Literaturnachweis - Detailanzeige
| Autor/in | Marsh, Herbert W. |
|---|---|
| Titel | The Bias of Negatively Worded Items in Ratings Scales for Preadolescent Children: A Cognitive-Developmental Phenomenon. |
| Quelle | (1984), (28 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Correlation; Elementary Education; Factor Structure; Negative Forms (Language); Preadolescents; Rating Scales; Reading Achievement; Reading Difficulties; Self Concept Measures; Test Bias; Test Construction; Test Items |
| Abstract | Negative item bias is produced by the inability of preadolescent children to respond appropriately to negatively worded items on rating scales, and is hypothesized to be a cognitive-developmental phenomenon. The effect is examined with responses to the Self Description-Questionnaire (SDQ), a multifactor self-concept instrument. In study 1, response to positive and negative items were uncorrelated in grade 2 but were substantially correlated by grade 5. In study 2, confirmatory factor analysis of response by grade 5 students demonstrated that the negative items contributed both to the scale they were designed to measure and to a "negative item" factor. The negative item factor was nearly uncorrelated with any of the self-concept factors, but was substantially correlated with reading achievement. The two studies demonstrate that younger children and children with poorer reading skills are less able to respond appropriately to negatively-worded items, and that this effect produces a bias in their response to the SDQ. This supports the contention that the effect is a cognitive-developmental phenomenon. (Author/PN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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