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Assessing and understanding the role of everyday emotion and affect in relation to stress and health
Smyth, Joshua M.; Neubauer, Andreas B.; Russell, Michael A.
Journal Article
| In: Emotion Researcher, ISRE's Sourcebook for Research on Emotion and Affect | 2018
38817 Endnote
Author(s):
Smyth, Joshua M.; Neubauer, Andreas B.; Russell, Michael A.
Title:
Assessing and understanding the role of everyday emotion and affect in relation to stress and health
In:
Emotion Researcher, ISRE's Sourcebook for Research on Emotion and Affect, (2018)
URL:
http://emotionresearcher.com/assessing-and-understanding-the-role-of-everyday-emotion-and-affect-in-relation-to-stress-and-health/
Publication Type:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language:
Englisch
Keywords:
Emotion; Emotionaler Zustand; Alltag; Umwelteinfluss; Stress; Gesundheit; Messung; Messverfahren; Einflussfaktor; Validität; Tagesablauf; Unterschied
Abstract:
EMA [Ecological Momentary Assessment] offers some notable features for the study of emotions in everyday life; we see these as advantages/strengths of EMA, although of course their relevance and utility depend upon the purpose of study. There are many comprehensive reviews and chapters that outline the potential benefits of EMA in general (e.g., see Shiffman, Stone, & Hufford, 2008; Smyth et al., 2017; Trull & Ebner-Priemer, 2013), so we will not duplicate those arguments here. Rather, we focus on a few features of EMA approaches, and the resultant data one obtains, that seem of particular importance and interest for researchers interested in emotional states, emotional processes, and health. Namely, the opportunity to study emotional processes as they unfold in natural settings in everyday life (i.e., ecological validity, broadly defined) and the capacity to collect repeated observations from the same individuals over time and across varying contexts and situations (i.e., the capacity to capture data on - and model appropriately - both between- and within-person parameters, including time/temporal processes). We then outline several important opportunities and challenges regarding the use of EMA for emotion-health research that we hope will help inspire future research. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
An indigenous measure of social desirability across non-western countries
Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; […]
Book Chapter
| Aus: Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan | Allendale; MI: Grand Valley State University | 2018
39224 Endnote
Author(s):
Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; Baena, Isabel Benitez; Acosta, Tania; Estrada, Catalina; Barrios, Carolina; Vijver, Fons J. R. van de; Matus, Pedro Wolfgang Velasco
Title:
An indigenous measure of social desirability across non-western countries
In:
Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan, Allendale; MI: Grand Valley State University, 2018 , S. #1
URL:
https://scholarworks.gvsu.edu/iaccp_papers/154/
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Nicaragua; Persönlichkeit; Persönlichkeitsmerkmal; Soziales Verhalten; Altruismus; Liebe; Selbstdarstellung; Lüge; Charakter; Messverfahren; Psychometrie; Interkultureller Vergleich; Argentinien; Kolumbien; Mexiko; Spanien; China; Costa Rica; Libanon
Abstract:
Cross-cultural differences in Social Desirability (SD) could be partly due to the nonequivalence of constructs, items, or other challenges of cross-cultural research. We tested to what extent a Mexican, indigenous scale of SD, capturing both positive and negative features of SD, would be useful in other countries. Data were collected in convenience samples in eight countries (Argentina, China, Colombia, Costa Rica, Lebanon, Mexico, Nicaragua, and Spain) in order to test the psychometric accuracy and invariance of the factor structure. Values of Tucker's factor congruence coefficients (gauging invariance) and tests of the similarity of the cross-country similarity of Cronbach's alpha (gauging internal consistency) revealed that SD, as measured by this indigenous list, is stable and comparable across cultures. The results are interpreted in a conceptual framework in which SD is viewed as a culturally embedded communication style that people use to integrate successfully into their groups. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Formen und Methoden der externen Evaluation
Hartig, Johannes; Rauch, Dominique
Book Chapter
| Aus: Titz, Cora; Weber, Susanne; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus (Hrsg.): Konzepte zur Sprach- und Schriftsprachförderung umsetzen und überprüfen | Stuttgart: Kohlhammer | 2018
38418 Endnote
Author(s):
Hartig, Johannes; Rauch, Dominique
Title:
Formen und Methoden der externen Evaluation
In:
Titz, Cora; Weber, Susanne; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus (Hrsg.): Konzepte zur Sprach- und Schriftsprachförderung umsetzen und überprüfen, Stuttgart: Kohlhammer, 2018 (Bildung durch Sprache und Schrift, 2), S. 78-92
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Gruppe; Vergleich; Experimentelle Untersuchung; Methode; Evaluation; Sprachförderung; Förderungsmaßnahme; Qualität; Konzeption; Wirkung; Messung; Variable; Messverfahren; Operationalisierung; Ziel; Objektivität; Validität; Reliabilität; Forschungsdesign; Typologie; Quasi-Experiment; Beobachtung
Abstract:
Die Qualität von Konzepten und Maßnahmen zur sprachlichen Förderung kann mit verschiedenen Methoden geprüft werden. Das vorliegende Kapitel gibt zunächst einen Überblick über verschiedene Formen der Evaluation, die bei der Prüfung der Qualität von Sprachfördermaßnahmen zum Einsatz kommen können - in Abhängigkeit vom Zeitpunkt der Evaluation werden Input-Evaluation, formative und summative Evaluation unterschieden. Anschließend wird die Definition von und Messung der Variablen thematisiert, die bei Evaluationen als Maße für die Qualität von Sprachfördermaßnahmen und als Kriterien für ihre Wirksamkeit verwendet werden. Hierbei werden Vor- und Nachteile verschiedener Messmethoden sowie allgemeine Gütekriterien zur Beurteilung von Messverfahren behandelt. Schließlich befasst sich das Kapitel mit Untersuchungsdesigns, die zur wissenschaftlichen Prüfung der Wirksamkeit von Sprachfördermaßnahmen verwendet werden können. Untersuchungsdesigns unterscheiden sich im Hinblick darauf, auf welche Weise Gruppen gebildet werden, die eine Fördermaßnahme erhalten (Treatment-Gruppe) und die als Vergleich herangezogen werden können (Kontrollgruppe). Unterschieden werden insbesondere korrelative Designs, quasiexperimentelle Designs und experimentelle Designs. In Abhängigkeit von der Gruppenbildung sind unterschiedlich sichere Wirksamkeitsaussagen möglich. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Questionnaire development and design for international large-scale asessments (ILSAs) Current […]
Jude, Nina; Kuger, Susanne
Working Papers
| 2018
38276 Endnote
Author(s):
Jude, Nina; Kuger, Susanne
Title:
Questionnaire development and design for international large-scale asessments (ILSAs) Current practice, challenges, and recommendations
Published:
Washington; DC: National Academy of Education, 2018
URL:
http://naeducation.org/wp-content/uploads/2018/02/2018-Questionnaire-Design-for-ILSA_v02-1.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Englisch
Keywords:
Konzeption; Fragebogen; Bildungsforschung; Empirische Forschung; Indikator; Schülerleistung; Motivation; Messverfahren; Erhebungsinstrument; Computerunterstütztes Verfahren; Anpassung; Übersetzung; Sozioökonomische Lage; Heterogenität; Inklusion; Antwort; Fehlende Daten; Validität; Daten; Dokumentation; Vergleichsuntersuchung; Internationaler Vergleich
Abstract:
This paper summarizes the latest practices and research topics in questionnaire use for international large-scale assessments (ILSAs). We point to the most important aspects in questionnaire design and development for international studies and highlight current challenges for the cross-cultural measurement of context factors in education. Finally, we open the discussion for research and policy issues that might lead to recommendations concerning an improved usage of context questionnaires in future studies. While we provide insight into a range of different studies, many of our examples will focus on the Program for International Student Assessment (PISA), one of the best known ILSAs and our area of expertise. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Improved representation of the self-perception profile for children through bifactor exploratory […]
Arens, A. Katrin; Morin, Alexandre J. S.
Journal Article
| In: American Educational Research Journal | 2017
36968 Endnote
Author(s):
Arens, A. Katrin; Morin, Alexandre J. S.
Title:
Improved representation of the self-perception profile for children through bifactor exploratory structural equation modeling
In:
American Educational Research Journal, 54 (2017) 1, S. 59-87
DOI:
10.3102/0002831216666490
URN:
urn:nbn:de:0111-dipfdocs-158748
URL:
http://www.dipfdocs.de/volltexte/2019/15874/pdf/Improved_representation_Arens_2017_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Geschlecht; Kind; Messverfahren; Modell; Niedersachsen; Psychometrie; Schüler; Schuljahr; Selbstbild; Selbstkonzept; Struktur; Strukturgleichungsmodell; Test
Abstract:
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional self-conceptions and (b) confirmatory factor analyses (CFA) and exploratory structural equation models (ESEM) to investigate construct-relevant multidimensionality related to the assessment of conceptually related constructs. The bifactor-ESEM solution provided the best fit, suggesting the presence of both sources of construct-relevant psychometric multidimensionality. The results supported measurement invariance of the SPPC across gender and grade level and showed latent mean differences mostly supporting results from previous research. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Modeling individual response time effects between and within experimental speed conditions. A GLMM […]
Goldhammer, Frank; Steinwascher, Merle A.; Kroehne, Ulf; Naumann, Johannes
Journal Article
| In: British Journal of Mathematical and Statistical Psychology | 2017
37357 Endnote
Author(s):
Goldhammer, Frank; Steinwascher, Merle A.; Kroehne, Ulf; Naumann, Johannes
Title:
Modeling individual response time effects between and within experimental speed conditions. A GLMM approach for speeded tests
In:
British Journal of Mathematical and Statistical Psychology, 70 (2017) 2, S. 238-256
DOI:
10.1111/bmsp.12099
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Test; Testkonstruktion; Antwort; Dauer; Unterschied; Messverfahren; Entscheidung; Einflussfaktor; Fehler; Modell; Vergleich
Abstract:
Completing test items under multiple speed conditions avoids the performance measure being confounded with individual differences in the speed-accuracy compromise, and offers insights into the response process, that is, how response time relates to the probability of a correct response. This relation is traditionally represented by two conceptually different functions: the speed-accuracy trade-off function (SATF) across conditions relating the condition average response time to the condition average of accuracy, and the conditional accuracy function (CAF) within a condition describing accuracy conditional on response time. Using a generalized linear mixed modelling approach, we propose an item response modelling framework that is suitable for item response and response time data from experimental speed conditions. The proposed SATF and CAF model accommodates response time effects between conditions (i.e., person and item SATF slope) and within conditions (i.e., residual CAF slopes), captures person and item differences in these effects, and is suitable for measures with a strong speed component. Moreover, for a single condition a CAF model is proposed distinguishing person, item and residual CAF. The properties of the models are illustrated with an empirical example. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of anchoring vignettes on comparability and predictive validity of student self-reports in […]
He, Jia; Buchholz, Janine; Klieme, Eckhard
Journal Article
| In: Journal of Cross-Cultural Psychology | 2017
37052 Endnote
Author(s):
He, Jia; Buchholz, Janine; Klieme, Eckhard
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildungsqualität und Evaluation
Dealing with item nonresponse in large-scale cognitive assessments. The impact of missing data […]
Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H.
Journal Article
| In: Journal of Educational Measurement | 2017
38004 Endnote
Author(s):
Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H.
Title:
Dealing with item nonresponse in large-scale cognitive assessments. The impact of missing data methods on estimated explanatory relationships
In:
Journal of Educational Measurement, 54 (2017) 4, S. 397-419
DOI:
10.1111/jedm.12154
URN:
urn:nbn:de:0111-dipfdocs-174619
URL:
http://www.dipfdocs.de/volltexte/2019/17461/pdf/KoehlerPohlCarstensen2017_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Schülerleistungstest; Leistungsmessung; Fehlende Daten; Fragebogen; Antwort; Wirkung; Messverfahren; PISA <Programme for International Student Assessment>; Panel; Lesekompetenz; Regression; Simulation
Abstract:
Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large-scale studies, while recent model-based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model-based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in […]
Morin, Alexandre J. S.; Arens, A. Katrin; Maïano, Christophe; Ciarrochi, Joseph; Tracey, Danielle; […]
Journal Article
| In: Journal of Youth and Adolescence | 2017
36969 Endnote
Author(s):
Morin, Alexandre J. S.; Arens, A. Katrin; Maïano, Christophe; Ciarrochi, Joseph; Tracey, Danielle; Parker, Philip D.; Craven, Rhonda G.
Title:
Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities
In:
Journal of Youth and Adolescence, 46 (2017) 4, S. 801-825
DOI:
10.1007/s10964-016-0574-3
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aggression; Angst; Australien; Bewertung; Depression; Hyperaktivität; Jugendlicher; Kognitive Kompetenz; Längsschnittuntersuchung; Lehrer; Messverfahren; Modell; New South Wales; Verhaltensauffälligkeit
Abstract:
Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Absolute and relative measures of instructional sensitivity
Naumann, Alexander; Hartig, Johannes; Hochweber, Jan
Journal Article
| In: Journal of Educational and Behavioral Statistics | 2017
37374 Endnote
Author(s):
Naumann, Alexander; Hartig, Johannes; Hochweber, Jan
Title:
Absolute and relative measures of instructional sensitivity
In:
Journal of Educational and Behavioral Statistics, 42 (2017) 6, S. 678-705
DOI:
10.3102/1076998617703649
URN:
urn:nbn:de:0111-pedocs-156029
URL:
http://www.dipfdocs.de/volltexte/2018/15602/pdf/1076998617703649_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; DESI <Deutsch-Englisch-Schülerleistungen-International>; Deutschland; Englischunterricht; Item-Response-Theory; Leistungsmessung; Messverfahren; Schüler; Schülerleistung; Schuljahr 09; Sprachkompetenz; Test; Testkonstruktion; Testtheorie; Unterricht; Wirkung
Abstract:
Valid inferences on teaching drawn from students' test scores require that tests are sensitive to the instruction students received in class. Accordingly, measures of the test items' instructional sensitivity provide empirical support for validity claims about inferences on instruction. In the present study, we first introduce the concepts of absolute and relative measures of instructional sensitivity. Absolute measures summarize a single item's total capacity of capturing effects of instruction, which is independent of the test's sensitivity. In contrast, relative measures summarize a single item's capacity of capturing effects of instruction relative to test sensitivity. Then, we propose a longitudinal multilevel item response theory model that allows estimating both types of measures depending on the identification constraints. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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