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Examination of checklist psychologic...

Yasuda, Tomoyuki.

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Examination of checklist psychological data based on the cumulative and unfolding item response models.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examination of checklist psychological data based on the cumulative and unfolding item response models./
Author:	Yasuda, Tomoyuki.
Description:	157 p.
Notes:	Adviser: Hoi K. Suen.
Contained By:	Dissertation Abstracts International66-04A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173023
ISBN:	9780542107559

Examination of checklist psychological data based on the cumulative and unfolding item response models.
Yasuda, Tomoyuki.

Examination of checklist psychological data based on the cumulative and unfolding item response models. - 157 p.

Adviser: Hoi K. Suen.

Thesis (Ph.D.)--The Pennsylvania State University, 2005.

In spite of the frequent use of Item Response Theory (IRT) in educational measurement, its application to psychological measurement has been limited. Educational testing is regarded as including tests of maximum performance, whereas psychological testing is often denoted as tests of typical performance. Equal applicability of the IRT model should not be assumed when the model is employed for the analyses of attitude and affective responses on which typical performances are based. This is primary because of the differences in the assumptions underlying the two response processes: the dominance and ideal-point response processes. The cumulative IRT model, by which the dominance response processes are analyzed, is different from the unfolding IRT model that is adapted for the analyses of the ideal-point response processes in terms of formulating the response functions (i.e., monotonic vs. non-monotonic).

ISBN: 9780542107559Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Examination of checklist psychological data based on the cumulative and unfolding item response models.
LDR:03244nam 2200313 a 45 001 969788
005 20110920
008 110921s2005 eng d
020 $a 9780542107559
035 $a (UnM)AAI3173023
035 $a AAI3173023
040 $a UnM $c UnM
100 1 $a Yasuda, Tomoyuki. $3 1293845
245 1 0 $a Examination of checklist psychological data based on the cumulative and unfolding item response models.
300 $a 157 p.
500 $a Adviser: Hoi K. Suen.
500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1277.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2005.
520 $a In spite of the frequent use of Item Response Theory (IRT) in educational measurement, its application to psychological measurement has been limited. Educational testing is regarded as including tests of maximum performance, whereas psychological testing is often denoted as tests of typical performance. Equal applicability of the IRT model should not be assumed when the model is employed for the analyses of attitude and affective responses on which typical performances are based. This is primary because of the differences in the assumptions underlying the two response processes: the dominance and ideal-point response processes. The cumulative IRT model, by which the dominance response processes are analyzed, is different from the unfolding IRT model that is adapted for the analyses of the ideal-point response processes in terms of formulating the response functions (i.e., monotonic vs. non-monotonic).
520 $a Given the differences in underlying response processes, the unfolding model should in theory be more properly used when analyzing the checklist-type psychological data, which are also known as the pick any/n data. The present study examined if it is really the case by evaluating the item response patterns underlying the two subscales of the Japanese translated version of the Multiple Affect Adjective Check List-Revised (MAACL-R: Yasuda, Lubin, Kim, & Whitlock, 2003), representing the construct of positive affectivity (PA) and negative affectivity (NA).
520 $a Evidence was found that, among the cumulative IRT models, the two-parameter logistic model (2PLM) and three-parameter logistic model (3PLM) fit adequately. Only a degree of applicability of an unfolding model, or the hyperbolic cosine model (HCM: Andrich & Luo, 1993), was evidenced, showing the consistencies and stabilities of item or person parameters for the bipolar formulation of the latent trait with the PA and NA being at opposing ends of the latent continuum. When the PA and NA items were scaled and examined separately, however, the HCM was found neither to fit adequately nor to produce consistent and stable parameter estimates. Evidence generally pointed to the robustness of the cumulative IRT models, and the 2PLM and the 3PLM in particular, as applied to the checklist psychological data.
590 $a School code: 0176.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0525
690 $a 0632
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 66-04A.
790 $a 0176
790 1 0 $a Suen, Hoi K., $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173023