Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Explanatory item response theory models (EIRTM) refer to a family of item response theory (IRT) models that are constructed based on the generalized linear mixed models and nonlinear mixed models. EIRTM can be utilized to address various measurement problems by incorporating predictors into IRT models. First, the relevant concepts and parameter estimation methods of EIRTM are introduced in this paper, followed by the procedures regarding how to use EIRTM to account for the item position effect, test mode effect, differential item functioning, local person dependence, and local item dependence. Next, an example is provided to illustrate the use of EIRTM. Finally, the shortcomings and potential applications of EIRTM are discussed.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Grandparenting refers to the upbringing and education provided by grandparents to their grandchildren. With the development of economy and society, “grandparenting” has become an important supplementary form of “parenting”. Grandparenting has a “double-edged sword” effect on the physical and mental health of grandparents and grandchildren. Biological evolution theory, social exchange theory and family system theory provide theoretical support for understanding the impact of grandparenting on grandchildren. In addition, role strain theory and role enhancement theory can deepen the understanding of the impact of grandparenting on grandparents. With the aim of achieving a deeper comprehensive research and promoting the localization of grandparenting research, it is necessary for the future study to clarify the definition and types of grandparenting and to control the boundary factors.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Surveys are commonly used in psychological and educational research. Insufficient effort response (IER), as one source of invalid response data, is somewhat prevalent due to the low-stakes nature of the majority of surveys, which often leads to statistically significantly biased estimates and invalid inferences. The current literature shows: (a) IER is commonly believed to be caused by some inner causes, (e.g., low motivation), showing as specific patterns, (e.g., random responding); (b) The most common methods to prevent IER include reducing task difficulty and increasing respondents’ motivation; (c) Current detection methods fall into three main categories, which are proactive approaches/ direct screening methods, response patterns analysis, and response time analysis. Recommendations for future research directions and practitioners are (a) deepening the investigation on IER mechanism and improving the preventing methods, (b) examining the effectiveness of IER identification methods’ applicability of cross-situation and developing new approaches, and (c) delving into the identification and treatment of partial IER.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Bullying is a group dynamic process, of which peer ecology is an essential context for the occurrence and development of bullying. Although existing studies have focused on peer factors that influence bullying, there is still limited research that systematically examines the development and changes in bullying-related behaviors from a group dynamics perspective. This study reviewed twenty social network studies and analyzed the development of bullying-related behaviors from structural and relational characteristics of social networks in the previous studies. As shown in Figure 1, these social networks include two parts: structures and relationships. Structural characteristics include group structure (e.g., classroom hierarchy) and individual position (e.g., embeddedness and betweenness). Relationship characteristics include static relationships (e.g., rejection and friendship) and dynamic relationships (e.g., selection and influence process). Generally, these social network findings could be summarized as follows. First, as for the role of structural characteristics, it was found that classroom hierarchy (as an indicator of social prominence in the peer group) could directly predict the incidence and severity of bullying. Particularly, a classroom with a higher hierarchy tends to worsen the bullying situation, thus, all students in these classrooms are at a greater risk. At the same time, individual’s position in the network is a critical ecological marker for identifying those who are at risk for bullying, which could provide the possibility for early prediction and prevention. Second, as for the role of relationships in the network, on the one hand, these studies found that friendship increases the spread of bullying-related behaviors within the network, for example, bullying, victimization, and defense behaviors. On the other hand, these studies also demonstrated that bullying-related behaviors can format and maintain friendships in the networks, which bring together those with similar behaviors and exclude those with different behaviors. For example, bullies and defenders were unlikely to select victims as friends. Consequently, victimized individuals are excluded and isolated from various groups. By contrast, the mutual selection of bullies attracts them together and forms a "bully" gang. In this way, it polarizes bullying behaviors in groups and intensifies bullying-related behaviors from individual to group. Future research could, first, explore the occurrence and development of bullying-related behaviors by measuring individuals' central location in the network (such as degree centrality, closeness centrality) and different relationship strengths, relationship scales, and relationship types in social networks from multiple perspectives. Second, future research should systematically and comprehensively examine the developmental changes in different bullying roles in networks to construct patterns of propagation and dissipation behaviors related to bullying roles and the patterns of mutual transformation among different roles. Meanwhile, the moderators and mediators should also be explored in future studies. Finally, future research should strengthen the collectivist culture and the importance of academic achievement, which could reveal the cultural and social environment imprint of bullying-related behaviors developing in China and provide a better empirical basis for bullying interventions from the perspective of group ecology.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Computerized classification testing (CCT) can adaptively classify test-takers into two or more different categories, and it has been widely used in qualifying tests and clinical psychology or medical diagnosis. As an essential part of CCT, the termination rule determines when the test is to be stopped and to which category the test-taker is ultimately classified into, directly affecting the test efficiency and classification accuracy. According to the theoretical basis of the termination rules, existing rules can be roughly divided into the likelihood ratio, Bayesian decision theory, and confidence interval rules. And their core ideas are constructing hypothesis tests, designing loss functions, and comparing the relative positions of confidence intervals, respectively. At the same time, when constructing specific termination rules, the requirement of different test scenarios (e.g., the number of categories and the number of tests’ dimensions) should also be considered. There are advantages and disadvantages to each of the three types of termination rules. Specifically, the likelihood ratio rule is based on the likelihood ratio test, with better theoretical properties. However, the method requires prior determination of the indifference interval and the type I and II error rates, introducing the impact of subjective factors. Also, it is more challenging to extend the method in complex test situations, such as multidimensional and multicategory CCT. Bayesian decision theory rules make classification decisions based on the loss function. It can dynamically optimize the decision from a more global perspective since it works backward from the final stage of the test. In addition, the variety of loss functions makes the method very flexible in form and makes it easy to be applied to different test situations. However, in practice, the flexibility will inevitably result in the uncertainty of the choice of loss function, and the inappropriate loss function may be biased. The confidence interval method is the most straightforward because of its relatively simple principle and low computational effort. However, this method is less robust and has a relatively low test efficiency. Currently, CCT is mainly applied in eligibility tests and clinical medicine questionnaires. In eligibility tests, all three types of termination rules have the potential to be widely applied. However, in practice, the principles of the likelihood ratio rule and the Bayesian decision theory rule are not easily understood by the general public, and these methods are also accompanied by the problem of over-exposure of items for their preference of cut-point based item selection methods. Therefore, the confidence interval rule, which is relatively simple in principle and has alleviated item exposure, has been widely used in existing qualifying tests. Bayesian decision theory rules are more applicable in clinical questionnaires because of their finer control over various classification losses. The following can be considered for future research on CCT termination rules. First, Bayesian decision theory rules can be improved by considering non-statistical constraints with the help of the flexibility of its loss function. Second, termination rules can be developed for multidimensional and multicategory CCT to meet more practical needs. Third, termination rules that integrate response time can be developed to improve test efficiency and classification accuracy. Fourth, it is possible to construct termination rules under the framework of machine learning.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The present study aims to examine the relationship among morphological awareness, Chinese character recognition and vocabulary knowledge of elementary school students. Numerous studies on the language development of Chinese children show that as language learning progresses, an individual’s language system gradually develops and matures. Morphological awareness, Chinese character recognition and vocabulary knowledge play an important role in children’s language development. There is a solid one-to-one correspondence between syllables, morphemes and characters in Chinese. It is necessary to consider morphological awareness, Chinese character recognition and vocabulary knowledge simultaneously in the language development among elementary school children. Three follow-up tests were administered to 146 first-grade elementary school children over a 2-year period to examine changes in the developmental relationships between morphological awareness, Chinese character recognition, and vocabulary knowledge in elementary school children in grades 1 through 3. In addition, phonological awareness, rapid automatized naming of digits, orthographic awareness and intelligence were all measured as control variables at Time 1 (spring semester of Grade 1). A cross-lagged model was conducted to explore the relationship among children’s morphological awareness, character recognition and vocabulary knowledge at different time points. The results showed that the relationship among morphological awareness, Chinese character recognition and vocabulary knowledge varied across developmental stages after controlling the aforementioned control variables. (1) Chinese character recognition at Time 1 significantly predicted the homophone and homograph awareness at Time 2; (2) Vocabulary knowledge at Time 1 significantly predicted compounding awareness and Chinese character recognition at Time 2; (3) Chinese character recognition and vocabulary knowledge at Time 2 significantly predicted homophone, homograph and compounding awareness at Time 3. (4) Homograph awareness at Time 2 significantly predicted vocabulary knowledge at Time 3. The results indicated that the relationship among different levels of morphological awareness, Chinese character recognition and vocabulary knowledge in Chinese elementary children has been changed over time. From Grade 1 to Grade 3, Chinese character recognition and vocabulary knowledge had stable predictive effects on morphological awareness, while the predictive effects of morphological awareness on Chinese character recognition and vocabulary knowledge changed with age.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Reading is an important skill and an effective way for individuals to obtain information. In the field of reading development, reading fluency, as an essential indicator of children’s reading ability development, has gradually attracted researchers’ attention. According to the Multidimensional View of Reading Fluency, reading fluency involves integrating cognitive skills related to reading, such as phonological awareness, orthographic awareness, and morphological awareness. The processing of low-level cognitive skills is an integral part of reading fluency. In addition, Chinese character recognition and vocabulary knowledge at the word level also play a vital role in children’s reading fluency development. However, few studies have explored the possible relationship between metalinguistic awareness, Chinese character recognition, vocabulary knowledge, and reading fluency. Therefore, to comprehensively investigate the predictive factors and mechanism of the low-grade primary school children’s reading fluency, the study intended to incorporate phonological awareness, orthographic awareness, and morphological awareness into a systematic model to explore the relationship between three metalinguistic awareness and reading fluency, and the mediating role of Chinese character recognition and vocabulary knowledge. 149 primary school children were followed up three times a year, with their phonological awareness, orthographic awareness, and morphological awareness measured at Time 1 (fall semester of Grade 1), Chinese character recognition and vocabulary knowledge at Time 2 (spring semester of Grade 1), and word reading fluency and silent reading fluency at Time 3 (fall semester of Grade 2). In addition, rapid naming and general cognitive ability were all measured as control variables at Time1 (fall semester of Grade 1). Spearman correlation analysis was established to investigate the correlation between variables. The structural equation model (SEM) was established to investigate the predictive effect of metalinguistic awareness on reading fluency and the mediating role of Chinese character recognition and vocabulary knowledge. The results showed that: (1) phonological awareness directly predicted word reading fluency. (2) orthographic awareness not only directly predicted word reading fluency and silent reading fluency but also predicted word reading fluency and silent reading fluency through Chinese character recognition. (3) Morphological awareness significantly predicted silent reading fluency in second grade, promoted word reading fluency through Chinese character recognition, and indirectly predicted silent reading fluency through the mediating role of Chinese character recognition and vocabulary knowledge. The findings provide a reference basis for systematically investigating the relationship between metalinguistic awareness and reading fluency among Chinese children and provide theoretical guidance for improving children’s reading fluency skills.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The ultimate goal of reading is to achieve the understanding of written text information means reading comprehension, which is closely related to children’s future learning. In recent years, the effects of phonological awareness and morphological awareness on reading comprehension have received extensive attention. Besides, reading comprehension may be influenced not only by factors at the meta-linguistic level but also by higher-level language skills, such as reading fluency. Children in the early elementary grades are in the stage of “learning to read”. In this stage, the younger children are transitioning from word-reading mode to sentence silent mode. Sentence reading fluency is a deep structure of reading fluency. Its cognitive processing is more complex than that of word reading fluency, which may be affected by word reading fluency. However, few studies have been conducted on the possible relationships among phonological awareness, morphological awareness, word reading fluency, sentence silent reading fluency and reading comprehension, especially the chain mediating roles of word reading fluency and sentence silent reading fluency. Therefore, this study aims to investigate the predictive effects of phonological awareness and morphological awareness on children’s reading comprehension in the “learning to read” stage, as well as the chain mediating effects of word reading fluency and sentence silent reading fluency. The study included 149 first-graders who were followed three times in two years, with their phonological awareness, morphological awareness measured at Time 1 (the fall semester in grade 1), word reading fluency and sentence silent fluency at Time 2 (the spring semester in grade 1), and reading comprehension at Time 3 (the fall semester in grade 2). In addition, general cognitive ability and auto-regression in reading comprehension, which were served as control variables, were also tested at Time 1 and Time 2 respectively. Spearman correlation analysis was used to investigate the correlation between variables. And then, the structural equation model (SEM) was built to investigate the effects of phonological awareness and morphological awareness on reading comprehension and the chain mediating effects of word reading fluency and sentence silent reading fluency. The results showed that: (1) phonological awareness and morphological awareness both could directly predict reading comprehension. (2) Word reading fluency mediates the relationship between phonological awareness and reading comprehension, and word reading fluency mediates morphological awareness and reading comprehension. (3) Word reading fluency and sentence silent reading fluency play a chain mediating role between phonological awareness and reading comprehension, and word reading fluency and sentence silent fluency play a chain mediating role between morphological awareness and reading comprehension. The results demonstrated that phonological awareness and morphological awareness not only play an important role in reading comprehension, but also affect sentence fluency through word reading fluency and ultimately affect reading comprehension.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Computerized classification testing (CCT) is a subset of computerized adaptive testing (CAT), and it aims to classify examinees into one of at least two possible categories that denote results such as pass/fail or non-mastery/partial mastery/mastery. Therefore, CCTs focus on increasing the accuracy of classification which is different from CATs designed for precise measurement. The termination rule is one of the key components of CCT. However, as pointed out by Nydick (2013), most CCTs (i.e., UCCTs) were designed under unidimensional item response theory (IRT), in which the unidimensionality assumption is easily violated in practice. Thus, researchers then began to construct multidimensional CCT termination rules (i.e., MCCT) based on multidimensional IRT. To date, however, these rules still have some deficiencies in terms of classification accuracy or test efficiency. Most current studies on termination rules of MCCT are based on termination rules of UCCT. In UCCTs, termination rules require setting a cut point, θ0θ0{{\theta }_{0}}, of the latent trait to calculate the statistics; and when they are extended from UCCT to MCCT, the cut point will become a classification bound curve or even a surface (i.e., g(θ)=0g(θ)=0g(\theta )=0). At this time, a question is how to convert the curve or surface into θ0θ0{{\theta }_{0}}. To this end, the projected sequential probability ratio test (P-SPRT), constrained SPRT (C-SPRT; Nydick, 2013), and multidimensional generalized likelihood ratio (M-GLR) were respectively proposed to solve the problem in different ways. Among them, P-SPRT and C-SPRT choose specific points on g(θ) as the approximate cut point, θ^0θ^0{{\hat{\theta }}_{0}}, by projecting into Euclidean space or constraining on g(θ) respectively; as for M-GLR, because the generalized likelihood ratio statistic can be calculated without a cut point, it can be directly employed in MCCT. To overcome the limitation that P-SPRT may lead to unstable results at the beginning of the test, this study proposed the Mahalanobis distance-based SPRT (Mahalanobis-SPRT). In addition, stochastic curtailment is a technique for shortening the test length by predicting whether the classification of participants will change as the test continues. This article also combined M-GLR with the stochastic curtailment and proposed M-GLR with stochastic curtailment (M-SCGLR). A full-scale simulation study was conducted to (1) compare both the Mahalanobis-SPRT and M-SCGLR with the P-SPRT, C-SPRT, M-GLR, and multidimensional stochastically curtailed SPRT (M-SCSPRT) under varying conditions; (2) compare the classification performance of the above six termination rules for participants with specific abilities to explore whether there is a significant difference in the sensitivity of various rules to classify specific participants. To achieve the first research objective, three levels of correlation between dimensions (ρ=0, 0.5, and 0.8), two item bank structures (within-item multidimensionality and between-item multidimensionality), and two kinds of classification boundary (compensatory boundary and non-compensatory boundary) were considered; to achieve the second objective, 36 specific ability points (θ1,θ2)(θ1,θ2)({{\theta }_{1}},{{\theta }_{2}}) were generated where θ1,θ2∈{−0.5,−0.3,−0.1,0.1,0.3,0.5}θ1,θ2∈{−0.5,−0.3,−0.1,0.1,0.3,0.5}{{\theta }_{1}},{{\theta }_{2}}\in \{-0.5,-0.3,-0.1,0.1,0.3,0.5\}. The results showed that: (1) when the compensatory classification function was used, the Mahalanobis-SPRT led to higher classification accuracy and similar test length to the rules without stochastic curtailment; (2) under almost all conditions, the M-SCGLR not only possessed higher precision but also maintained the short test length, compared to M-SCSPRT that also uses stochastic curtailment; (3) the six termination rules showed a consistent change in the sensitivity of the precision and test length to specific participants. To sum up, two new MCCT termination rules (Mahalanobis-SPRT and M-SCGLR) are put forward in this article. Although the simulation results are very promising, several research directions merit further investigation, such as the development of MCCT termination rules for more than two categories, and the construction of MCCT termination rules by incorporating process data like the response time.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The three dimensions of teacher’s job burnout, emotional exhaustion, depersonalization and reduced personal accomplishment, are relatively independent but also have mutual influence. Research into their developmental relationship is helpful to understand the developmental process of job burnout and identify the early symptoms of job burnout. 3837 primary school teachers took part in this two-wave longitudinal study with interval for three years. We conducted structural equation model (SEM) to compare five representative developmental models, basic model and full model, while using cross-lagged panel network model (CLPN) to highlight pathways among three dimensions and to reveal pathways among the constituting variables within each dimension. In the cross-lagged panel network model, the relations among individual items were modeled both within and across time point. Results of SEM showed that when considering the effect size r > 0.1, the optimal development model for primary school teachers’ job burnout dimensions was “T1 emotional exhaustion and reduced personal accomplishment separately predicted T2 emotional exhaustion and reduced personal accomplishment, T1 depersonalization predicted T2 depersonalization and T2 reduced personal accomplishment”. Results of CLPN showed that the center of the network was an important outcome “experiencing positive impact and value at work” (item 3 of reduced personal accomplishment) and an important predictor “not caring what students think” (item 4 of depersonalization). The strongest pathways in the network were the effect of “experiencing positive impact and value at work” (item 3 of reduced personal accomplishment) on “not caring what students think” (item 4 of depersonalization) and the effect of “insomnia and headache caused by work” (item 8 of emotional exhaustion) on “exhaustion and depression” (item 2 of emotional exhaustion). While the former belonged to the vertical process between depersonalization and reduced personal accomplishment, the latter belonged to the vertical process within emotional exhaustion. The direct impacts of emotional exhaustion on depersonalization and reduced personal accomplishment on emotional exhaustion existed but the strengths were obvious weaker than the pathways above. The results supported the optimal development model. Both SEM and CLPN results indicate that depersonalization plays an important role in teacher burnout. One suggestion is to include the evaluations of teachers’ relationships with students, colleagues and leaders to identify the depersonalization symptoms in time, which may effectively prevent the further development of teacher burnout.
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