indexes of extreme, midpoint and acquiescent response styles were extracted from Likert-scale and dichotomous responses of factual items. A general response style (GRS) with a positive loading of extreme response style and negative loadings of midpoint and acquiescent response styles was confirmed. This factor showed a similar cross-cultural patterning as another general factor from attitudinal and self-evaluative items of Likert scales in a previous study, which indicated the pervasiveness of response styles irrespective of types of survey items. In a multilevel analysis, the individual-level GRS was found to be negatively related to being male, educational level and literacy competency, and positively related to 3rd-person presence and background noise, and at country level negatively associated with socioeconomic development. Cross-level interactions were also found. Implications on the pervasiveness and nature of response styles are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Correcting for scale usage differences among Latin American countries, Portugal, and Spain in PISA
He, Jia; van de Vijver, Fons J.R.
Zeitschriftenbeitrag
| In: RELIEVE | 2016
36602 Endnote
Autor*innen:
He, Jia; van de Vijver, Fons J.R.
Titel:
Correcting for scale usage differences among Latin American countries, Portugal, and Spain in PISA
In:
RELIEVE, 1 (2016) 22, S. 1-11
DOI:
10.7203/relieve.22.1.8282
URL:
http://www.uv.es/RELIEVE/v22n1/RELIEVEv22n1_M9eng.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Internationaler Vergleich; Lateinamerika; PISA <Programme for International Student Assessment>; Portugal; Schülerleistungstest; Spanien; Unterschied; Validität
Abstract:
En este trabajo se investigaron los efectos de las correcciones sobre la preferencia de uso de la escala en siete países de América Latina, Portugal y España en cuestionarios de estudiantes en el Programa para la Evaluación de Estudiantes 2012 (PISA). Estos países destinatarios tienden a mostrar una tendencia de expresar opiniones fuertes y de auto-mejora, lo que puede plantear amenazas graves de validez de las comparaciones transculturales de los cuestionarios. Se examinó en qué medida la puntuación de correcciones, que se han propuesto, podría cambiar el patrón de las diferencias culturales. Hemos corregido para las preferencias de uso de la escala de una medida de ayuda al profesor de entre 39,045 estudiantes en nueve países, con base en el tipo de respuesta extrema, overclaiming, y el anclaje de viñetas, respectivamente. Estas medidas mostraron diferentes efectos: (1) Todos los métodos de corrección ayudaron a mejorar la invariancia de medición, a pesar de que la corrección sobre la base de anclaje fue menos eficaz en alcanzar la invariancia escalar en comparación con la corrección de estilo de respuesta extrema y overclaiming; (2) el control de estilo de respuesta extrema y overclaiming cambia la puntuación media de España en mayor medida que en otros países, lo que parece presentar un patrón más realista, mientras que los cambios en las correlaciones con otras medidas fue bastante limitado. El uso de las puntuaciones de anclaje llevó a cambios drásticos tanto en medios como en correlaciones. Una conclusión firme sobre qué método es preferible, no puede ser ofrecido ya que no hay evidencia de que el método mejore la validez de las puntuaciones en estos países. Se discute la necesidad y la viabilidad de los métodos de corrección. (DIPF/Orig.)
Abstract (english):
This paper investigated the effects of corrections for scale usage preference in seven Latin American countries, Portugal and Spain in student self-reports in the 2012 Programme for International Student Assessment (PISA). These targeted countries tend to show a strong tendency of expressing strong opinions and self-enhancement, which can pose serious validity threats in cross-cultural comparisons of self-reports. We examined to what extent score corrections, that have been proposed, would change the patterning of the cross-cultural differences. We corrected for the scale usage preferences in a measure of teacher support among 39,045 students in nine countries, based on extreme response style, overclaiming, and anchoring vignettes, respectively. These measures showed different effects: (1) All correction methods helped to improve measurement invariance, although the correction based on anchoring was less effective in reaching scalar invariance compared with the correction of extreme response style overclaiming; (2) controlling for extreme response style and overclaiming changed the mean score of Spain to a greater extent than other countries, which seems to present a more realistic patterning, whereas the changes on correlations with other measures were rather limited. The use of anchored scores led to drastic changes both in means and correlations. A firm conclusion about which method is to be preferred cannot be given as there is no evidence which method enhances the validity of scores in these countries more. We discuss the necessity and practicability of correction methods. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Cross-cultural methods of research
He, Jia; van de Vijver, Fons J. R.
Sammelbandbeitrag
| Aus: Miller, H. L. (Hrsg.): The SAGE encyclopedia of theory in psychology | Thousand Oaks; CA: Sage | 2016
36597 Endnote
Autor*innen:
He, Jia; van de Vijver, Fons J. R.
Titel:
Cross-cultural methods of research
Aus:
Miller, H. L. (Hrsg.): The SAGE encyclopedia of theory in psychology, Thousand Oaks; CA: Sage, 2016 , S. 193-195
Dokumenttyp:
4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache:
Englisch
DIPF-Abteilung:
Bildungsqualität und Evaluation
The motivation-achievement paradox in international educational achievement tests. Towards a better […]
He, Jia; Vijver, Fons J. R. van de
Sammelbandbeitrag
| Aus: King, R. B.; Bernardo, A. B. I. (Hrsg.): The psychology of Asian learners | Singapur: Springer | 2016
35973 Endnote
Autor*innen:
He, Jia; Vijver, Fons J. R. van de
Titel:
The motivation-achievement paradox in international educational achievement tests. Towards a better understanding
Aus:
King, R. B.; Bernardo, A. B. I. (Hrsg.): The psychology of Asian learners, Singapur: Springer, 2016 , S. 253-268
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildung; China; Einflussfaktor; Empirische Untersuchung; Internationaler Vergleich; Kulturdifferenz; Kultureinfluss; Leistungsmessung; Lernmotivation; Mathematische Kompetenz; Motivation; OECD-Länder; PISA <Programme for International Student Assessment>; Schülerleistung; Schülerleistungstest; Vignette <Methode>; Wertschätzung
Abstract (english):
There is a recurrent paradox in the data of the Programme for International Student Assessment (PISA): within each participating country, there is a positive correlation between students' learning motivation and achievement; when aggregating the data at country level, this correlation becomes negative. Using PISA data across 64 countries, we investigate the association of motivation and achievement within and between countries and attempt to explain the paradox with three measures indicative of culturally preferred scale usage: cultural response style, overclaiming, and anchoring vignettes. We confirmed the paradox and found that the three measures, in particular anchoring vignettes, could partially explain the negative association between motivation and achievement at country level. Our study is intellectually indebted to the tradition, initiated by David Watkins, to go beyond a simple classification of Chinese learners as focusing on rote memory learning. We illustrate how core Chinese values impinge on educational motivation and achievement and can help to explain seemingly paradoxical cross-cultural differences. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
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