A Polytomous Item Response Theory Analysis of Social Physique Anxiety Scale

Autor/inn/en	Fletcher, Richard B.; Crocker, Peter
Titel	A Polytomous Item Response Theory Analysis of Social Physique Anxiety Scale
Quelle	In: Measurement in Physical Education and Exercise Science, 18 (2014) 3, S.153-167 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
DOI	10.1080/1091367X.2014.905945
Schlagwörter	Anxiety; Human Body; Factor Analysis; Item Response Theory; High School Students; Test Bias; Gender Differences; Self Concept; Social Influences; Social Attitudes; Statistical Analysis; Psychometrics; Test Validity; Questionnaires + Suchen Sie Ihr Suchwort? Angst; Menschlicher Körper; Faktorenanalyse; Item-Response-Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testkritik; Geschlechterkonflikt; Selbstkonzept; Sozialer Einfluss; Social attidude; Soziale Einstellung; Statistische Analyse; Psychometry; Psychometrie; Testvalidität; Fragebogen
Abstract	The present study investigated the social physique anxiety scale's factor structure and item properties using confirmatory factor analysis and item response theory. An additional aim was to identify differences in response patterns between groups (gender). A large sample of high school students aged 11-15 years (N = 1,529) consisting of n = 562 males and n = 967 females. Confirmatory factor analysis and polytomous item response theory examined the structure of the scale. Items shown to be invariant across were identified using multidimensional differential item functioning methods. Graded response model results showed that item parameters were high with low associated standard errors. Multidimensional differential item functioning results revealed six items are biased in favor of either men (33%) or women (17%). The primary source of differential item functioning related to the item composition, and internal (male) or external (female) frames of reference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10