Subjects: Psychology >> Psychological Measurement submitted time 2023-04-22
Abstract： Test mode effect (TME) refers to the difference in test function caused by the administration of the same test in different test modes. The existence of TME will have an impact on test fairness, selection criteria and test equating, so it is of great significance to accurately detect and interpret TME. By systematically sorting out the source, detection (including the experimental design and detection methods) and research results of TME, the methodology of TME research is comprehensively demonstrated. Further interpretation of the TME model, expansion of the test modes in TME research, and application of TME research results to largescale educational assessment programs in China, are important future development directions in the field of TME.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Defenders are the only participants in bullying which have a positive role and hence they play an important part in school bullying prevention and intervention. Despite this, theoretical researches and practical applications involving defenders are limited. Defenders are distinguished from other participant roles at function, as well as gender, age, trait and coping strategy. In addition, context factors like peer pressure, companion status and evaluation of potential danger in bullying situations will also have an impact on behavior of defenders. Taking the KiVa program as a specific example, we demonstrated the great value and effectiveness of conducting bullying prevention programs which emphasized the importance of defenders. Finally, potential future research areas and educational interventions on school bullying based on defenders were discussed.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Item position effect (IPE) refers to the item parameter non-invariance when the same item is placed at different positions of the tests, after controlling for the influence of random errors. The presence of IPE causes the violation of the critical parameter invariance assumption made in item response theory, making the applications such as test equating and computerized adaptive testing at risk. At present, the existing researches in this field mainly focus on the detection and modeling of IPE. However, more research efforts are needed to further explain the consequences of the detected IPE and to provide an in-depth discussion of IPE under different scenarios, which is of great importance to both basic research and practical applications.
Subjects: Psychology >> Developmental Psychology submitted time 2022-10-04
Abstract： Bullying is a group dynamic process, of which peer ecology is an important 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 focuses on the key issues of the interaction between social networks and bullying-related behaviors. Specifically, it examines the processes by which bullying-related behaviors develop in peer networks. This study reveals the influence of the structural characteristics and internal relationships of peer network on the development of bullying-related behaviors and illustrates the selection effect and influence effect in the covariant relationship of bullying-related behaviors and peer network. On this basis, the present study reviews the innovative advantages of social network perspectives and methods in promoting bullying research, and proposes an analysis and prospect on how to strengthen group ecological research on bullying interventions in China from a social network perspective.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2022-07-07
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.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Psychological Measurement submitted time 2021-11-23
Abstract： The problem of missing data is common in research, and there is no exception for cognitive diagnostic assessment (CDA). Some studies have revealed that both the presence of missing values and the selection of different missing data processing methods would affect the results of CDA. Therefore, it is necessary to attach more attention to the problem in CDA and choose appropriate methods to deal with it. Although the problem in CDA has been explored before, previous studies did not consider multiple imputation (MI) and full information maximum likelihood (FIML), which are widely used in the field of missing data analysis. Moreover, previous studies neglected the comparison using empirical data and saturation models such as GDINA model. In summary, the main purpose of this study are to introduce MI and FIML into CDA, thus making a comprehensive comparison of different missing data handling methods, and further putting forward suggestions for handling missing data in practice. Simulation study considered six factors: (1) Sample size: 200 participants, 400 participants, and 1000 participants; (2) Test length: 15 test items and 30 test items; (3) Quality of items: high quality, medium quality, and low quality; (4) Missing data mechanisms: missing completely at random (MCAR), missing at random (MAR), and missing not at random (MNAR); (5) Missing rate: 10%, 20%, and 30%; (6) Missing data handling methods: zero replacement (ZR), MI-CART, MI-PMM, MI-LOGREG.BOOT, Expectation-Maximization algorithm (EM), and FIML. The GDINA model was used, and the analysis process was realized by the GDINA package in R software. Secondly, the PISA 2015 computer-based mathematics data were applied to compare the practical value of the proposed methods. The results of simulation study revealed that: (1) Missing data results in a decrease in estimation accuracy. The absolute value of Bias and RMSE both increased and PCCR values of all methods decreased as the sample size, test length and the quality of the items decreased and the missing rate increased; (2) When estimating item parameters, EM performed best, followed by MI. Meanwhile, FIML and ZR methods were unstable; (3) When estimating the KS of participants, EM and FIML performed best as the missing data mechanism was MAR or MCAR. When the missing data mechanism was MNAR, EM, FIML and ZR performed best. The empirical study results further supported the simulation research results. It showed that: (1) For all empirical indicators, EM, FIML, and MI-PMM perform best on one or more indicators; (2) The results obtained under the empirical study and simulation study under the MNAR mechanism are very similar; (3) EM performs well on all indicators, and ZR and FIML methods are slightly worse than EM, followed by MI-PMM, LOGREG.BOOT and MI-CART. In addition, based on the research results, the following suggestions were provided: (1) EM and FIML should be the first choice. However, if researchers do not want to get the complete data set, FIML could be used as a priority for missing data handling; (2) When the missing data mechanism was MAR or MCAR and the test length was not enough, researchers should avoid using the ZR method to deal with missing data. Finally, this paper ends with the prospects of future researches: (1) The multilevel scoring situation should also be studied; (2) The effectiveness of these methods should be tested in longitudinal research; (3) The performance of more methods of information matrix can be further compared in calculating the standard error to handle missing data; (4) Future research could focus on the missing mechanisms of data onto the real data. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Psychological Measurement submitted time 2021-11-16
Abstract： Computerized classification testing (CCT) has been widely used in eligibility testing and clinical psychology since it can efficiently classify participants. As an essential part of CCT, the termination rule determines when the test is to be stopped and what category the participants are ultimately classified into, directly affecting the test efficiency and classification accuracy. The existing termination 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. Based on these ideas, in different test situations, CCT termination rules have various specific forms. Future research can further extend Bayesian rules, construct rules for multicategory MCCT, integrate process data into termination rules, and build rules under the framework of machine learning. In addition, from the perspective of practical requirement, all three types of rules have the potential to be applied in the eligibility test, while the clinical questionnaire tends to choose Bayesian rules.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Psychological Measurement submitted time 2021-04-14
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Statistics in Psychology submitted time 2020-10-28
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.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2018-12-26
Abstract： 为探究不同卷入情境下儿童基于资源价值的分配行为特点以及内群体偏爱在其中的作用，呈现给儿童两种实验情境：实验一，134名5~8岁儿童在第一方情境下与来自内、外群体的一名儿童分配不同价值的物品，结果发现7~8岁儿童公平分配比例与5~6岁儿童无显著差异；实验二，130名5~8岁儿童在第三方情境下给来自特定群体的两名儿童分配资源，结果发现7~8岁儿童公平分配比例显著高于5~6岁儿童。两个实验均发现儿童的分配行为表现出内群体偏爱，5~6岁儿童比7~8岁儿童更明显。并且，5~6岁女生比男生有更明显的内群体偏爱，但在7~8岁组无性别差异。此外，只有7~8岁儿童的公平分配行为表现出卷入情境上的差异，他们在第三方情境比第一方情境下更能做出公平分配，但5~6岁儿童的公平分配行为并无情境差异。综上可见，比起年幼儿童，年长儿童基于资源价值的公平行为发展得更好，并且在两种卷入情境下受内群体偏爱的影响均更小。
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