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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Item Response Theory</h1><div class="u-tcGrayDark">26,057 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Item Response Theory</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Item_Response_Theory">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Item_Response_Theory/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Item_Response_Theory/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Item_Response_Theory/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Item_Response_Theory">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19237474 coauthored" data-work_id="19237474" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19237474/Time_for_a_new_approach_to_prepare_future_teachers_for_educational_technology_use_Its_meaning_and_measurement">Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19237474" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions. Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19237474" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e081af3a221785ee0a0a4006a1bcacda" rel="nofollow" data-download="{"attachment_id":40769829,"asset_id":19237474,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40769829/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9073386" href="https://uio.academia.edu/FazilatSiddiq">Fazilat Siddiq</a><script data-card-contents-for-user="9073386" type="text/json">{"id":9073386,"first_name":"Fazilat","last_name":"Siddiq","domain_name":"uio","page_name":"FazilatSiddiq","display_name":"Fazilat Siddiq","profile_url":"https://uio.academia.edu/FazilatSiddiq?f_ri=4887","photo":"https://0.academia-photos.com/9073386/4726524/5587742/s65_fazilat.siddiq.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19237474">+1</span><div class="hidden js-additional-users-19237474"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19237474'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19237474').html(); 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response categories in performance assessment data, was affected by varying testing conditions:... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_56282327" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this Item Response Theory study was to investigate how the expected reduction in item information, due to the collapsing of response categories in performance assessment data, was affected by varying testing conditions: item difficulty, item discrimination, inter-rater reliability, and direction of collapsing. The investigation used copulas in computer simulations of performance assessment batteries with varying combinations of item characteristics within Muraki's 3enera1ized Partial Credit Model. Only two of the significant contrasts that were detected were of practical importance. The results appear to indicate that the expected reduction in information due to the collapsing of categories is not affected by any of the testing conditions simulated in this study. Consequently, a practitioner may combine low-frequency categories with adjacent categories without any significant adverse effect on the information provided by the test items. (Contains 1 figure, 9 tables, and 19 references.) 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$(".js-view-count[data-work-id=56282327]").text(description); $(".js-view-count-work_56282327").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_56282327").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="56282327"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="106145" rel="nofollow" href="https://www.academia.edu/Documents/in/Classification">Classification</a>, <script data-card-contents-for-ri="106145" type="text/json">{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2294556" rel="nofollow" href="https://www.academia.edu/Documents/in/Interrater_Reliability">Interrater Reliability</a><script data-card-contents-for-ri="2294556" type="text/json">{"id":2294556,"name":"Interrater Reliability","url":"https://www.academia.edu/Documents/in/Interrater_Reliability?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=56282327]'), work: {"id":56282327,"title":"How the Collapsing of Categories Impacts the Item Information Function in Polytomous Item Response Theory","created_at":"2021-10-07T05:29:19.635-07:00","url":"https://www.academia.edu/56282327/How_the_Collapsing_of_Categories_Impacts_the_Item_Information_Function_in_Polytomous_Item_Response_Theory?f_ri=4887","dom_id":"work_56282327","summary":"The purpose of this Item Response Theory study was to investigate how the expected reduction in item information, due to the collapsing of response categories in performance assessment data, was affected by varying testing conditions: item difficulty, item discrimination, inter-rater reliability, and direction of collapsing. The investigation used copulas in computer simulations of performance assessment batteries with varying combinations of item characteristics within Muraki's 3enera1ized Partial Credit Model. Only two of the significant contrasts that were detected were of practical importance. The results appear to indicate that the expected reduction in information due to the collapsing of categories is not affected by any of the testing conditions simulated in this study. Consequently, a practitioner may combine low-frequency categories with adjacent categories without any significant adverse effect on the information provided by the test items. (Contains 1 figure, 9 tables, and 19 references.) (Author)","downloadable_attachments":[{"id":71744978,"asset_id":56282327,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7565876,"first_name":"Darius","last_name":"Lecointe","domain_name":"independent","page_name":"DariusLecointe","display_name":"Darius Lecointe","profile_url":"https://independent.academia.edu/DariusLecointe?f_ri=4887","photo":"https://0.academia-photos.com/7565876/4124531/18442138/s65_darius.lecointe.jpg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=4887","nofollow":true},{"id":2294556,"name":"Interrater Reliability","url":"https://www.academia.edu/Documents/in/Interrater_Reliability?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79098687 coauthored" data-work_id="79098687" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79098687/Item_Response_Theory_IRT_A_Modern_Statistical_Theory_for_Solving_Measurement_Problem_in_21_st_Century">Item Response Theory ( IRT ) : A Modern Statistical Theory for Solving Measurement Problem in 21 st Century</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Item Response Theory is a measurement framework used in the design and analysis of educational and psychological assessments (achievement tests, rating scales, inventories, or other instruments) that measure mental traits. This is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79098687" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Item Response Theory is a measurement framework used in the design and analysis of educational and psychological assessments (achievement tests, rating scales, inventories, or other instruments) that measure mental traits. This is becoming increasingly popular among educational assessment experts to analyse cognitive measurement but little is known about the theory to analyse noncognitive measurement. (E.g. personality, attitude, and psychopathology) This paper provides information on models, assumptions and application of IRT in the analysis of cognitive and no-cognitive measurements. The paper concludes that, IRT is a better framework that can be exploited by researchers in analyzing cognitive data for assessment and evaluation research, and non-cognitive data, for sociological, psychological and psychopathological assessments. However, all the statistical assumptions must be met, and the test data must fit the IRT model for valid, reliable and credible results.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79098687" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e78f6d443bb48244b741561bfc20098a" rel="nofollow" data-download="{"attachment_id":85936372,"asset_id":79098687,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85936372/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="158554956" href="https://independent.academia.edu/OgunsakinI">Isaac B A M I K O L E Ogunsakin</a><script data-card-contents-for-user="158554956" type="text/json">{"id":158554956,"first_name":"Isaac","last_name":"Ogunsakin","domain_name":"independent","page_name":"OgunsakinI","display_name":"Isaac B A M I K O L E Ogunsakin","profile_url":"https://independent.academia.edu/OgunsakinI?f_ri=4887","photo":"https://0.academia-photos.com/158554956/59049785/47289231/s65_isaac.ogunsakin.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-79098687">+1</span><div class="hidden js-additional-users-79098687"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uniosun.academia.edu/YusufShogbesan">Yusuf O . Shogbesan</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-79098687'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-79098687').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_79098687 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79098687"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79098687, container: ".js-paper-rank-work_79098687", }); });</script></li><li class="js-percentile-work_79098687 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79098687; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79098687"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79098687 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79098687"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79098687; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79098687]").text(description); $(".js-view-count-work_79098687").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79098687").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79098687"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="542152" rel="nofollow" href="https://www.academia.edu/Documents/in/Scientific_Education">Scientific Education</a><script data-card-contents-for-ri="542152" type="text/json">{"id":542152,"name":"Scientific Education","url":"https://www.academia.edu/Documents/in/Scientific_Education?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79098687]'), work: {"id":79098687,"title":"Item Response Theory ( IRT ) : A Modern Statistical Theory for Solving Measurement Problem in 21 st Century","created_at":"2022-05-15T03:09:33.098-07:00","url":"https://www.academia.edu/79098687/Item_Response_Theory_IRT_A_Modern_Statistical_Theory_for_Solving_Measurement_Problem_in_21_st_Century?f_ri=4887","dom_id":"work_79098687","summary":"Item Response Theory is a measurement framework used in the design and analysis of educational and psychological assessments (achievement tests, rating scales, inventories, or other instruments) that measure mental traits. This is becoming increasingly popular among educational assessment experts to analyse cognitive measurement but little is known about the theory to analyse noncognitive measurement. (E.g. personality, attitude, and psychopathology) This paper provides information on models, assumptions and application of IRT in the analysis of cognitive and no-cognitive measurements. The paper concludes that, IRT is a better framework that can be exploited by researchers in analyzing cognitive data for assessment and evaluation research, and non-cognitive data, for sociological, psychological and psychopathological assessments. However, all the statistical assumptions must be met, and the test data must fit the IRT model for valid, reliable and credible results.","downloadable_attachments":[{"id":85936372,"asset_id":79098687,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":158554956,"first_name":"Isaac","last_name":"Ogunsakin","domain_name":"independent","page_name":"OgunsakinI","display_name":"Isaac B A M I K O L E Ogunsakin","profile_url":"https://independent.academia.edu/OgunsakinI?f_ri=4887","photo":"https://0.academia-photos.com/158554956/59049785/47289231/s65_isaac.ogunsakin.png"},{"id":71295092,"first_name":"Yusuf","last_name":"Shogbesan","domain_name":"uniosun","page_name":"YusufShogbesan","display_name":"Yusuf O . Shogbesan","profile_url":"https://uniosun.academia.edu/YusufShogbesan?f_ri=4887","photo":"https://0.academia-photos.com/71295092/18312918/59299736/s65_yusuf.shogbesan.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4887","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":542152,"name":"Scientific Education","url":"https://www.academia.edu/Documents/in/Scientific_Education?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47820872" data-work_id="47820872" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/47820872/A_Simple_Answer_to_a_Simple_Question_on_Changing_Answers">A Simple Answer to a Simple Question on Changing Answers</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47820872" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e3041c2451fbd215a9f83786f129c1a" rel="nofollow" data-download="{"attachment_id":66745805,"asset_id":47820872,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66745805/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34582931" href="https://ets.academia.edu/BrentBridgeman">Brent Bridgeman</a><script data-card-contents-for-user="34582931" type="text/json">{"id":34582931,"first_name":"Brent","last_name":"Bridgeman","domain_name":"ets","page_name":"BrentBridgeman","display_name":"Brent Bridgeman","profile_url":"https://ets.academia.edu/BrentBridgeman?f_ri=4887","photo":"https://0.academia-photos.com/34582931/144604465/134129656/s65_brent.bridgeman.png"}</script></span></span></li><li class="js-paper-rank-work_47820872 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47820872"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47820872, container: ".js-paper-rank-work_47820872", }); });</script></li><li class="js-percentile-work_47820872 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47820872; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47820872"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47820872 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47820872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47820872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47820872]").text(description); $(".js-view-count-work_47820872").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47820872").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47820872"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4413" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a>, <script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47820872]'), work: {"id":47820872,"title":"A Simple Answer to a Simple Question on Changing Answers","created_at":"2021-04-30T23:49:25.288-07:00","url":"https://www.academia.edu/47820872/A_Simple_Answer_to_a_Simple_Question_on_Changing_Answers?f_ri=4887","dom_id":"work_47820872","summary":null,"downloadable_attachments":[{"id":66745805,"asset_id":47820872,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34582931,"first_name":"Brent","last_name":"Bridgeman","domain_name":"ets","page_name":"BrentBridgeman","display_name":"Brent Bridgeman","profile_url":"https://ets.academia.edu/BrentBridgeman?f_ri=4887","photo":"https://0.academia-photos.com/34582931/144604465/134129656/s65_brent.bridgeman.png"}],"research_interests":[{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13570521" data-work_id="13570521" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13570521/Construction_of_a_Job_in_General_scale_A_comparison_of_global_composite_and_specific_measures">Construction of a Job in General scale: A comparison of global, composite, and specific measures</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We describe the construction of a Job in General (JIG) scale, a global scale to accompany the facet scales of the Job Descriptive Index. We applied both traditional and item response theory procedures for item analysis to data from three... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13570521" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We describe the construction of a Job in General (JIG) scale, a global scale to accompany the facet scales of the Job Descriptive Index. We applied both traditional and item response theory procedures for item analysis to data from three large heterogeneous samples (N = 1,149, 3,566, and 4,490). Alpha was .91 and above for the resulting 18-item scale in successive samples. Convergent and discriminant validity and differential response to treatments were demonstrated. Global scales are contrasted with composite and with facet scales in psychological measurement. We show that global scales are not equivalent to summated facet scales. Both facet and global scales were useful in another organization (N = 648). Some principles are suggested for choosing specific (facet), composite, or global measures for practical and theoretical problems. The correlations between global and facet scales suggest that work may be the most important facet in relation to general job satisfaction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13570521" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4f109217b099267f2d1dce405fb6e7d5" rel="nofollow" data-download="{"attachment_id":45203186,"asset_id":13570521,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45203186/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32754102" href="https://miami.academia.edu/GailIronson">Gail Ironson</a><script data-card-contents-for-user="32754102" type="text/json">{"id":32754102,"first_name":"Gail","last_name":"Ironson","domain_name":"miami","page_name":"GailIronson","display_name":"Gail Ironson","profile_url":"https://miami.academia.edu/GailIronson?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13570521 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13570521"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13570521, container: ".js-paper-rank-work_13570521", }); });</script></li><li class="js-percentile-work_13570521 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13570521; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13570521"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13570521 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13570521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13570521; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13570521]").text(description); $(".js-view-count-work_13570521").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13570521").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13570521"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39" rel="nofollow" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="223" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Psychology">Applied Psychology</a>, <script data-card-contents-for-ri="223" type="text/json">{"id":223,"name":"Applied Psychology","url":"https://www.academia.edu/Documents/in/Applied_Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13570521]'), work: {"id":13570521,"title":"Construction of a Job in General scale: A comparison of global, composite, and specific measures","created_at":"2015-07-02T22:06:15.917-07:00","url":"https://www.academia.edu/13570521/Construction_of_a_Job_in_General_scale_A_comparison_of_global_composite_and_specific_measures?f_ri=4887","dom_id":"work_13570521","summary":"We describe the construction of a Job in General (JIG) scale, a global scale to accompany the facet scales of the Job Descriptive Index. We applied both traditional and item response theory procedures for item analysis to data from three large heterogeneous samples (N = 1,149, 3,566, and 4,490). Alpha was .91 and above for the resulting 18-item scale in successive samples. Convergent and discriminant validity and differential response to treatments were demonstrated. Global scales are contrasted with composite and with facet scales in psychological measurement. We show that global scales are not equivalent to summated facet scales. Both facet and global scales were useful in another organization (N = 648). Some principles are suggested for choosing specific (facet), composite, or global measures for practical and theoretical problems. The correlations between global and facet scales suggest that work may be the most important facet in relation to general job satisfaction.","downloadable_attachments":[{"id":45203186,"asset_id":13570521,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32754102,"first_name":"Gail","last_name":"Ironson","domain_name":"miami","page_name":"GailIronson","display_name":"Gail Ironson","profile_url":"https://miami.academia.edu/GailIronson?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":223,"name":"Applied Psychology","url":"https://www.academia.edu/Documents/in/Applied_Psychology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=4887"},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=4887"},{"id":96502,"name":"Applied","url":"https://www.academia.edu/Documents/in/Applied?f_ri=4887"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80052748" data-work_id="80052748" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80052748/Measuring_social_support_in_patients_with_advanced_medical_illnesses_An_analysis_of_the_Duke_UNC_Functional_Social_Support_Questionnaire">Measuring social support in patients with advanced medical illnesses: An analysis of the Duke-UNC Functional Social Support Questionnaire</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: To date, no measure of social support has been developed specifically for either palliative care or oncology settings. The present study examined the psychometric properties of the Duke-University of North Carolina Functional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80052748" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: To date, no measure of social support has been developed specifically for either palliative care or oncology settings. The present study examined the psychometric properties of the Duke-University of North Carolina Functional Social Support Questionnaire (DUFSS) in order to (1) assess the adequacy of the scale in the context of severe medical illness and (2) evaluate whether a brief subset of items might generate roughly comparable utility. Method: The 14-item DUFSS was administered to 1,362 individuals with advanced cancer or AIDS. Classical test theory (CTT) and item response theory (IRT) analyses were utilized to develop an abbreviated version of the DUFSS that maintained adequate reliability and validity and might increase the feasibility of its administration in a palliative care setting. The reliability and concurrent validity of the DUFSS-5 were evaluated in a separate validation sample of patients with advanced cancer. Results: Analyses generated a five-item versi...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80052748" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7684258cb36700123ed522d6fde38fd5" rel="nofollow" data-download="{"attachment_id":86562564,"asset_id":80052748,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86562564/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41156590" href="https://independent.academia.edu/WilliamBreitbart">William Breitbart</a><script data-card-contents-for-user="41156590" type="text/json">{"id":41156590,"first_name":"William","last_name":"Breitbart","domain_name":"independent","page_name":"WilliamBreitbart","display_name":"William Breitbart","profile_url":"https://independent.academia.edu/WilliamBreitbart?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_80052748 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80052748"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80052748, container: ".js-paper-rank-work_80052748", }); 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$(".js-view-count[data-work-id=80052748]").text(description); $(".js-view-count-work_80052748").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80052748").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80052748"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3217" rel="nofollow" href="https://www.academia.edu/Documents/in/Depression">Depression</a>, <script data-card-contents-for-ri="3217" type="text/json">{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4482" rel="nofollow" href="https://www.academia.edu/Documents/in/Palliative_Care">Palliative Care</a>, <script data-card-contents-for-ri="4482" type="text/json">{"id":4482,"name":"Palliative Care","url":"https://www.academia.edu/Documents/in/Palliative_Care?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80052748]'), work: {"id":80052748,"title":"Measuring social support in patients with advanced medical illnesses: An analysis of the Duke-UNC Functional Social Support Questionnaire","created_at":"2022-05-27T08:16:35.797-07:00","url":"https://www.academia.edu/80052748/Measuring_social_support_in_patients_with_advanced_medical_illnesses_An_analysis_of_the_Duke_UNC_Functional_Social_Support_Questionnaire?f_ri=4887","dom_id":"work_80052748","summary":"Objective: To date, no measure of social support has been developed specifically for either palliative care or oncology settings. The present study examined the psychometric properties of the Duke-University of North Carolina Functional Social Support Questionnaire (DUFSS) in order to (1) assess the adequacy of the scale in the context of severe medical illness and (2) evaluate whether a brief subset of items might generate roughly comparable utility. Method: The 14-item DUFSS was administered to 1,362 individuals with advanced cancer or AIDS. Classical test theory (CTT) and item response theory (IRT) analyses were utilized to develop an abbreviated version of the DUFSS that maintained adequate reliability and validity and might increase the feasibility of its administration in a palliative care setting. The reliability and concurrent validity of the DUFSS-5 were evaluated in a separate validation sample of patients with advanced cancer. Results: Analyses generated a five-item versi...","downloadable_attachments":[{"id":86562564,"asset_id":80052748,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41156590,"first_name":"William","last_name":"Breitbart","domain_name":"independent","page_name":"WilliamBreitbart","display_name":"William Breitbart","profile_url":"https://independent.academia.edu/WilliamBreitbart?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=4887","nofollow":true},{"id":4482,"name":"Palliative Care","url":"https://www.academia.edu/Documents/in/Palliative_Care?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887"},{"id":11015,"name":"Social Support","url":"https://www.academia.edu/Documents/in/Social_Support?f_ri=4887"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=4887"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=4887"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4887"},{"id":469018,"name":"Neoplasms","url":"https://www.academia.edu/Documents/in/Neoplasms?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":1938362,"name":"Acquired immunodeficiency syndrome","url":"https://www.academia.edu/Documents/in/Acquired_immunodeficiency_syndrome?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 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class="u-tcGrayDark u-fw700" data-has-card-for-user="38285003" href="https://uit.academia.edu/JaneKroger">Jane Kroger</a><script data-card-contents-for-user="38285003" type="text/json">{"id":38285003,"first_name":"Jane","last_name":"Kroger","domain_name":"uit","page_name":"JaneKroger","display_name":"Jane Kroger","profile_url":"https://uit.academia.edu/JaneKroger?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_45262240 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45262240"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45262240, container: ".js-paper-rank-work_45262240", }); });</script></li><li class="js-percentile-work_45262240 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x 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$(".js-view-count-work_45262240").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45262240").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45262240"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive 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work: {"id":45262240,"title":"On the question of an identity status category order: Rasch model step and scale statistics used to identify category order","created_at":"2021-02-28T14:15:20.413-08:00","url":"https://www.academia.edu/45262240/On_the_question_of_an_identity_status_category_order_Rasch_model_step_and_scale_statistics_used_to_identify_category_order?f_ri=4887","dom_id":"work_45262240","summary":null,"downloadable_attachments":[{"id":65826127,"asset_id":45262240,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38285003,"first_name":"Jane","last_name":"Kroger","domain_name":"uit","page_name":"JaneKroger","display_name":"Jane Kroger","profile_url":"https://uit.academia.edu/JaneKroger?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true},{"id":892,"name":"Statistics","url":"https://www.academia.edu/Documents/in/Statistics?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887"},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887"},{"id":16603,"name":"Personal Identity","url":"https://www.academia.edu/Documents/in/Personal_Identity?f_ri=4887"},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=4887"},{"id":95411,"name":"Personality Development","url":"https://www.academia.edu/Documents/in/Personality_Development?f_ri=4887"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model?f_ri=4887"},{"id":645122,"name":"Behavioral Development","url":"https://www.academia.edu/Documents/in/Behavioral_Development?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48234816" data-work_id="48234816" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48234816/The_Development_of_Descriptors_on_Scales_of_Language_Proficiency_Perspectives_Problems_and_a_Possible_Methodology_Based_on_a_Theory_of_Measurement">The Development of Descriptors on Scales of Language Proficiency: Perspectives, Problems, and a Possible Methodology Based on a Theory of Measurement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Theoretical issues underlying the development of scales of language proficiency are examined. First, a brief classification of scale types is presented, and problems identified in them and advantages they offer are outlined. Discussion... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48234816" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Theoretical issues underlying the development of scales of language proficiency are examined. First, a brief classification of scale types is presented, and problems identified in them and advantages they offer are outlined. Discussion then moves to the issues of describing and measuring language proficiency. In this section, behavi. ally-based scales in work performance, the historical development of the American Council on the Teaching of Foreign Languages/Interagency Language Roundtable (ACTFL/ILR) proficiency guidelines, the utility of the Rasch model in rating framework development, and subjectivity in judgments and observed behavior ratings are discussed. A many-faceted version of the Rasch item-response theory model is suggested as an instrument that may aid in the mapping of behaviors onto a common metric while identifying different interpretation of the same descriptors by different types and groups of users. Contains about 250 references. (MSE)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48234816" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7710ccbc57c829c6bd68493de9667fd7" rel="nofollow" data-download="{"attachment_id":66953427,"asset_id":48234816,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66953427/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37550331" href="https://independent.academia.edu/BrianNorth">Brian North</a><script data-card-contents-for-user="37550331" type="text/json">{"id":37550331,"first_name":"Brian","last_name":"North","domain_name":"independent","page_name":"BrianNorth","display_name":"Brian North","profile_url":"https://independent.academia.edu/BrianNorth?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_48234816 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48234816"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48234816, container: ".js-paper-rank-work_48234816", }); 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$(".js-view-count[data-work-id=48234816]").text(description); $(".js-view-count-work_48234816").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48234816").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48234816"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65140" rel="nofollow" href="https://www.academia.edu/Documents/in/Models">Models</a>, <script data-card-contents-for-ri="65140" type="text/json">{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="106145" rel="nofollow" href="https://www.academia.edu/Documents/in/Classification">Classification</a><script data-card-contents-for-ri="106145" type="text/json">{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48234816]'), work: {"id":48234816,"title":"The Development of Descriptors on Scales of Language Proficiency: Perspectives, Problems, and a Possible Methodology Based on a Theory of Measurement","created_at":"2021-05-04T06:23:54.564-07:00","url":"https://www.academia.edu/48234816/The_Development_of_Descriptors_on_Scales_of_Language_Proficiency_Perspectives_Problems_and_a_Possible_Methodology_Based_on_a_Theory_of_Measurement?f_ri=4887","dom_id":"work_48234816","summary":"Theoretical issues underlying the development of scales of language proficiency are examined. First, a brief classification of scale types is presented, and problems identified in them and advantages they offer are outlined. Discussion then moves to the issues of describing and measuring language proficiency. In this section, behavi. ally-based scales in work performance, the historical development of the American Council on the Teaching of Foreign Languages/Interagency Language Roundtable (ACTFL/ILR) proficiency guidelines, the utility of the Rasch model in rating framework development, and subjectivity in judgments and observed behavior ratings are discussed. A many-faceted version of the Rasch item-response theory model is suggested as an instrument that may aid in the mapping of behaviors onto a common metric while identifying different interpretation of the same descriptors by different types and groups of users. Contains about 250 references. (MSE)","downloadable_attachments":[{"id":66953427,"asset_id":48234816,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37550331,"first_name":"Brian","last_name":"North","domain_name":"independent","page_name":"BrianNorth","display_name":"Brian North","profile_url":"https://independent.academia.edu/BrianNorth?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4887","nofollow":true},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=4887","nofollow":true},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=4887","nofollow":true},{"id":289284,"name":"Rating Scales","url":"https://www.academia.edu/Documents/in/Rating_Scales?f_ri=4887"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=4887"},{"id":1540031,"name":"Modern Language","url":"https://www.academia.edu/Documents/in/Modern_Language?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47986765" data-work_id="47986765" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/47986765/Item_response_theory_analysis_of_the_spiritual_well_being_questionnaire">Item response theory analysis of the spiritual well-being questionnaire</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47986765" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b65baeef735d953dfd45aa6b30249c1b" rel="nofollow" data-download="{"attachment_id":66833711,"asset_id":47986765,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66833711/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28670004" rel="nofollow" href="https://independent.academia.edu/RapsonGomez">Rapson Gomez</a><script data-card-contents-for-user="28670004" type="text/json">{"id":28670004,"first_name":"Rapson","last_name":"Gomez","domain_name":"independent","page_name":"RapsonGomez","display_name":"Rapson Gomez","profile_url":"https://independent.academia.edu/RapsonGomez?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47986765 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47986765"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47986765, container: ".js-paper-rank-work_47986765", }); 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$(".js-view-count[data-work-id=47986765]").text(description); $(".js-view-count-work_47986765").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47986765").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47986765"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14406" rel="nofollow" href="https://www.academia.edu/Documents/in/Health">Health</a><script data-card-contents-for-ri="14406" type="text/json">{"id":14406,"name":"Health","url":"https://www.academia.edu/Documents/in/Health?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47986765]'), work: {"id":47986765,"title":"Item response theory analysis of the spiritual well-being questionnaire","created_at":"2021-05-03T21:51:16.648-07:00","url":"https://www.academia.edu/47986765/Item_response_theory_analysis_of_the_spiritual_well_being_questionnaire?f_ri=4887","dom_id":"work_47986765","summary":null,"downloadable_attachments":[{"id":66833711,"asset_id":47986765,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28670004,"first_name":"Rapson","last_name":"Gomez","domain_name":"independent","page_name":"RapsonGomez","display_name":"Rapson Gomez","profile_url":"https://independent.academia.edu/RapsonGomez?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":14406,"name":"Health","url":"https://www.academia.edu/Documents/in/Health?f_ri=4887","nofollow":true},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=4887"},{"id":133359,"name":"IRT","url":"https://www.academia.edu/Documents/in/IRT?f_ri=4887"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=4887"},{"id":423532,"name":"Secondary School","url":"https://www.academia.edu/Documents/in/Secondary_School?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1296876" data-work_id="1296876" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1296876/Polytomous_IRT_models_and_monotone_likelihood_ratio_of_the_total_score">Polytomous IRT models and monotone likelihood ratio of the total score</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In a broad class of item response theory (IRT) models for dichotomous items the unweighted total score has monotone likelihood ratio (MLR) in the latent trait 0. In this study, it is shown that for polytotnous items MLR holds for the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1296876" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In a broad class of item response theory (IRT) models for dichotomous items the unweighted total score has monotone likelihood ratio (MLR) in the latent trait 0. In this study, it is shown that for polytotnous items MLR holds for the partial credit model and a trivial generalization of this model. MLR does not necessarily hold if the slopes of the item step response functions vary over items, item steps, or both. MLR holds neither for Samejima's graded response model, nor for nonparametric versions of these three polytomous models. These results are surprising in the context of Grayson's and Huynh's results on MLR for nonparametric dichotomous IRT models, and suggest that establishing stochastic ordering properties for nonparametric polytomous IRT models will be much harder.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1296876" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="491602620ff38c9b87ad6dad40baecfb" rel="nofollow" data-download="{"attachment_id":7977978,"asset_id":1296876,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/7977978/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1156579" href="https://cmu.academia.edu/BrianJunker">Brian Junker</a><script data-card-contents-for-user="1156579" type="text/json">{"id":1156579,"first_name":"Brian","last_name":"Junker","domain_name":"cmu","page_name":"BrianJunker","display_name":"Brian Junker","profile_url":"https://cmu.academia.edu/BrianJunker?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1296876 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1296876"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1296876, container: ".js-paper-rank-work_1296876", }); 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In this study, it is shown that for polytotnous items MLR holds for the partial credit model and a trivial generalization of this model. MLR does not necessarily hold if the slopes of the item step response functions vary over items, item steps, or both. MLR holds neither for Samejima's graded response model, nor for nonparametric versions of these three polytomous models. These results are surprising in the context of Grayson's and Huynh's results on MLR for nonparametric dichotomous IRT models, and suggest that establishing stochastic ordering properties for nonparametric polytomous IRT models will be much harder.","downloadable_attachments":[{"id":7977978,"asset_id":1296876,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1156579,"first_name":"Brian","last_name":"Junker","domain_name":"cmu","page_name":"BrianJunker","display_name":"Brian Junker","profile_url":"https://cmu.academia.edu/BrianJunker?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":305,"name":"Applied Mathematics","url":"https://www.academia.edu/Documents/in/Applied_Mathematics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":552154,"name":"Partial Credit Model","url":"https://www.academia.edu/Documents/in/Partial_Credit_Model?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12800140" data-work_id="12800140" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12800140/How_do_technology_enhanced_inquiry_science_units_impact_classroom_learning">How do technology-enhanced inquiry science units impact classroom learning?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12800140" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second year. Both cohorts of students were tested on knowledge integration at the end of both school years. We obtained students' knowledge integration estimates by applying an Item Response Theory analysis based on a Rasch Partial Credit Model. We used a mixed effects analysis of variance to investigate effects related to inquiry instruction, teaching context, and science course. We found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between inquiry instruction and science course and between inquiry instruction and teaching context on student knowledge integration. We triangulate these findings with teacher surveys, interview transcripts and project records to explore potential factors associated with successful implementation of inquiry instruction. ß 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 71-90, 2010</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12800140" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="68347fc05e093f6169536a4840347b25" rel="nofollow" data-download="{"attachment_id":45927230,"asset_id":12800140,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45927230/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31875197" href="https://independent.academia.edu/marcialinn">marcia linn</a><script data-card-contents-for-user="31875197" type="text/json">{"id":31875197,"first_name":"marcia","last_name":"linn","domain_name":"independent","page_name":"marcialinn","display_name":"marcia linn","profile_url":"https://independent.academia.edu/marcialinn?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12800140 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12800140"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12800140, container: ".js-paper-rank-work_12800140", }); 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For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second year. Both cohorts of students were tested on knowledge integration at the end of both school years. We obtained students' knowledge integration estimates by applying an Item Response Theory analysis based on a Rasch Partial Credit Model. We used a mixed effects analysis of variance to investigate effects related to inquiry instruction, teaching context, and science course. We found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between inquiry instruction and science course and between inquiry instruction and teaching context on student knowledge integration. We triangulate these findings with teacher surveys, interview transcripts and project records to explore potential factors associated with successful implementation of inquiry instruction. ß 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 71-90, 2010","downloadable_attachments":[{"id":45927230,"asset_id":12800140,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31875197,"first_name":"marcia","last_name":"linn","domain_name":"independent","page_name":"marcialinn","display_name":"marcia linn","profile_url":"https://independent.academia.edu/marcialinn?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=4887","nofollow":true},{"id":1440,"name":"Visualization","url":"https://www.academia.edu/Documents/in/Visualization?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=4887","nofollow":true},{"id":8910,"name":"Evaluation","url":"https://www.academia.edu/Documents/in/Evaluation?f_ri=4887"},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=4887"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=4887"},{"id":90333,"name":"SCIENCE TEACHING","url":"https://www.academia.edu/Documents/in/SCIENCE_TEACHING?f_ri=4887"},{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=4887"},{"id":108636,"name":"Inquiry","url":"https://www.academia.edu/Documents/in/Inquiry?f_ri=4887"},{"id":160339,"name":"Knowledge Integration","url":"https://www.academia.edu/Documents/in/Knowledge_Integration?f_ri=4887"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20361705" data-work_id="20361705" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20361705/An_Excel_File_to_Get_the_Option_Response_Functions_Based_on_Generalized_Partial_Credit_Model">An Excel File to Get the Option Response Functions Based on Generalized Partial Credit Model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This is an Excel file which creates option response functions based on Partial Credit Model (Masters, 1982) and Generalized Partial Credit Model (Muraki, 1992).</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20361705" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a3de4a16d5de2848568fda189eff0e8" rel="nofollow" data-download="{"attachment_id":41313522,"asset_id":20361705,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41313522/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7432356" href="https://pamukkale.academia.edu/ErenCanAybek">Eren Can Aybek</a><script data-card-contents-for-user="7432356" type="text/json">{"id":7432356,"first_name":"Eren Can","last_name":"Aybek","domain_name":"pamukkale","page_name":"ErenCanAybek","display_name":"Eren Can Aybek","profile_url":"https://pamukkale.academia.edu/ErenCanAybek?f_ri=4887","photo":"https://0.academia-photos.com/7432356/2721526/91660544/s65_eren_can.aybek.jpg"}</script></span></span></li><li class="js-paper-rank-work_20361705 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20361705"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20361705, container: ".js-paper-rank-work_20361705", }); 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$(".js-view-count[data-work-id=20361705]").text(description); $(".js-view-count-work_20361705").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20361705").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20361705"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20361705]'), work: {"id":20361705,"title":"An Excel File to Get the Option Response Functions Based on Generalized Partial Credit Model","created_at":"2016-01-18T13:14:12.501-08:00","url":"https://www.academia.edu/20361705/An_Excel_File_to_Get_the_Option_Response_Functions_Based_on_Generalized_Partial_Credit_Model?f_ri=4887","dom_id":"work_20361705","summary":"This is an Excel file which creates option response functions based on Partial Credit Model (Masters, 1982) and Generalized Partial Credit Model (Muraki, 1992).","downloadable_attachments":[{"id":41313522,"asset_id":20361705,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7432356,"first_name":"Eren Can","last_name":"Aybek","domain_name":"pamukkale","page_name":"ErenCanAybek","display_name":"Eren Can Aybek","profile_url":"https://pamukkale.academia.edu/ErenCanAybek?f_ri=4887","photo":"https://0.academia-photos.com/7432356/2721526/91660544/s65_eren_can.aybek.jpg"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13979775" data-work_id="13979775" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13979775/The_Nature_of_Political_Ideology_in_the_Contemporary_Electorate">The Nature of Political Ideology in the Contemporary Electorate</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Given the increasingly polarized nature of American politics, renewed attention has been focused on the ideological nature of the mass public. Using Bayesian Item Response Theory (IRT), we examine the contemporary contours of policy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13979775" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Given the increasingly polarized nature of American politics, renewed attention has been focused on the ideological nature of the mass public. Using Bayesian Item Response Theory (IRT), we examine the contemporary contours of policy attitudes as they relate to ideological identity and we consider the implications for the way scholars conceptualize, measure, and use political ideology in empirical research. Although political rhetoric today is clearly organized by a single ideological dimension, we find that the belief systems of the mass public remain multidimensional, with many in the electorate holding liberal preferences on one dimension and conservative preferences on another. These crosspressured individuals tend to self-identify as moderate (or say "Don't Know") in response to the standard liberal-conservative scale, thereby jeopardizing the validity of this commonly used measure. Our analysis further shows that failing to account for the multidimensional nature of ideological preferences can produce inaccurate predictions about the voting behavior of the American public.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13979775" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="43320969aebbc4731168de0a294d0fe0" rel="nofollow" data-download="{"attachment_id":44741443,"asset_id":13979775,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44741443/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33023342" href="https://independent.academia.edu/ShawnTreier">Shawn Treier</a><script data-card-contents-for-user="33023342" type="text/json">{"id":33023342,"first_name":"Shawn","last_name":"Treier","domain_name":"independent","page_name":"ShawnTreier","display_name":"Shawn Treier","profile_url":"https://independent.academia.edu/ShawnTreier?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13979775 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13979775"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13979775, container: ".js-paper-rank-work_13979775", }); 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$(".js-view-count[data-work-id=13979775]").text(description); $(".js-view-count-work_13979775").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13979775").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13979775"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39" rel="nofollow" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1117" rel="nofollow" href="https://www.academia.edu/Documents/in/Voting_Behavior">Voting Behavior</a>, <script data-card-contents-for-ri="1117" type="text/json">{"id":1117,"name":"Voting Behavior","url":"https://www.academia.edu/Documents/in/Voting_Behavior?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4486" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Science">Political Science</a>, <script data-card-contents-for-ri="4486" type="text/json">{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13979775]'), work: {"id":13979775,"title":"The Nature of Political Ideology in the Contemporary Electorate","created_at":"2015-07-13T02:31:36.181-07:00","url":"https://www.academia.edu/13979775/The_Nature_of_Political_Ideology_in_the_Contemporary_Electorate?f_ri=4887","dom_id":"work_13979775","summary":"Given the increasingly polarized nature of American politics, renewed attention has been focused on the ideological nature of the mass public. Using Bayesian Item Response Theory (IRT), we examine the contemporary contours of policy attitudes as they relate to ideological identity and we consider the implications for the way scholars conceptualize, measure, and use political ideology in empirical research. Although political rhetoric today is clearly organized by a single ideological dimension, we find that the belief systems of the mass public remain multidimensional, with many in the electorate holding liberal preferences on one dimension and conservative preferences on another. These crosspressured individuals tend to self-identify as moderate (or say \"Don't Know\") in response to the standard liberal-conservative scale, thereby jeopardizing the validity of this commonly used measure. Our analysis further shows that failing to account for the multidimensional nature of ideological preferences can produce inaccurate predictions about the voting behavior of the American public.","downloadable_attachments":[{"id":44741443,"asset_id":13979775,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33023342,"first_name":"Shawn","last_name":"Treier","domain_name":"independent","page_name":"ShawnTreier","display_name":"Shawn Treier","profile_url":"https://independent.academia.edu/ShawnTreier?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true},{"id":1117,"name":"Voting Behavior","url":"https://www.academia.edu/Documents/in/Voting_Behavior?f_ri=4887","nofollow":true},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response 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u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Background: Considering the adverse effects of postpartum depression on both mother and infant, a screening instrument for early diagnosis seems to be of importance.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14356879" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4fb949a4127b33a286b44a56345b745" rel="nofollow" data-download="{"attachment_id":44287127,"asset_id":14356879,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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href="https://www.academia.edu/80863672/Items_in_Context_Assessing_the_Dimensionality_of_Ravens_Advanced_Progressive_Matrices">Items in Context: Assessing the Dimensionality of Raven's Advanced Progressive Matrices</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The problem of dimensionality with respect to Raven’s Advanced Progressive Matrices (APM) specifically and, more generally, g or fluid intelligence, has been a long-standing issue. The present article reports two studies examining the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80863672" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The problem of dimensionality with respect to Raven’s Advanced Progressive Matrices (APM) specifically and, more generally, g or fluid intelligence, has been a long-standing issue. The present article reports two studies examining the dimensionality of both the original Set II of the APM ( n = 506) and a short form ( n = 644), using principal component analysis and Rasch analysis. Although the results from the principal component analysis were equivocal, results from the Rasch analyses more strongly suggested that both forms of the test are best described as being multidimensional. 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The present article reports two studies examining the dimensionality of both the original Set II of the APM ( n = 506) and a short form ( n = 644), using principal component analysis and Rasch analysis. Although the results from the principal component analysis were equivocal, results from the Rasch analyses more strongly suggested that both forms of the test are best described as being multidimensional. 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Through... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10943409" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article recounts the design and validity evidence for contextually-specific measures of early childhood social and behavioral adjustment within school using the Adjustment Scales for Early Transition in Schooling (ASETS). Through primary analyses of data from the Head Start Impact Study, a representative nationwide sample (N = 3077) of randomly selected children from low-income families was used to inform developmental-transitional stability and change in adjustment across numerous school contexts. Longitudinal exploratory and confirmatory factor analyses yielded reliable and temporally continuous behavioral dimensions assessing the pervasiveness of Peer, Learning, and Teacher Context Problems. Each context dimension was equated vertically through IRT, with Bayesian scoring across two years spanning prekindergarten through 1st grade. Multilevel modeling provided support for the concurrent validity of ASETS contextual scales and their ability to assess future risk of academic and behavioral problems. ASETS scales are also shown to reveal differential, contextually-based, change trajectories across four years of early school transition.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10943409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="688515bcb80287a15e165d387f433250" rel="nofollow" data-download="{"attachment_id":47009414,"asset_id":10943409,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47009414/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26525213" href="https://baylor.academia.edu/MWatkins">Marley Watkins</a><script data-card-contents-for-user="26525213" type="text/json">{"id":26525213,"first_name":"Marley","last_name":"Watkins","domain_name":"baylor","page_name":"MWatkins","display_name":"Marley Watkins","profile_url":"https://baylor.academia.edu/MWatkins?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10943409 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10943409"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10943409, container: ".js-paper-rank-work_10943409", }); 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Through primary analyses of data from the Head Start Impact Study, a representative nationwide sample (N = 3077) of randomly selected children from low-income families was used to inform developmental-transitional stability and change in adjustment across numerous school contexts. Longitudinal exploratory and confirmatory factor analyses yielded reliable and temporally continuous behavioral dimensions assessing the pervasiveness of Peer, Learning, and Teacher Context Problems. Each context dimension was equated vertically through IRT, with Bayesian scoring across two years spanning prekindergarten through 1st grade. Multilevel modeling provided support for the concurrent validity of ASETS contextual scales and their ability to assess future risk of academic and behavioral problems. ASETS scales are also shown to reveal differential, contextually-based, change trajectories across four years of early school transition.","downloadable_attachments":[{"id":47009414,"asset_id":10943409,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26525213,"first_name":"Marley","last_name":"Watkins","domain_name":"baylor","page_name":"MWatkins","display_name":"Marley Watkins","profile_url":"https://baylor.academia.edu/MWatkins?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":55704,"name":"Transition","url":"https://www.academia.edu/Documents/in/Transition?f_ri=4887","nofollow":true},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48554302" data-work_id="48554302" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48554302/Scaling_MacDonalds_AT_20_using_item_response_theory">Scaling MacDonald's AT-20 using item-response theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The responses of 110 subjects to 18 items of the AT-20 tolerance of ambiguity scale were analyzed in an item response framework using Rasch modeling. The results indicated that the items satisfy the assumptions of this model and an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48554302" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The responses of 110 subjects to 18 items of the AT-20 tolerance of ambiguity scale were analyzed in an item response framework using Rasch modeling. The results indicated that the items satisfy the assumptions of this model and an excellent ®t was obtained. In particular, the observed item reliability (KR-20) was 0.93 and the person reliability was 0.68. The latter value agrees with previous ®ndings derived in a classical test theoretical framework. A Rasch type scale (M = 25, SD = 5) is developed and various psychometric and scaling issues are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48554302" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7aae311e4ed0622b1ee4c7ca2a1fa421" rel="nofollow" data-download="{"attachment_id":67105702,"asset_id":48554302,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67105702/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39310991" href="https://independent.academia.edu/RenseLange">Rense Lange</a><script data-card-contents-for-user="39310991" type="text/json">{"id":39310991,"first_name":"Rense","last_name":"Lange","domain_name":"independent","page_name":"RenseLange","display_name":"Rense Lange","profile_url":"https://independent.academia.edu/RenseLange?f_ri=4887","photo":"https://0.academia-photos.com/39310991/10842099/12100453/s65_rense.lange.jpg"}</script></span></span></li><li class="js-paper-rank-work_48554302 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48554302"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48554302, container: ".js-paper-rank-work_48554302", }); 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$(".js-view-count[data-work-id=48554302]").text(description); $(".js-view-count-work_48554302").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48554302").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48554302"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a><script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48554302]'), work: {"id":48554302,"title":"Scaling MacDonald's AT-20 using item-response theory","created_at":"2021-05-04T23:04:51.359-07:00","url":"https://www.academia.edu/48554302/Scaling_MacDonalds_AT_20_using_item_response_theory?f_ri=4887","dom_id":"work_48554302","summary":"The responses of 110 subjects to 18 items of the AT-20 tolerance of ambiguity scale were analyzed in an item response framework using Rasch modeling. The results indicated that the items satisfy the assumptions of this model and an excellent ®t was obtained. In particular, the observed item reliability (KR-20) was 0.93 and the person reliability was 0.68. The latter value agrees with previous ®ndings derived in a classical test theoretical framework. A Rasch type scale (M = 25, SD = 5) is developed and various psychometric and scaling issues are discussed.","downloadable_attachments":[{"id":67105702,"asset_id":48554302,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39310991,"first_name":"Rense","last_name":"Lange","domain_name":"independent","page_name":"RenseLange","display_name":"Rense Lange","profile_url":"https://independent.academia.edu/RenseLange?f_ri=4887","photo":"https://0.academia-photos.com/39310991/10842099/12100453/s65_rense.lange.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=4887"},{"id":238230,"name":"Scaling","url":"https://www.academia.edu/Documents/in/Scaling?f_ri=4887"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model?f_ri=4887"},{"id":664700,"name":"Statistical Model","url":"https://www.academia.edu/Documents/in/Statistical_Model?f_ri=4887"},{"id":679783,"name":"Boolean Satisfiability","url":"https://www.academia.edu/Documents/in/Boolean_Satisfiability?f_ri=4887"},{"id":2289592,"name":"Tolerance of Ambiguity","url":"https://www.academia.edu/Documents/in/Tolerance_of_Ambiguity?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2087635" data-work_id="2087635" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2087635/Does_Self_Control_Affect_Survey_Response_Applying_Exploratory_Confirmatory_And_Item_Response_Theory_Analysis_To_Grasmick_Et_Al_S_Self_Control_Scale_">Does Self‐Control Affect Survey Response? Applying Exploratory, Confirmatory, And Item Response Theory Analysis To Grasmick Et Al.'S Self‐Control Scale*</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A General Theory of Crime has sparked a great deal of theoretical debate and empirical investigation. Tests of the theory have focused on measuring the core element, the latent trait of self-control. The majority of this research has used... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2087635" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A General Theory of Crime has sparked a great deal of theoretical debate and empirical investigation. Tests of the theory have focused on measuring the core element, the latent trait of self-control. The majority of this research has used the 24-item scale developed by , and a great deal of attention has been directed at the validity of this scale. Empirical debate revolves around the unidimensionality of the scale as established using conventional factor analytic techniques [exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)]. In this paper, we provide the first application of an item response theory (IRT) Rasch model to the validation of the Grasmick et al. scale. IRT models focus on the interaction between the human subject and survey items, and the extent to which cumulative scales fail to provide fundamental measurement. Our results suggest that although conventional factor analyses yield results similar to those previously reported, IR T analysis reveals that one's level of self-control influences self-report responses, a finding consistent with Hirschi and Gottfredson.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2087635" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="346f90c8be5093155b7a955ff635119f" rel="nofollow" data-download="{"attachment_id":50766589,"asset_id":2087635,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50766589/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2723067" href="https://utdallas.academia.edu/AlexPiquero">Alex Piquero</a><script data-card-contents-for-user="2723067" type="text/json">{"id":2723067,"first_name":"Alex","last_name":"Piquero","domain_name":"utdallas","page_name":"AlexPiquero","display_name":"Alex Piquero","profile_url":"https://utdallas.academia.edu/AlexPiquero?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_2087635 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2087635"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2087635, container: ".js-paper-rank-work_2087635", }); 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Applying Exploratory, Confirmatory, And Item Response Theory Analysis To Grasmick Et Al.'S Self‐Control Scale*","created_at":"2012-11-04T03:49:39.884-08:00","url":"https://www.academia.edu/2087635/Does_Self_Control_Affect_Survey_Response_Applying_Exploratory_Confirmatory_And_Item_Response_Theory_Analysis_To_Grasmick_Et_Al_S_Self_Control_Scale_?f_ri=4887","dom_id":"work_2087635","summary":"A General Theory of Crime has sparked a great deal of theoretical debate and empirical investigation. Tests of the theory have focused on measuring the core element, the latent trait of self-control. The majority of this research has used the 24-item scale developed by , and a great deal of attention has been directed at the validity of this scale. Empirical debate revolves around the unidimensionality of the scale as established using conventional factor analytic techniques [exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)]. In this paper, we provide the first application of an item response theory (IRT) Rasch model to the validation of the Grasmick et al. scale. IRT models focus on the interaction between the human subject and survey items, and the extent to which cumulative scales fail to provide fundamental measurement. Our results suggest that although conventional factor analyses yield results similar to those previously reported, IR T analysis reveals that one's level of self-control influences self-report responses, a finding consistent with Hirschi and Gottfredson.","downloadable_attachments":[{"id":50766589,"asset_id":2087635,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2723067,"first_name":"Alex","last_name":"Piquero","domain_name":"utdallas","page_name":"AlexPiquero","display_name":"Alex Piquero","profile_url":"https://utdallas.academia.edu/AlexPiquero?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":189,"name":"Criminology","url":"https://www.academia.edu/Documents/in/Criminology?f_ri=4887","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=4887","nofollow":true},{"id":906,"name":"Applied Ethics","url":"https://www.academia.edu/Documents/in/Applied_Ethics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":11106,"name":"Self Control","url":"https://www.academia.edu/Documents/in/Self_Control?f_ri=4887"},{"id":14238,"name":"Survey Research","url":"https://www.academia.edu/Documents/in/Survey_Research?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4904924" data-work_id="4904924" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4904924/A_Battery_For_The_Assessment_of_VisuoSpatial_Abilities_Involved_in_Drawing_Tasks">A Battery For The Assessment of VisuoSpatial Abilities Involved 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u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14202285/Development_of_an_EORTC_quality_of_life_phase_III_module_measuring_cancer_related_fatigue_EORTC_QLQ_FA13_">Development of an EORTC quality of life phase III module measuring cancer-related fatigue (EORTC QLQ-FA13)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">European Organisation for Research and Treatment of Cancer (EORTC) has developed a new multidimensional instrument measuring cancer-related fatigue that can be used in conjunction with the quality of life core questionnaire, EORTC... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14202285" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">European Organisation for Research and Treatment of Cancer (EORTC) has developed a new multidimensional instrument measuring cancer-related fatigue that can be used in conjunction with the quality of life core questionnaire, EORTC QLQ-C30. The paper focuses on the development of the phase III module, collaborating with seven European countries, including a patient sample of 318 patients. The methodology followed the EORTC guidelines for developing phase III modules. Patients were assessed by questionnaires (EORTC QLQ-C30 with the EORTC Fatigue Module FA15) followed by an interview, asking for their opinions on the difficulty in understanding, on annoyance and on intrusiveness. The phase II FA15 was revised on the basis of qualitative analyses (comments of the patients), quantitative results (descriptive statistics) as well as the multi-item response theory analyses. The three dimensions (physical, emotional and cognitive) of the scale could be confirmed. As a result, EORTC QLQ-FA13 ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14202285" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="02db6c4bb28eca8114ebb99a626a646f" rel="nofollow" data-download="{"attachment_id":44473441,"asset_id":14202285,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44473441/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33189066" href="https://independent.academia.edu/AnneLanceley">Anne Lanceley</a><script data-card-contents-for-user="33189066" type="text/json">{"id":33189066,"first_name":"Anne","last_name":"Lanceley","domain_name":"independent","page_name":"AnneLanceley","display_name":"Anne Lanceley","profile_url":"https://independent.academia.edu/AnneLanceley?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-14202285">+2</span><div class="hidden js-additional-users-14202285"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://rkus-ott.academia.edu/AndrewBottomley">Andrew Bottomley</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JuanArraras">Juan Arraras</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-14202285'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-14202285').html(); 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The paper focuses on the development of the phase III module, collaborating with seven European countries, including a patient sample of 318 patients. The methodology followed the EORTC guidelines for developing phase III modules. Patients were assessed by questionnaires (EORTC QLQ-C30 with the EORTC Fatigue Module FA15) followed by an interview, asking for their opinions on the difficulty in understanding, on annoyance and on intrusiveness. The phase II FA15 was revised on the basis of qualitative analyses (comments of the patients), quantitative results (descriptive statistics) as well as the multi-item response theory analyses. The three dimensions (physical, emotional and cognitive) of the scale could be confirmed. As a result, EORTC QLQ-FA13 ...","downloadable_attachments":[{"id":44473441,"asset_id":14202285,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33189066,"first_name":"Anne","last_name":"Lanceley","domain_name":"independent","page_name":"AnneLanceley","display_name":"Anne Lanceley","profile_url":"https://independent.academia.edu/AnneLanceley?f_ri=4887","photo":"/images/s65_no_pic.png"},{"id":39004550,"first_name":"Andrew","last_name":"Bottomley","domain_name":"rkus-ott","page_name":"AndrewBottomley","display_name":"Andrew Bottomley","profile_url":"https://rkus-ott.academia.edu/AndrewBottomley?f_ri=4887","photo":"https://0.academia-photos.com/39004550/16161314/16601733/s65_andrew.bottomley.jpg"},{"id":33229284,"first_name":"Juan","last_name":"Arraras","domain_name":"independent","page_name":"JuanArraras","display_name":"Juan Arraras","profile_url":"https://independent.academia.edu/JuanArraras?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":6021,"name":"Cancer","url":"https://www.academia.edu/Documents/in/Cancer?f_ri=4887","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=4887"},{"id":23076,"name":"Fatigue","url":"https://www.academia.edu/Documents/in/Fatigue?f_ri=4887"},{"id":75826,"name":"Europe","url":"https://www.academia.edu/Documents/in/Europe?f_ri=4887"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=4887"},{"id":135265,"name":"Psycho Oncology","url":"https://www.academia.edu/Documents/in/Psycho_Oncology?f_ri=4887"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=4887"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":469018,"name":"Neoplasms","url":"https://www.academia.edu/Documents/in/Neoplasms?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20259347" data-work_id="20259347" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20259347/An_item_response_theory_analysis_of_self_report_measures_of_adult_attachment">An item response theory analysis of self-report measures of adult attachment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Self-report measures of adult attachment are typically scored in ways (e.g., averaging or summing items) that can lead to erroneous inferences about important theoretical issues, such as the degree of continuity in attachment security and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20259347" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Self-report measures of adult attachment are typically scored in ways (e.g., averaging or summing items) that can lead to erroneous inferences about important theoretical issues, such as the degree of continuity in attachment security and the differential stability of insecure attachment patterns. To determine whether existing attachment scales suffer from scaling problems, the authors conducted an item response theory (IRT) analysis of 4 commonly used self-report inventories: Experiences in Close Relationships scales ) and J. Simpson's (1990) attachment scales. Data from 1,085 individuals were analyzed using F. Samejima's (1969) graded response model. The authors' findings indicate that commonly used attachment scales can be improved in a number of important ways. Accordingly, the authors show how IRT techniques can be used to develop new attachment scales with desirable psychometric properties.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20259347" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d49ad95bd7b08e65a4eb31c231f2147" rel="nofollow" data-download="{"attachment_id":41359668,"asset_id":20259347,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41359668/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41471710" href="https://independent.academia.edu/NielsWaller">Niels Waller</a><script data-card-contents-for-user="41471710" type="text/json">{"id":41471710,"first_name":"Niels","last_name":"Waller","domain_name":"independent","page_name":"NielsWaller","display_name":"Niels Waller","profile_url":"https://independent.academia.edu/NielsWaller?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20259347 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20259347"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20259347, container: ".js-paper-rank-work_20259347", }); 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$(".js-view-count[data-work-id=20259347]").text(description); $(".js-view-count-work_20259347").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20259347").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20259347"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39" rel="nofollow" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a><script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20259347]'), work: {"id":20259347,"title":"An item response theory analysis of self-report measures of adult attachment","created_at":"2016-01-14T05:45:40.833-08:00","url":"https://www.academia.edu/20259347/An_item_response_theory_analysis_of_self_report_measures_of_adult_attachment?f_ri=4887","dom_id":"work_20259347","summary":"Self-report measures of adult attachment are typically scored in ways (e.g., averaging or summing items) that can lead to erroneous inferences about important theoretical issues, such as the degree of continuity in attachment security and the differential stability of insecure attachment patterns. To determine whether existing attachment scales suffer from scaling problems, the authors conducted an item response theory (IRT) analysis of 4 commonly used self-report inventories: Experiences in Close Relationships scales ) and J. Simpson's (1990) attachment scales. Data from 1,085 individuals were analyzed using F. Samejima's (1969) graded response model. The authors' findings indicate that commonly used attachment scales can be improved in a number of important ways. Accordingly, the authors show how IRT techniques can be used to develop new attachment scales with desirable psychometric properties.","downloadable_attachments":[{"id":41359668,"asset_id":20259347,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41471710,"first_name":"Niels","last_name":"Waller","domain_name":"independent","page_name":"NielsWaller","display_name":"Niels Waller","profile_url":"https://independent.academia.edu/NielsWaller?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887"},{"id":35959,"name":"Adult attachment","url":"https://www.academia.edu/Documents/in/Adult_attachment?f_ri=4887"},{"id":82270,"name":"Close relationships","url":"https://www.academia.edu/Documents/in/Close_relationships?f_ri=4887"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=4887"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72483144" data-work_id="72483144" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72483144/Ethnic_differential_item_functioning_in_the_assessment_of_quality_of_life_in_cancer_patients">Ethnic differential item functioning in the assessment of quality of life in cancer patients</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Past research has shown that Filipino cancer patients report lower levels of quality of life (QoL) than other ethnic groups. One possible explanation for this is that Filipinos do not define QoL in the same manner as others, resulting in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72483144" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Past research has shown that Filipino cancer patients report lower levels of quality of life (QoL) than other ethnic groups. One possible explanation for this is that Filipinos do not define QoL in the same manner as others, resulting in bias in their assessments. Hence, Filipinos would not necessarily have lower QoL. Item response theory methods were used to assess differential item functioning (DIF) in the quality of life (measured by the EORTC QLQ-C30) of cancer patients across four ethnic groups (Caucasian, Filipino, Hawaiian, and Japanese). The sample consisted of 359 cancer patients. Results showed the presence of DIF on several items, indicating ethnic differences in the assessment of quality of life. Relative to the Caucasian and Japanese groups, items related to physical functioning, cognitive functioning, social functioning, nausea and vomiting, and financial difficulties exhibited DIF for Filipinos. On these items Filipinos exhibited either higher or lower QoL scores, eve...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72483144" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3eee28db07b44554e4c966e7f0671bfe" rel="nofollow" data-download="{"attachment_id":81392894,"asset_id":72483144,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81392894/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56491299" href="https://independent.academia.edu/CGotay">Carolyn Gotay</a><script data-card-contents-for-user="56491299" type="text/json">{"id":56491299,"first_name":"Carolyn","last_name":"Gotay","domain_name":"independent","page_name":"CGotay","display_name":"Carolyn Gotay","profile_url":"https://independent.academia.edu/CGotay?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72483144 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72483144"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72483144, container: ".js-paper-rank-work_72483144", }); });</script></li><li class="js-percentile-work_72483144 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72483144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72483144"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72483144 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72483144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72483144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72483144]").text(description); $(".js-view-count-work_72483144").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72483144").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72483144"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7470" rel="nofollow" href="https://www.academia.edu/Documents/in/Quality_of_life">Quality of life</a>, <script data-card-contents-for-ri="7470" type="text/json">{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8785" rel="nofollow" href="https://www.academia.edu/Documents/in/Philippines">Philippines</a><script data-card-contents-for-ri="8785" type="text/json">{"id":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72483144]'), work: {"id":72483144,"title":"Ethnic differential item functioning in the assessment of quality of life in cancer patients","created_at":"2022-02-25T20:55:49.903-08:00","url":"https://www.academia.edu/72483144/Ethnic_differential_item_functioning_in_the_assessment_of_quality_of_life_in_cancer_patients?f_ri=4887","dom_id":"work_72483144","summary":"Past research has shown that Filipino cancer patients report lower levels of quality of life (QoL) than other ethnic groups. One possible explanation for this is that Filipinos do not define QoL in the same manner as others, resulting in bias in their assessments. Hence, Filipinos would not necessarily have lower QoL. Item response theory methods were used to assess differential item functioning (DIF) in the quality of life (measured by the EORTC QLQ-C30) of cancer patients across four ethnic groups (Caucasian, Filipino, Hawaiian, and Japanese). The sample consisted of 359 cancer patients. Results showed the presence of DIF on several items, indicating ethnic differences in the assessment of quality of life. Relative to the Caucasian and Japanese groups, items related to physical functioning, cognitive functioning, social functioning, nausea and vomiting, and financial difficulties exhibited DIF for Filipinos. On these items Filipinos exhibited either higher or lower QoL scores, eve...","downloadable_attachments":[{"id":81392894,"asset_id":72483144,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56491299,"first_name":"Carolyn","last_name":"Gotay","domain_name":"independent","page_name":"CGotay","display_name":"Carolyn Gotay","profile_url":"https://independent.academia.edu/CGotay?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887","nofollow":true},{"id":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines?f_ri=4887","nofollow":true},{"id":17158,"name":"Japan","url":"https://www.academia.edu/Documents/in/Japan?f_ri=4887"},{"id":67200,"name":"Differential Item Functioning","url":"https://www.academia.edu/Documents/in/Differential_Item_Functioning?f_ri=4887"},{"id":142812,"name":"Hawaii","url":"https://www.academia.edu/Documents/in/Hawaii-1?f_ri=4887"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":349286,"name":"Asian Americans","url":"https://www.academia.edu/Documents/in/Asian_Americans?f_ri=4887"},{"id":413189,"name":"Ethnic Group","url":"https://www.academia.edu/Documents/in/Ethnic_Group?f_ri=4887"},{"id":441653,"name":"Cognitive Function","url":"https://www.academia.edu/Documents/in/Cognitive_Function?f_ri=4887"},{"id":469018,"name":"Neoplasms","url":"https://www.academia.edu/Documents/in/Neoplasms?f_ri=4887"},{"id":561981,"name":"European Continental Ancestry Group","url":"https://www.academia.edu/Documents/in/European_Continental_Ancestry_Group?f_ri=4887"},{"id":2529977,"name":"attitude to health","url":"https://www.academia.edu/Documents/in/attitude_to_health?f_ri=4887"},{"id":2533306,"name":"cultural characteristics","url":"https://www.academia.edu/Documents/in/cultural_characteristics?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54647134" data-work_id="54647134" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54647134/Reliability_and_Validity_of_the_State_Trait_Anxiety_Inventory_for_Children_in_an_Adolescent_Sample_Confirmatory_Factor_Analysis_and_Item_Response_Theory">Reliability and Validity of the State-Trait Anxiety Inventory for Children in an Adolescent Sample: Confirmatory Factor Analysis and Item Response Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54647134" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely used to assess state and trait anxiety of children. It has been suggested that the child version may be more useful with adolescent populations than the adult version. A three-factor solution fit the data better than a two-factor solution. The correlations between factor loadings and item response theory (IRT) slopes ranged between 0.95 and 0.98, and all of the items of the STAIC were highly discriminating. Scores from factor loadings, scores from the IRT slopes, and summary scores discriminated the groups with or without an anxiety disorder. Results from the confirmatory factor analysis and reliability study indicated that the STAIC was applicable to adolescents. (Contains 2 tables and 14 references.) (Author/SLD)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54647134" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="845230851927634d425e40c4a3ca9c8a" rel="nofollow" data-download="{"attachment_id":70911513,"asset_id":54647134,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70911513/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34183526" href="https://independent.academia.edu/LeventKirisci">Levent Kirisci</a><script data-card-contents-for-user="34183526" type="text/json">{"id":34183526,"first_name":"Levent","last_name":"Kirisci","domain_name":"independent","page_name":"LeventKirisci","display_name":"Levent Kirisci","profile_url":"https://independent.academia.edu/LeventKirisci?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_54647134 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54647134"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54647134, container: ".js-paper-rank-work_54647134", }); });</script></li><li class="js-percentile-work_54647134 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54647134; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_54647134"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_54647134 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="54647134"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54647134; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54647134]").text(description); $(".js-view-count-work_54647134").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_54647134").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="54647134"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60585" rel="nofollow" href="https://www.academia.edu/Documents/in/Factor_analysis">Factor analysis</a>, <script data-card-contents-for-ri="60585" type="text/json">{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="67198" rel="nofollow" href="https://www.academia.edu/Documents/in/Test_Validity">Test Validity</a><script data-card-contents-for-ri="67198" type="text/json">{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54647134]'), work: {"id":54647134,"title":"Reliability and Validity of the State-Trait Anxiety Inventory for Children in an Adolescent Sample: Confirmatory Factor Analysis and Item Response Theory","created_at":"2021-10-01T09:16:49.641-07:00","url":"https://www.academia.edu/54647134/Reliability_and_Validity_of_the_State_Trait_Anxiety_Inventory_for_Children_in_an_Adolescent_Sample_Confirmatory_Factor_Analysis_and_Item_Response_Theory?f_ri=4887","dom_id":"work_54647134","summary":"The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely used to assess state and trait anxiety of children. It has been suggested that the child version may be more useful with adolescent populations than the adult version. A three-factor solution fit the data better than a two-factor solution. The correlations between factor loadings and item response theory (IRT) slopes ranged between 0.95 and 0.98, and all of the items of the STAIC were highly discriminating. Scores from factor loadings, scores from the IRT slopes, and summary scores discriminated the groups with or without an anxiety disorder. Results from the confirmatory factor analysis and reliability study indicated that the STAIC was applicable to adolescents. (Contains 2 tables and 14 references.) (Author/SLD)","downloadable_attachments":[{"id":70911513,"asset_id":54647134,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34183526,"first_name":"Levent","last_name":"Kirisci","domain_name":"independent","page_name":"LeventKirisci","display_name":"Levent Kirisci","profile_url":"https://independent.academia.edu/LeventKirisci?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887","nofollow":true},{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity?f_ri=4887","nofollow":true},{"id":67796,"name":"Substance Abuse","url":"https://www.academia.edu/Documents/in/Substance_Abuse?f_ri=4887"},{"id":123506,"name":"Reliability","url":"https://www.academia.edu/Documents/in/Reliability?f_ri=4887"},{"id":144833,"name":"Validity","url":"https://www.academia.edu/Documents/in/Validity?f_ri=4887"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=4887"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4887"},{"id":1036413,"name":"Test Reliability","url":"https://www.academia.edu/Documents/in/Test_Reliability?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76088766" data-work_id="76088766" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76088766/Testing_the_test_Item_response_curves_and_test_quality">Testing the test: Item response curves and test quality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We present a simple technique for evaluating multiple-choice questions and their answers beyond the usual measures of difficulty and the effectiveness of distractors. The technique involves the construction and qualitative consideration... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76088766" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We present a simple technique for evaluating multiple-choice questions and their answers beyond the usual measures of difficulty and the effectiveness of distractors. The technique involves the construction and qualitative consideration of item response curves and is based on item response theory from the field of education measurement. To demonstrate the technique, we apply item response curve analysis to three questions from the Force Concept Inventory. Item response curve analysis allows us to characterize qualitatively whether these questions are efficient, where efficient is defined in terms of the construction, performance, and discrimination of a question and its answer choices. This technique can be used to develop future multiple-choice examination questions and a better understanding of results from existing diagnostic instruments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76088766" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="43d7c8348094629e1afcfe240c91d22c" rel="nofollow" data-download="{"attachment_id":83767868,"asset_id":76088766,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83767868/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35554373" href="https://independent.academia.edu/NathanHarshman">Nathan Harshman</a><script data-card-contents-for-user="35554373" type="text/json">{"id":35554373,"first_name":"Nathan","last_name":"Harshman","domain_name":"independent","page_name":"NathanHarshman","display_name":"Nathan Harshman","profile_url":"https://independent.academia.edu/NathanHarshman?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76088766 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76088766"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76088766, container: ".js-paper-rank-work_76088766", }); 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$(".js-view-count[data-work-id=76088766]").text(description); $(".js-view-count-work_76088766").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76088766").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76088766"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4413" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a>, <script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76088766]'), work: {"id":76088766,"title":"Testing the test: Item response curves and test quality","created_at":"2022-04-11T02:03:01.886-07:00","url":"https://www.academia.edu/76088766/Testing_the_test_Item_response_curves_and_test_quality?f_ri=4887","dom_id":"work_76088766","summary":"We present a simple technique for evaluating multiple-choice questions and their answers beyond the usual measures of difficulty and the effectiveness of distractors. The technique involves the construction and qualitative consideration of item response curves and is based on item response theory from the field of education measurement. To demonstrate the technique, we apply item response curve analysis to three questions from the Force Concept Inventory. Item response curve analysis allows us to characterize qualitatively whether these questions are efficient, where efficient is defined in terms of the construction, performance, and discrimination of a question and its answer choices. This technique can be used to develop future multiple-choice examination questions and a better understanding of results from existing diagnostic instruments.","downloadable_attachments":[{"id":83767868,"asset_id":76088766,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35554373,"first_name":"Nathan","last_name":"Harshman","domain_name":"independent","page_name":"NathanHarshman","display_name":"Nathan Harshman","profile_url":"https://independent.academia.edu/NathanHarshman?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=4887","nofollow":true},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=4887","nofollow":true},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":17871,"name":"Physics Education","url":"https://www.academia.edu/Documents/in/Physics_Education?f_ri=4887"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=4887"},{"id":80414,"name":"Mathematical Sciences","url":"https://www.academia.edu/Documents/in/Mathematical_Sciences?f_ri=4887"},{"id":118582,"name":"Physical sciences","url":"https://www.academia.edu/Documents/in/Physical_sciences?f_ri=4887"},{"id":274173,"name":"Educational Assessment","url":"https://www.academia.edu/Documents/in/Educational_Assessment?f_ri=4887"},{"id":482976,"name":"Multiple Choice Tests","url":"https://www.academia.edu/Documents/in/Multiple_Choice_Tests?f_ri=4887"},{"id":2595593,"name":"faculty publications","url":"https://www.academia.edu/Documents/in/faculty_publications?f_ri=4887"},{"id":2784002,"name":"Force Concept Inventory","url":"https://www.academia.edu/Documents/in/Force_Concept_Inventory?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48530982" data-work_id="48530982" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48530982/How_to_measure_Corporate_Social_Responsibility">How to measure Corporate Social Responsibility</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Compliance with Corporate Social Responsibility (CSR) standards may require capacity that varies from one aspect to the other and companies in different industries may encounter different difficulties. Since CSR is a multidimensional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48530982" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Compliance with Corporate Social Responsibility (CSR) standards may require capacity that varies from one aspect to the other and companies in different industries may encounter different difficulties. Since CSR is a multidimensional concept, latent variable models may be usefully employed to provide a unidimensional measure of the ability of a firm to fulfil CSR standards. A methodology based on Item Response Theory has been implemented on the KLD sustainability dataset. Results show that companies in the industries Oil & Gas, Industrials, Basic Materials and Telecommunications have a higher difficulty to meet the CSR standards. Criteria based on Environment, Community relations and Product quality have a large capacity to select the firms with the best CSR performance, while Governance does not exhibit similar behavior. A stock selection based on the ranking of the firms according to our CSR measure outperforms, in terms of risk-adjusted returns, stock selection based on other criteria.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48530982" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c378de5970f8301f77d0a5e5ee5730df" rel="nofollow" data-download="{"attachment_id":67094402,"asset_id":48530982,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67094402/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65241206" href="https://independent.academia.edu/ElenaStanghellini">Elena Stanghellini</a><script data-card-contents-for-user="65241206" type="text/json">{"id":65241206,"first_name":"Elena","last_name":"Stanghellini","domain_name":"independent","page_name":"ElenaStanghellini","display_name":"Elena Stanghellini","profile_url":"https://independent.academia.edu/ElenaStanghellini?f_ri=4887","photo":"https://0.academia-photos.com/65241206/16978848/17178832/s65_elena.stanghellini.jpg"}</script></span></span></li><li class="js-paper-rank-work_48530982 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48530982"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48530982, container: ".js-paper-rank-work_48530982", }); 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$(".js-view-count[data-work-id=48530982]").text(description); $(".js-view-count-work_48530982").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48530982").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48530982"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1452" rel="nofollow" href="https://www.academia.edu/Documents/in/Corporate_Social_Responsibility">Corporate Social Responsibility</a>, <script data-card-contents-for-ri="1452" type="text/json">{"id":1452,"name":"Corporate Social Responsibility","url":"https://www.academia.edu/Documents/in/Corporate_Social_Responsibility?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="329715" rel="nofollow" href="https://www.academia.edu/Documents/in/Product_Quality">Product Quality</a>, <script data-card-contents-for-ri="329715" type="text/json">{"id":329715,"name":"Product Quality","url":"https://www.academia.edu/Documents/in/Product_Quality?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="478724" rel="nofollow" href="https://www.academia.edu/Documents/in/Socially_Responsible_Investing">Socially Responsible Investing</a><script data-card-contents-for-ri="478724" type="text/json">{"id":478724,"name":"Socially Responsible Investing","url":"https://www.academia.edu/Documents/in/Socially_Responsible_Investing?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48530982]'), work: {"id":48530982,"title":"How to measure Corporate Social Responsibility","created_at":"2021-05-04T22:25:41.780-07:00","url":"https://www.academia.edu/48530982/How_to_measure_Corporate_Social_Responsibility?f_ri=4887","dom_id":"work_48530982","summary":"Compliance with Corporate Social Responsibility (CSR) standards may require capacity that varies from one aspect to the other and companies in different industries may encounter different difficulties. Since CSR is a multidimensional concept, latent variable models may be usefully employed to provide a unidimensional measure of the ability of a firm to fulfil CSR standards. A methodology based on Item Response Theory has been implemented on the KLD sustainability dataset. Results show that companies in the industries Oil \u0026 Gas, Industrials, Basic Materials and Telecommunications have a higher difficulty to meet the CSR standards. Criteria based on Environment, Community relations and Product quality have a large capacity to select the firms with the best CSR performance, while Governance does not exhibit similar behavior. A stock selection based on the ranking of the firms according to our CSR measure outperforms, in terms of risk-adjusted returns, stock selection based on other criteria.","downloadable_attachments":[{"id":67094402,"asset_id":48530982,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65241206,"first_name":"Elena","last_name":"Stanghellini","domain_name":"independent","page_name":"ElenaStanghellini","display_name":"Elena Stanghellini","profile_url":"https://independent.academia.edu/ElenaStanghellini?f_ri=4887","photo":"https://0.academia-photos.com/65241206/16978848/17178832/s65_elena.stanghellini.jpg"}],"research_interests":[{"id":1452,"name":"Corporate Social Responsibility","url":"https://www.academia.edu/Documents/in/Corporate_Social_Responsibility?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":329715,"name":"Product Quality","url":"https://www.academia.edu/Documents/in/Product_Quality?f_ri=4887","nofollow":true},{"id":478724,"name":"Socially Responsible Investing","url":"https://www.academia.edu/Documents/in/Socially_Responsible_Investing?f_ri=4887","nofollow":true},{"id":637063,"name":"Risk Adjustment","url":"https://www.academia.edu/Documents/in/Risk_Adjustment?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16560352" data-work_id="16560352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16560352/Evaluation_of_the_C_BARQ_as_a_measure_of_stranger_directed_aggression_in_three_common_dog_breeds">Evaluation of the C-BARQ as a measure of stranger-directed aggression in three common dog breeds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most test development in animal behaviour research is based on classical test theory. Modern test theory, also known as item-response theory, has however a number of advantages. Here, item-response theory was applied to confirm the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16560352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most test development in animal behaviour research is based on classical test theory. Modern test theory, also known as item-response theory, has however a number of advantages. Here, item-response theory was applied to confirm the stranger-directed aggression subscale of the Canine Behavioral Assessment and Research Questionnaire (C-BARQ). The sample consisted of a total of 1000 German Shepherds, Golden Retrievers and Labrador Retrievers. Results showed a good fit for a 1-parameter (Rasch) model. Although there were statistically significant violations of the measurement invariance assumption across breeds, the violations were only minor and without practical consequence. It is therefore concluded that the subscale consisting of 10 items can be used to quantify stranger-directed aggression in these three breeds, and that scores of different dogs can be compared meaningfully regardless of the dogs' sex, breed or neutering status.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16560352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2f18479be115f5c131e4c34472b88a29" rel="nofollow" data-download="{"attachment_id":42437705,"asset_id":16560352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42437705/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35857974" href="https://utwente.academia.edu/St%C3%A9phanievandenBerg">Stéphanie M van den Berg</a><script data-card-contents-for-user="35857974" type="text/json">{"id":35857974,"first_name":"Stéphanie","last_name":"van den Berg","domain_name":"utwente","page_name":"StéphanievandenBerg","display_name":"Stéphanie M van den Berg","profile_url":"https://utwente.academia.edu/St%C3%A9phanievandenBerg?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_16560352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16560352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16560352, container: ".js-paper-rank-work_16560352", }); 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$(".js-view-count[data-work-id=16560352]").text(description); $(".js-view-count-work_16560352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16560352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16560352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="173" rel="nofollow" href="https://www.academia.edu/Documents/in/Zoology">Zoology</a>, <script data-card-contents-for-ri="173" type="text/json">{"id":173,"name":"Zoology","url":"https://www.academia.edu/Documents/in/Zoology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22838" rel="nofollow" href="https://www.academia.edu/Documents/in/Animal_Behaviour">Animal Behaviour</a>, <script data-card-contents-for-ri="22838" type="text/json">{"id":22838,"name":"Animal Behaviour","url":"https://www.academia.edu/Documents/in/Animal_Behaviour?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29980" rel="nofollow" href="https://www.academia.edu/Documents/in/Animal_Production">Animal Production</a><script data-card-contents-for-ri="29980" type="text/json">{"id":29980,"name":"Animal Production","url":"https://www.academia.edu/Documents/in/Animal_Production?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16560352]'), work: {"id":16560352,"title":"Evaluation of the C-BARQ as a measure of stranger-directed aggression in three common dog breeds","created_at":"2015-10-08T01:34:54.990-07:00","url":"https://www.academia.edu/16560352/Evaluation_of_the_C_BARQ_as_a_measure_of_stranger_directed_aggression_in_three_common_dog_breeds?f_ri=4887","dom_id":"work_16560352","summary":"Most test development in animal behaviour research is based on classical test theory. Modern test theory, also known as item-response theory, has however a number of advantages. Here, item-response theory was applied to confirm the stranger-directed aggression subscale of the Canine Behavioral Assessment and Research Questionnaire (C-BARQ). The sample consisted of a total of 1000 German Shepherds, Golden Retrievers and Labrador Retrievers. Results showed a good fit for a 1-parameter (Rasch) model. Although there were statistically significant violations of the measurement invariance assumption across breeds, the violations were only minor and without practical consequence. It is therefore concluded that the subscale consisting of 10 items can be used to quantify stranger-directed aggression in these three breeds, and that scores of different dogs can be compared meaningfully regardless of the dogs' sex, breed or neutering status.","downloadable_attachments":[{"id":42437705,"asset_id":16560352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35857974,"first_name":"Stéphanie","last_name":"van den Berg","domain_name":"utwente","page_name":"StéphanievandenBerg","display_name":"Stéphanie M van den Berg","profile_url":"https://utwente.academia.edu/St%C3%A9phanievandenBerg?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":173,"name":"Zoology","url":"https://www.academia.edu/Documents/in/Zoology?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":22838,"name":"Animal Behaviour","url":"https://www.academia.edu/Documents/in/Animal_Behaviour?f_ri=4887","nofollow":true},{"id":29980,"name":"Animal Production","url":"https://www.academia.edu/Documents/in/Animal_Production?f_ri=4887","nofollow":true},{"id":38884,"name":"Applied Animal Behavior","url":"https://www.academia.edu/Documents/in/Applied_Animal_Behavior?f_ri=4887"},{"id":125564,"name":"Statistical Significance","url":"https://www.academia.edu/Documents/in/Statistical_Significance?f_ri=4887"},{"id":214652,"name":"Classical test theory","url":"https://www.academia.edu/Documents/in/Classical_test_theory?f_ri=4887"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model?f_ri=4887"},{"id":644860,"name":"Veterinary Sciences","url":"https://www.academia.edu/Documents/in/Veterinary_Sciences?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44522857 coauthored" data-work_id="44522857" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44522857/CONSIDERING_THE_ETHNORACIAL_AND_GENDER_DIVERSITY_OF_FACULTY_IN_UNITED_STATES_COLLEGE_AND_UNIVERSITY_INTELLECTUAL_COMMUNITIES">CONSIDERING THE ETHNORACIAL AND GENDER DIVERSITY OF FACULTY IN UNITED STATES COLLEGE AND UNIVERSITY INTELLECTUAL COMMUNITIES</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44522857" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li 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href="https://uky.academia.edu/josephBarry">Joseph C Barry</a><script data-card-contents-for-user="118652538" type="text/json">{"id":118652538,"first_name":"Joseph","last_name":"Barry","domain_name":"uky","page_name":"josephBarry","display_name":"Joseph C Barry","profile_url":"https://uky.academia.edu/josephBarry?f_ri=4887","photo":"https://0.academia-photos.com/118652538/38897618/37504138/s65_joseph.barry.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44522857">+1</span><div class="hidden js-additional-users-44522857"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://csus.academia.edu/AliciaSouza">Alicia Souza</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44522857'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ 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COMMUNITIES","created_at":"2020-11-17T21:06:08.860-08:00","url":"https://www.academia.edu/44522857/CONSIDERING_THE_ETHNORACIAL_AND_GENDER_DIVERSITY_OF_FACULTY_IN_UNITED_STATES_COLLEGE_AND_UNIVERSITY_INTELLECTUAL_COMMUNITIES?f_ri=4887","dom_id":"work_44522857","summary":null,"downloadable_attachments":[{"id":64966446,"asset_id":44522857,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":118652538,"first_name":"Joseph","last_name":"Barry","domain_name":"uky","page_name":"josephBarry","display_name":"Joseph C Barry","profile_url":"https://uky.academia.edu/josephBarry?f_ri=4887","photo":"https://0.academia-photos.com/118652538/38897618/37504138/s65_joseph.barry.jpg"},{"id":101510170,"first_name":"Alicia","last_name":"Souza","domain_name":"csus","page_name":"AliciaSouza","display_name":"Alicia Souza","profile_url":"https://csus.academia.edu/AliciaSouza?f_ri=4887","photo":"https://0.academia-photos.com/101510170/29146100/27158354/s65_alicia.souza.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4887","nofollow":true},{"id":1414,"name":"Bioethics","url":"https://www.academia.edu/Documents/in/Bioethics?f_ri=4887","nofollow":true},{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":9397,"name":"Disability Theory","url":"https://www.academia.edu/Documents/in/Disability_Theory?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11731099 coauthored" data-work_id="11731099" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11731099/IMS_QTI_sub_standards_in_computerised_adaptive_testing_and_interfacing">IMS-QTI sub-standards in computerised adaptive testing and interfacing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In recent years, a growing number of schools, colleges, universities and other learning institutions have been converting their existing courses into E-Learning applications. To implement this, the authors are developing a Macromedia... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11731099" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In recent years, a growing number of schools, colleges, universities and other learning institutions have been converting their existing courses into E-Learning applications. To implement this, the authors are developing a Macromedia Flash E-Learning Web application able to fully include item data input and adaptive testing capabilities using item response theory. The project’s goal is to maximize the capabilities and the reusability of the multimedia content produced by using the IMS-QTI standard. The application’s adaptive testing functionalities will be implemented by proposing new IMS-QTI sub-standards for item parameters and interfacing parameters’ characterization.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11731099" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2866e4dd206f2ec6162d9a94a5bf779a" rel="nofollow" data-download="{"attachment_id":37177217,"asset_id":11731099,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37177217/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28352145" href="https://independent.academia.edu/LesageMartin">Martin Lesage</a><script data-card-contents-for-user="28352145" type="text/json">{"id":28352145,"first_name":"Martin","last_name":"Lesage","domain_name":"independent","page_name":"LesageMartin","display_name":"Martin Lesage","profile_url":"https://independent.academia.edu/LesageMartin?f_ri=4887","photo":"https://0.academia-photos.com/28352145/8171791/9144961/s65_martin.lesage.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-11731099">+1</span><div class="hidden js-additional-users-11731099"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uqam.academia.edu/MartinRiopel">Martin Riopel</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-11731099'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-11731099').html(); 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To implement this, the authors are developing a Macromedia Flash E-Learning Web application able to fully include item data input and adaptive testing capabilities using item response theory. The project’s goal is to maximize the capabilities and the reusability of the multimedia content produced by using the IMS-QTI standard. The application’s adaptive testing functionalities will be implemented by proposing new IMS-QTI sub-standards for item parameters and interfacing parameters’ characterization.","downloadable_attachments":[{"id":37177217,"asset_id":11731099,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28352145,"first_name":"Martin","last_name":"Lesage","domain_name":"independent","page_name":"LesageMartin","display_name":"Martin Lesage","profile_url":"https://independent.academia.edu/LesageMartin?f_ri=4887","photo":"https://0.academia-photos.com/28352145/8171791/9144961/s65_martin.lesage.jpg"},{"id":887592,"first_name":"Martin","last_name":"Riopel","domain_name":"uqam","page_name":"MartinRiopel","display_name":"Martin Riopel","profile_url":"https://uqam.academia.edu/MartinRiopel?f_ri=4887","photo":"https://0.academia-photos.com/887592/323685/166105565/s65_martin.riopel.jpg"}],"research_interests":[{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=4887","nofollow":true},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=4887","nofollow":true},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":5279,"name":"XML","url":"https://www.academia.edu/Documents/in/XML?f_ri=4887"},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=4887"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=4887"},{"id":36689,"name":"Human-Computer Interface","url":"https://www.academia.edu/Documents/in/Human-Computer_Interface?f_ri=4887"},{"id":105254,"name":"Computerized Adaptive Testing","url":"https://www.academia.edu/Documents/in/Computerized_Adaptive_Testing?f_ri=4887"},{"id":218266,"name":"Collaborative Work","url":"https://www.academia.edu/Documents/in/Collaborative_Work?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9704179" data-work_id="9704179" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9704179/Translation_and_validation_of_non_English_versions_of_the_Ankylosing_Spondylitis_Quality_of_Life_ASQOL_questionnaire">Translation and validation of non-English versions of the Ankylosing Spondylitis Quality of Life (ASQOL) questionnaire</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The Ankylosing Spondylitis Quality of Life (ASQOL) questionnaire is a unidimensional, disease-specific measure developed in the UK and the Netherlands. This study describes its adaptation into other languages.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9704179" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98e095c284cbdb19f15caae8d4e630fe" rel="nofollow" data-download="{"attachment_id":35894289,"asset_id":9704179,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35894289/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23257617" href="https://independent.academia.edu/JTwiss">James Twiss</a><script data-card-contents-for-user="23257617" type="text/json">{"id":23257617,"first_name":"James","last_name":"Twiss","domain_name":"independent","page_name":"JTwiss","display_name":"James Twiss","profile_url":"https://independent.academia.edu/JTwiss?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_9704179 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9704179"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9704179, container: ".js-paper-rank-work_9704179", }); });</script></li><li class="js-percentile-work_9704179 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9704179; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9704179"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9704179 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9704179"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9704179; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9704179]").text(description); $(".js-view-count-work_9704179").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9704179").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9704179"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7470" rel="nofollow" href="https://www.academia.edu/Documents/in/Quality_of_life">Quality of life</a>, <script data-card-contents-for-ri="7470" type="text/json">{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18174" rel="nofollow" href="https://www.academia.edu/Documents/in/Language">Language</a><script data-card-contents-for-ri="18174" type="text/json">{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9704179]'), work: {"id":9704179,"title":"Translation and validation of non-English versions of the Ankylosing Spondylitis Quality of Life (ASQOL) questionnaire","created_at":"2014-12-10T01:24:51.318-08:00","url":"https://www.academia.edu/9704179/Translation_and_validation_of_non_English_versions_of_the_Ankylosing_Spondylitis_Quality_of_Life_ASQOL_questionnaire?f_ri=4887","dom_id":"work_9704179","summary":"The Ankylosing Spondylitis Quality of Life (ASQOL) questionnaire is a unidimensional, disease-specific measure developed in the UK and the Netherlands. This study describes its adaptation into other languages.","downloadable_attachments":[{"id":35894289,"asset_id":9704179,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23257617,"first_name":"James","last_name":"Twiss","domain_name":"independent","page_name":"JTwiss","display_name":"James Twiss","profile_url":"https://independent.academia.edu/JTwiss?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=4887","nofollow":true},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4887","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=4887"},{"id":75826,"name":"Europe","url":"https://www.academia.edu/Documents/in/Europe?f_ri=4887"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=4887"},{"id":137946,"name":"Disease Severity","url":"https://www.academia.edu/Documents/in/Disease_Severity?f_ri=4887"},{"id":196189,"name":"Sample Size","url":"https://www.academia.edu/Documents/in/Sample_Size?f_ri=4887"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=4887"},{"id":222514,"name":"Ankylosing Spondylitis","url":"https://www.academia.edu/Documents/in/Ankylosing_Spondylitis?f_ri=4887"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4887"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":1662503,"name":"Health Quality","url":"https://www.academia.edu/Documents/in/Health_Quality?f_ri=4887"},{"id":2463800,"name":"Severity of Illness Index","url":"https://www.academia.edu/Documents/in/Severity_of_Illness_Index?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79531870" data-work_id="79531870" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79531870/Development_and_validation_of_the_Enculturation_Scale_for_Filipino_Americans">Development and validation of the Enculturation Scale for Filipino Americans</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Enculturation is the degree to which a person adheres to the values and behaviors of an indigenous or ethnic culture. This study was conducted to develop the Enculturation Scale for Filipino Americans (ESFA). Items were generated from a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79531870" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Enculturation is the degree to which a person adheres to the values and behaviors of an indigenous or ethnic culture. This study was conducted to develop the Enculturation Scale for Filipino Americans (ESFA). Items were generated from a literature review, interviews with 5 Filipino American academic experts, and a survey of 24 cultural informants. Two community samples of Filipino Americans (Ns ϭ 281 and 269) and 1 sample of non-Filipino Americans (N ϭ 84) completed the ESFA. The Filipino American samples also completed existing enculturation/acculturation measures for Asian Americans and measures of subjective well-being. In factor analyses, 3 general enculturation dimensions-Connection With Homeland, Interpersonal Norms, and Conservatism-replicated well across samples. Internal consistency reliability estimates for the ESFA subscales were high, and construct validity was supported by the pattern of relationships with alternative, but less culture-specific, enculturation/ acculturation measures, as well as immigration, generational status, and cultural identity variables. Item response theory methods were used to develop a short form of the ESFA.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79531870" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90b5d9e61d50bb3194a377d76545253a" rel="nofollow" data-download="{"attachment_id":86215317,"asset_id":79531870,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86215317/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66638271" href="https://independent.academia.edu/ChurchAustin">Austin Church</a><script data-card-contents-for-user="66638271" type="text/json">{"id":66638271,"first_name":"Austin","last_name":"Church","domain_name":"independent","page_name":"ChurchAustin","display_name":"Austin Church","profile_url":"https://independent.academia.edu/ChurchAustin?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_79531870 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79531870"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79531870, container: ".js-paper-rank-work_79531870", }); });</script></li><li class="js-percentile-work_79531870 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79531870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79531870"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79531870 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79531870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79531870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79531870]").text(description); $(".js-view-count-work_79531870").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79531870").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79531870"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2243" rel="nofollow" href="https://www.academia.edu/Documents/in/Counseling_Psychology">Counseling Psychology</a>, <script data-card-contents-for-ri="2243" type="text/json">{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79531870]'), work: {"id":79531870,"title":"Development and validation of the Enculturation Scale for Filipino Americans","created_at":"2022-05-20T10:01:09.319-07:00","url":"https://www.academia.edu/79531870/Development_and_validation_of_the_Enculturation_Scale_for_Filipino_Americans?f_ri=4887","dom_id":"work_79531870","summary":"Enculturation is the degree to which a person adheres to the values and behaviors of an indigenous or ethnic culture. This study was conducted to develop the Enculturation Scale for Filipino Americans (ESFA). Items were generated from a literature review, interviews with 5 Filipino American academic experts, and a survey of 24 cultural informants. Two community samples of Filipino Americans (Ns ϭ 281 and 269) and 1 sample of non-Filipino Americans (N ϭ 84) completed the ESFA. The Filipino American samples also completed existing enculturation/acculturation measures for Asian Americans and measures of subjective well-being. In factor analyses, 3 general enculturation dimensions-Connection With Homeland, Interpersonal Norms, and Conservatism-replicated well across samples. Internal consistency reliability estimates for the ESFA subscales were high, and construct validity was supported by the pattern of relationships with alternative, but less culture-specific, enculturation/ acculturation measures, as well as immigration, generational status, and cultural identity variables. Item response theory methods were used to develop a short form of the ESFA.","downloadable_attachments":[{"id":86215317,"asset_id":79531870,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66638271,"first_name":"Austin","last_name":"Church","domain_name":"independent","page_name":"ChurchAustin","display_name":"Austin Church","profile_url":"https://independent.academia.edu/ChurchAustin?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":9650,"name":"Cultural Identity","url":"https://www.academia.edu/Documents/in/Cultural_Identity?f_ri=4887"},{"id":21376,"name":"Acculturation","url":"https://www.academia.edu/Documents/in/Acculturation?f_ri=4887"},{"id":41325,"name":"Psychological Well Being","url":"https://www.academia.edu/Documents/in/Psychological_Well_Being?f_ri=4887"},{"id":54318,"name":"Immigrants","url":"https://www.academia.edu/Documents/in/Immigrants?f_ri=4887"},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887"},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=4887"},{"id":80657,"name":"Surveys","url":"https://www.academia.edu/Documents/in/Surveys?f_ri=4887"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=4887"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity?f_ri=4887"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=4887"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=4887"},{"id":183815,"name":"Enculturation","url":"https://www.academia.edu/Documents/in/Enculturation?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":349008,"name":"Convergent Validity","url":"https://www.academia.edu/Documents/in/Convergent_Validity?f_ri=4887"},{"id":413189,"name":"Ethnic Group","url":"https://www.academia.edu/Documents/in/Ethnic_Group?f_ri=4887"},{"id":430018,"name":"Subjective Well Being","url":"https://www.academia.edu/Documents/in/Subjective_Well_Being?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10422013" data-work_id="10422013" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10422013/The_Washington_Psychosocial_Seizure_Inventory_WPSI_psychometric_evaluation_and_future_applications">The Washington Psychosocial Seizure Inventory (WPSI): psychometric evaluation and future applications</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Washington Psychosocial Seizure Inventory (WPSI) clinical scales were developed via an empirical item selection approach and have been used widely to measure aspects of psychosocial functioning of patients with epilepsy. However,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10422013" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Washington Psychosocial Seizure Inventory (WPSI) clinical scales were developed via an empirical item selection approach and have been used widely to measure aspects of psychosocial functioning of patients with epilepsy. However, these empirically derived clinical scales have not been assessed psychometrically using a modern item response theory-based model. The goals of this study were to: (1) evaluate how items in each clinical scale performed in such a way as to represent the underlying constructs being measured; and (2) derive a shorter version while maintaining measurement precision. WPSI item response data from 145 adults with epilepsy collected for an evaluation study of an intervention to pact negative attributional style in epilepsy were used. The dichotomous Rasch model suitable for the true-false response choices was used to analyse each clinical scale separately. Most items within each scale fit the measurement model well, with very few exceptions. All items, therefore, were retained. A method, based on computerised adaptive testing (CAT), is offered for shortening the WPSI using a psychosocial outcomes item bank derived from the study. Individuals' specific levels of functioning are used to derive measures of their psychosocial functioning with a minimum number of items.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10422013" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ea0f4b532c8d280ad495273d6c07f04" rel="nofollow" data-download="{"attachment_id":47395435,"asset_id":10422013,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47395435/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25603766" href="https://wustl.academia.edu/SarahGehlert">Sarah Gehlert</a><script data-card-contents-for-user="25603766" type="text/json">{"id":25603766,"first_name":"Sarah","last_name":"Gehlert","domain_name":"wustl","page_name":"SarahGehlert","display_name":"Sarah Gehlert","profile_url":"https://wustl.academia.edu/SarahGehlert?f_ri=4887","photo":"https://0.academia-photos.com/25603766/20062183/19830283/s65_sarah.gehlert.jpg"}</script></span></span></li><li class="js-paper-rank-work_10422013 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10422013"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10422013, container: ".js-paper-rank-work_10422013", }); });</script></li><li class="js-percentile-work_10422013 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10422013; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10422013"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10422013 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10422013"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10422013; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10422013]").text(description); $(".js-view-count-work_10422013").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10422013").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10422013"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7648" rel="nofollow" href="https://www.academia.edu/Documents/in/Epilepsy">Epilepsy</a><script data-card-contents-for-ri="7648" type="text/json">{"id":7648,"name":"Epilepsy","url":"https://www.academia.edu/Documents/in/Epilepsy?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10422013]'), work: {"id":10422013,"title":"The Washington Psychosocial Seizure Inventory (WPSI): psychometric evaluation and future applications","created_at":"2015-01-31T19:58:53.455-08:00","url":"https://www.academia.edu/10422013/The_Washington_Psychosocial_Seizure_Inventory_WPSI_psychometric_evaluation_and_future_applications?f_ri=4887","dom_id":"work_10422013","summary":"The Washington Psychosocial Seizure Inventory (WPSI) clinical scales were developed via an empirical item selection approach and have been used widely to measure aspects of psychosocial functioning of patients with epilepsy. However, these empirically derived clinical scales have not been assessed psychometrically using a modern item response theory-based model. The goals of this study were to: (1) evaluate how items in each clinical scale performed in such a way as to represent the underlying constructs being measured; and (2) derive a shorter version while maintaining measurement precision. WPSI item response data from 145 adults with epilepsy collected for an evaluation study of an intervention to pact negative attributional style in epilepsy were used. The dichotomous Rasch model suitable for the true-false response choices was used to analyse each clinical scale separately. Most items within each scale fit the measurement model well, with very few exceptions. All items, therefore, were retained. A method, based on computerised adaptive testing (CAT), is offered for shortening the WPSI using a psychosocial outcomes item bank derived from the study. Individuals' specific levels of functioning are used to derive measures of their psychosocial functioning with a minimum number of items.","downloadable_attachments":[{"id":47395435,"asset_id":10422013,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25603766,"first_name":"Sarah","last_name":"Gehlert","domain_name":"wustl","page_name":"SarahGehlert","display_name":"Sarah Gehlert","profile_url":"https://wustl.academia.edu/SarahGehlert?f_ri=4887","photo":"https://0.academia-photos.com/25603766/20062183/19830283/s65_sarah.gehlert.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7648,"name":"Epilepsy","url":"https://www.academia.edu/Documents/in/Epilepsy?f_ri=4887","nofollow":true},{"id":15505,"name":"Vocational Rehabilitation","url":"https://www.academia.edu/Documents/in/Vocational_Rehabilitation?f_ri=4887"},{"id":51686,"name":"Seizure","url":"https://www.academia.edu/Documents/in/Seizure?f_ri=4887"},{"id":53293,"name":"Software","url":"https://www.academia.edu/Documents/in/Software?f_ri=4887"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory?f_ri=4887"},{"id":144219,"name":"Mathematical Computing","url":"https://www.academia.edu/Documents/in/Mathematical_Computing?f_ri=4887"},{"id":218171,"name":"Social Adjustment","url":"https://www.academia.edu/Documents/in/Social_Adjustment?f_ri=4887"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=4887"},{"id":375247,"name":"Evaluation Studies","url":"https://www.academia.edu/Documents/in/Evaluation_Studies?f_ri=4887"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model?f_ri=4887"},{"id":531167,"name":"Sick Role","url":"https://www.academia.edu/Documents/in/Sick_Role?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":1128398,"name":"Adaptive Testing","url":"https://www.academia.edu/Documents/in/Adaptive_Testing?f_ri=4887"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32073169" data-work_id="32073169" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32073169/Adjustment_Between_Work_Demands_and_Health_Needs_Development_of_the_Work_Health_Balance_Questionnaire">Adjustment Between Work Demands and Health Needs: Development of the Work–Health Balance Questionnaire</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: This study presented the construct of Work-Health Balance and the design and validation of the Work-Health balance questionnaire (WHBq). More and more workers have a long-standing health problem or a disability (LSHPD). The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32073169" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: This study presented the construct of Work-Health Balance and the design and validation of the Work-Health balance questionnaire (WHBq). More and more workers have a long-standing health problem or a disability (LSHPD). The management of health needs and work demands is crucial for the quality of working life and work retention of these workers. However, no instrument exists measuring this process. The WHBq assesses key factors in the process of adjusting between health needs and work demands. Method: We tested the reliability and validity of 38 items with cross-sectional data from a sample of 321 Italian workers (mean age = 45 ± 11) with EFA, Rasch analyses and the correlations with other relevant variables. Results: The instrument ultimately consisted of 17 items that reliably measured three factors: Work-Health incompatibility, Health climate, and External support. These dimensions were associated with well-being in the workplace, dysfunctional behaviors at work, and general psychological health. A higher level on the Work-Health balance index was associated with lower levels of presenteeism, emotional exhaustion, workaholism, and psychological distress and with higher levels of job satisfaction and work engagement, supporting the construct validity of the instrument. Conclusion: The WHBq shows good psychometric characteristics and strong and theoretically consistent relationships with important and well-known variables. These results make the WHBq a promising tool in the study and management of health of employees, especially for the work continuation of employees returning to work with LSHPD.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32073169" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a89ee0215b4983219f5661411eabd8c8" rel="nofollow" data-download="{"attachment_id":52329353,"asset_id":32073169,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52329353/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25181588" href="https://uqam.academia.edu/AndreaGragnano">Andrea Gragnano</a><script data-card-contents-for-user="25181588" type="text/json">{"id":25181588,"first_name":"Andrea","last_name":"Gragnano","domain_name":"uqam","page_name":"AndreaGragnano","display_name":"Andrea Gragnano","profile_url":"https://uqam.academia.edu/AndreaGragnano?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_32073169 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32073169"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32073169, container: ".js-paper-rank-work_32073169", }); });</script></li><li class="js-percentile-work_32073169 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32073169; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32073169"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32073169 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32073169"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32073169; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32073169]").text(description); $(".js-view-count-work_32073169").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32073169").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32073169"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66057" rel="nofollow" href="https://www.academia.edu/Documents/in/Work-Life_Balance">Work-Life Balance</a>, <script data-card-contents-for-ri="66057" type="text/json">{"id":66057,"name":"Work-Life Balance","url":"https://www.academia.edu/Documents/in/Work-Life_Balance?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="518235" rel="nofollow" href="https://www.academia.edu/Documents/in/Disability_management">Disability management</a>, <script data-card-contents-for-ri="518235" type="text/json">{"id":518235,"name":"Disability management","url":"https://www.academia.edu/Documents/in/Disability_management?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="804873" rel="nofollow" href="https://www.academia.edu/Documents/in/Worker_Retention">Worker Retention</a><script data-card-contents-for-ri="804873" type="text/json">{"id":804873,"name":"Worker Retention","url":"https://www.academia.edu/Documents/in/Worker_Retention?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32073169]'), work: {"id":32073169,"title":"Adjustment Between Work Demands and Health Needs: Development of the Work–Health Balance Questionnaire","created_at":"2017-03-27T10:21:41.258-07:00","url":"https://www.academia.edu/32073169/Adjustment_Between_Work_Demands_and_Health_Needs_Development_of_the_Work_Health_Balance_Questionnaire?f_ri=4887","dom_id":"work_32073169","summary":"Purpose: This study presented the construct of Work-Health Balance and the design and validation of the Work-Health balance questionnaire (WHBq). More and more workers have a long-standing health problem or a disability (LSHPD). The management of health needs and work demands is crucial for the quality of working life and work retention of these workers. However, no instrument exists measuring this process. The WHBq assesses key factors in the process of adjusting between health needs and work demands. Method: We tested the reliability and validity of 38 items with cross-sectional data from a sample of 321 Italian workers (mean age = 45 ± 11) with EFA, Rasch analyses and the correlations with other relevant variables. Results: The instrument ultimately consisted of 17 items that reliably measured three factors: Work-Health incompatibility, Health climate, and External support. These dimensions were associated with well-being in the workplace, dysfunctional behaviors at work, and general psychological health. A higher level on the Work-Health balance index was associated with lower levels of presenteeism, emotional exhaustion, workaholism, and psychological distress and with higher levels of job satisfaction and work engagement, supporting the construct validity of the instrument. Conclusion: The WHBq shows good psychometric characteristics and strong and theoretically consistent relationships with important and well-known variables. These results make the WHBq a promising tool in the study and management of health of employees, especially for the work continuation of employees returning to work with LSHPD.","downloadable_attachments":[{"id":52329353,"asset_id":32073169,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25181588,"first_name":"Andrea","last_name":"Gragnano","domain_name":"uqam","page_name":"AndreaGragnano","display_name":"Andrea Gragnano","profile_url":"https://uqam.academia.edu/AndreaGragnano?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":66057,"name":"Work-Life Balance","url":"https://www.academia.edu/Documents/in/Work-Life_Balance?f_ri=4887","nofollow":true},{"id":518235,"name":"Disability management","url":"https://www.academia.edu/Documents/in/Disability_management?f_ri=4887","nofollow":true},{"id":804873,"name":"Worker Retention","url":"https://www.academia.edu/Documents/in/Worker_Retention?f_ri=4887","nofollow":true},{"id":998249,"name":"Job Demands","url":"https://www.academia.edu/Documents/in/Job_Demands?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22717352" data-work_id="22717352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22717352/Reliability_and_validity_of_a_new_Medication_Adherence_Rating_Scale_MARS_for_the_psychoses">Reliability and validity of a new Medication Adherence Rating Scale (MARS) for the psychoses</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Medication compliance is one of the foremost problems affecting neuroleptic efficacy in psychiatric patients. To date, compliancy has most commonly been assessed with the Drug Attitude Inventory (DAI ) developed by Hogan et al. (Hogan,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22717352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Medication compliance is one of the foremost problems affecting neuroleptic efficacy in psychiatric patients. To date, compliancy has most commonly been assessed with the Drug Attitude Inventory (DAI ) developed by Hogan et al. (Hogan, T.P., Awad, A.G., Eastwood, R., 1983. A self-report scale predictive of drug compliance in schizophrenics: reliability and discriminative validity. Psychol. Med. 13, 177-183). The present study identified several deficiencies in the DAI. Using the partial credit version of the Item Response Theory measurement model, the DAI was refined with the aim of greater validity and clinical utility. The new inventory was administered to 66 patients, the majority of whom were diagnosed with schizophrenia. When available, lithium levels and carer ratings of compliance were also recorded and used to verify compliancy. The new inventory appears to be a valid and reliable measure of compliancy for psychoactive medications.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22717352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="62c9a776cab54147b59c0850e2b40726" rel="nofollow" data-download="{"attachment_id":43287826,"asset_id":22717352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43287826/download_file?st=MTc0MDA1NTM2Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44340644" href="https://independent.academia.edu/ASergejew">A. Sergejew</a><script data-card-contents-for-user="44340644" type="text/json">{"id":44340644,"first_name":"A.","last_name":"Sergejew","domain_name":"independent","page_name":"ASergejew","display_name":"A. Sergejew","profile_url":"https://independent.academia.edu/ASergejew?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22717352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22717352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22717352, container: ".js-paper-rank-work_22717352", }); });</script></li><li class="js-percentile-work_22717352 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22717352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22717352"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22717352 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22717352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22717352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22717352]").text(description); $(".js-view-count-work_22717352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22717352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22717352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3227" rel="nofollow" href="https://www.academia.edu/Documents/in/Schizophrenia">Schizophrenia</a>, <script data-card-contents-for-ri="3227" type="text/json">{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8819" rel="nofollow" href="https://www.academia.edu/Documents/in/Medication_Adherence">Medication Adherence</a>, <script data-card-contents-for-ri="8819" type="text/json">{"id":8819,"name":"Medication Adherence","url":"https://www.academia.edu/Documents/in/Medication_Adherence?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="135005" rel="nofollow" href="https://www.academia.edu/Documents/in/Patient_Compliance">Patient Compliance</a><script data-card-contents-for-ri="135005" type="text/json">{"id":135005,"name":"Patient Compliance","url":"https://www.academia.edu/Documents/in/Patient_Compliance?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22717352]'), work: {"id":22717352,"title":"Reliability and validity of a new Medication Adherence Rating Scale (MARS) for the psychoses","created_at":"2016-03-02T16:42:04.420-08:00","url":"https://www.academia.edu/22717352/Reliability_and_validity_of_a_new_Medication_Adherence_Rating_Scale_MARS_for_the_psychoses?f_ri=4887","dom_id":"work_22717352","summary":"Medication compliance is one of the foremost problems affecting neuroleptic efficacy in psychiatric patients. To date, compliancy has most commonly been assessed with the Drug Attitude Inventory (DAI ) developed by Hogan et al. (Hogan, T.P., Awad, A.G., Eastwood, R., 1983. A self-report scale predictive of drug compliance in schizophrenics: reliability and discriminative validity. Psychol. Med. 13, 177-183). The present study identified several deficiencies in the DAI. Using the partial credit version of the Item Response Theory measurement model, the DAI was refined with the aim of greater validity and clinical utility. The new inventory was administered to 66 patients, the majority of whom were diagnosed with schizophrenia. When available, lithium levels and carer ratings of compliance were also recorded and used to verify compliancy. The new inventory appears to be a valid and reliable measure of compliancy for psychoactive medications.","downloadable_attachments":[{"id":43287826,"asset_id":22717352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44340644,"first_name":"A.","last_name":"Sergejew","domain_name":"independent","page_name":"ASergejew","display_name":"A. Sergejew","profile_url":"https://independent.academia.edu/ASergejew?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":8819,"name":"Medication Adherence","url":"https://www.academia.edu/Documents/in/Medication_Adherence?f_ri=4887","nofollow":true},{"id":135005,"name":"Patient Compliance","url":"https://www.academia.edu/Documents/in/Patient_Compliance?f_ri=4887","nofollow":true},{"id":245071,"name":"Rating Scale","url":"https://www.academia.edu/Documents/in/Rating_Scale?f_ri=4887"},{"id":298035,"name":"Validity and Reliability","url":"https://www.academia.edu/Documents/in/Validity_and_Reliability?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":612870,"name":"Psychotic Disorders","url":"https://www.academia.edu/Documents/in/Psychotic_Disorders?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3469761 coauthored" data-work_id="3469761" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3469761/Impact_of_Diagnosticity_on_the_Adequacy_of_Models_for_Cognitive_Diagnosis_under_a_Linear_Attribute_Structure_A_Simulation_Study">Impact of Diagnosticity on the Adequacy of Models for Cognitive Diagnosis under a Linear Attribute Structure: A Simulation Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Compared to unidimensional item response models (IRMs), cognitive diagnostic models (CDMs) based on latent classes represent examinees' knowledge and item requirements using discrete structures. This study systematically examines the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3469761" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Compared to unidimensional item response models (IRMs), cognitive diagnostic models (CDMs) based on latent classes represent examinees' knowledge and item requirements using discrete structures. This study systematically examines the viability of retrofitting CDMs to IRM-based data with a linear attribute structure. The study utilizes a procedure to make the IRM and CDM frameworks comparable and investigates how estimation accuracy is affected by test diagnosticity and the match between the true and fitted models. The study shows that comparable results can be obtained when highly diagnostic IRM data are retrofitted with CDM, and vice versa, retrofitting CDMs to IRM-based data in some conditions can result in considerable examinee misclassification, and model fit indices provide limited indication of the accuracy of item parameter estimation and attribute classification.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3469761" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5b58414826a733354512d90f23fdcfb6" rel="nofollow" data-download="{"attachment_id":50270606,"asset_id":3469761,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50270606/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="853323" href="https://nite-il.academia.edu/TzurKarelitz">Tzur Karelitz</a><script data-card-contents-for-user="853323" type="text/json">{"id":853323,"first_name":"Tzur","last_name":"Karelitz","domain_name":"nite-il","page_name":"TzurKarelitz","display_name":"Tzur Karelitz","profile_url":"https://nite-il.academia.edu/TzurKarelitz?f_ri=4887","photo":"https://0.academia-photos.com/853323/303448/10945077/s65_tzur.karelitz.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3469761">+1</span><div class="hidden js-additional-users-3469761"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JimmyDeLaTorre">Jimmy De La Torre</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3469761'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3469761').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_3469761 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3469761"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3469761, container: ".js-paper-rank-work_3469761", }); });</script></li><li class="js-percentile-work_3469761 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3469761; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3469761"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3469761 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3469761"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3469761; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3469761]").text(description); $(".js-view-count-work_3469761").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3469761").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3469761"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2807" rel="nofollow" href="https://www.academia.edu/Documents/in/Evaluation_Research">Evaluation Research</a>, <script data-card-contents-for-ri="2807" type="text/json">{"id":2807,"name":"Evaluation Research","url":"https://www.academia.edu/Documents/in/Evaluation_Research?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4413" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a>, <script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3469761]'), work: {"id":3469761,"title":"Impact of Diagnosticity on the Adequacy of Models for Cognitive Diagnosis under a Linear Attribute Structure: A Simulation Study","created_at":"2013-05-05T17:10:17.916-07:00","url":"https://www.academia.edu/3469761/Impact_of_Diagnosticity_on_the_Adequacy_of_Models_for_Cognitive_Diagnosis_under_a_Linear_Attribute_Structure_A_Simulation_Study?f_ri=4887","dom_id":"work_3469761","summary":"Compared to unidimensional item response models (IRMs), cognitive diagnostic models (CDMs) based on latent classes represent examinees' knowledge and item requirements using discrete structures. This study systematically examines the viability of retrofitting CDMs to IRM-based data with a linear attribute structure. The study utilizes a procedure to make the IRM and CDM frameworks comparable and investigates how estimation accuracy is affected by test diagnosticity and the match between the true and fitted models. The study shows that comparable results can be obtained when highly diagnostic IRM data are retrofitted with CDM, and vice versa, retrofitting CDMs to IRM-based data in some conditions can result in considerable examinee misclassification, and model fit indices provide limited indication of the accuracy of item parameter estimation and attribute classification.","downloadable_attachments":[{"id":50270606,"asset_id":3469761,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":853323,"first_name":"Tzur","last_name":"Karelitz","domain_name":"nite-il","page_name":"TzurKarelitz","display_name":"Tzur Karelitz","profile_url":"https://nite-il.academia.edu/TzurKarelitz?f_ri=4887","photo":"https://0.academia-photos.com/853323/303448/10945077/s65_tzur.karelitz.jpg"},{"id":35288108,"first_name":"Jimmy De La","last_name":"Torre","domain_name":"independent","page_name":"JimmyDeLaTorre","display_name":"Jimmy De La Torre","profile_url":"https://independent.academia.edu/JimmyDeLaTorre?f_ri=4887","photo":"https://gravatar.com/avatar/619b663d1bc7937e241767e11fc1bb5e?s=65"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":2807,"name":"Evaluation Research","url":"https://www.academia.edu/Documents/in/Evaluation_Research?f_ri=4887","nofollow":true},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":48636,"name":"Simulation","url":"https://www.academia.edu/Documents/in/Simulation?f_ri=4887"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=4887"},{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=4887"},{"id":96446,"name":"Measurement","url":"https://www.academia.edu/Documents/in/Measurement?f_ri=4887"},{"id":509785,"name":"Simulation Study","url":"https://www.academia.edu/Documents/in/Simulation_Study?f_ri=4887"},{"id":1443732,"name":"Diagnostic Tests","url":"https://www.academia.edu/Documents/in/Diagnostic_Tests?f_ri=4887"},{"id":2560499,"name":"Cognitive Tests","url":"https://www.academia.edu/Documents/in/Cognitive_Tests?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68444217" data-work_id="68444217" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68444217/The_Unified_Narcissism_Scale_Moving_Towards_an_Integrated_Measure_of_Narcissism">The Unified Narcissism Scale: Moving Towards an Integrated Measure of Narcissism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Narcissism as a psychological construct has had a contentious past both in its conceptualization and measurement. There is an emerging consensus that narcissism consists of grandiose and vulnerable subtypes, which share a common core. In... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68444217" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Narcissism as a psychological construct has had a contentious past both in its conceptualization and measurement. There is an emerging consensus that narcissism consists of grandiose and vulnerable subtypes, which share a common core. In the present research (N = 1002), we constructed a new measure of unified narcissism that reflects these contemporary understandings using items from the most widely used measures of grandiose and vulnerable narcissism: the Narcissistic Personality Inventory (NPI; Raskin & Terry, 1988, <a href="https://doi.org/10.1037/0022-3514.54.5.890" rel="nofollow">https://doi.org/10.1037/0022-3514.54.5.890</a>), and the Pathological Narcissism Inventory (PNI; Pincus et al., 2009, https://doi-org/10.1037/a0016530). We used classical test theory and item response theory approaches to devise a 29-item Unified Narcissism Scale. The scale showed good internal consistency, and convergent and discriminant validity, and showed evidence of measurement invariance between men and women. This research gave strong support for the structure, reliability, and validity of the unified measure, which offers a promising avenue for further enhancing our knowledge of narcissism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68444217" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8baa4da59d13959eeb4eb66130b88815" rel="nofollow" data-download="{"attachment_id":78916281,"asset_id":68444217,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78916281/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44100972" href="https://anu-au.academia.edu/BorisBizumic">Boris Bizumic</a><script data-card-contents-for-user="44100972" type="text/json">{"id":44100972,"first_name":"Boris","last_name":"Bizumic","domain_name":"anu-au","page_name":"BorisBizumic","display_name":"Boris Bizumic","profile_url":"https://anu-au.academia.edu/BorisBizumic?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68444217 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68444217"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68444217, container: ".js-paper-rank-work_68444217", }); });</script></li><li class="js-percentile-work_68444217 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68444217; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68444217"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68444217 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68444217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68444217; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68444217]").text(description); $(".js-view-count-work_68444217").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68444217").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68444217"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7615" rel="nofollow" href="https://www.academia.edu/Documents/in/Narcissism_Psychology_">Narcissism (Psychology)</a>, <script data-card-contents-for-ri="7615" type="text/json">{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60585" rel="nofollow" href="https://www.academia.edu/Documents/in/Factor_analysis">Factor analysis</a>, <script data-card-contents-for-ri="60585" type="text/json">{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="101101" rel="nofollow" href="https://www.academia.edu/Documents/in/Narcissism">Narcissism</a><script data-card-contents-for-ri="101101" type="text/json">{"id":101101,"name":"Narcissism","url":"https://www.academia.edu/Documents/in/Narcissism?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68444217]'), work: {"id":68444217,"title":"The Unified Narcissism Scale: Moving Towards an Integrated Measure of Narcissism","created_at":"2022-01-16T14:31:42.356-08:00","url":"https://www.academia.edu/68444217/The_Unified_Narcissism_Scale_Moving_Towards_an_Integrated_Measure_of_Narcissism?f_ri=4887","dom_id":"work_68444217","summary":"Narcissism as a psychological construct has had a contentious past both in its conceptualization and measurement. There is an emerging consensus that narcissism consists of grandiose and vulnerable subtypes, which share a common core. In the present research (N = 1002), we constructed a new measure of unified narcissism that reflects these contemporary understandings using items from the most widely used measures of grandiose and vulnerable narcissism: the Narcissistic Personality Inventory (NPI; Raskin \u0026 Terry, 1988, https://doi.org/10.1037/0022-3514.54.5.890), and the Pathological Narcissism Inventory (PNI; Pincus et al., 2009, https://doi-org/10.1037/a0016530). We used classical test theory and item response theory approaches to devise a 29-item Unified Narcissism Scale. The scale showed good internal consistency, and convergent and discriminant validity, and showed evidence of measurement invariance between men and women. This research gave strong support for the structure, reliability, and validity of the unified measure, which offers a promising avenue for further enhancing our knowledge of narcissism.","downloadable_attachments":[{"id":78916281,"asset_id":68444217,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44100972,"first_name":"Boris","last_name":"Bizumic","domain_name":"anu-au","page_name":"BorisBizumic","display_name":"Boris Bizumic","profile_url":"https://anu-au.academia.edu/BorisBizumic?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=4887","nofollow":true},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887","nofollow":true},{"id":101101,"name":"Narcissism","url":"https://www.academia.edu/Documents/in/Narcissism?f_ri=4887","nofollow":true},{"id":140825,"name":"Scale Development","url":"https://www.academia.edu/Documents/in/Scale_Development?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23748015" data-work_id="23748015" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23748015/Vocal_stereotypy_in_children_with_autism_Structural_characteristics_variability_and_effects_of_auditory_stimulation">Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000), one defining characteristic of autism is an impairment in communication, which may consist of repetitive or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23748015" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000), one defining characteristic of autism is an impairment in communication, which may consist of repetitive or stereotyped vocalizations. Repetitive vocalizations can take on many forms and functions in individuals with autism. For example, a child may repeat previously heard words because the behavior was reliably followed by caregiver attention whereas another child may repeatedly hum because the vocalizations are maintained by auditory stimulation. When repetitive vocalizations persist in the absence of social consequences, the term ''vocal stereotypy'' is used to refer to the behavior (e.g.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23748015" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="23e43872c388cc87ff66fbcdbb8d2633" rel="nofollow" data-download="{"attachment_id":44185513,"asset_id":23748015,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44185513/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45953324" href="https://independent.academia.edu/IngridSladeczek">Ingrid Sladeczek</a><script data-card-contents-for-user="45953324" type="text/json">{"id":45953324,"first_name":"Ingrid","last_name":"Sladeczek","domain_name":"independent","page_name":"IngridSladeczek","display_name":"Ingrid Sladeczek","profile_url":"https://independent.academia.edu/IngridSladeczek?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23748015 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23748015"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23748015, container: ".js-paper-rank-work_23748015", }); });</script></li><li class="js-percentile-work_23748015 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23748015; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23748015"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23748015 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23748015"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23748015; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23748015]").text(description); $(".js-view-count-work_23748015").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23748015").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23748015"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4270" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders">Autism Spectrum Disorders</a>, <script data-card-contents-for-ri="4270" type="text/json">{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a><script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23748015]'), work: {"id":23748015,"title":"Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation","created_at":"2016-03-28T20:05:44.439-07:00","url":"https://www.academia.edu/23748015/Vocal_stereotypy_in_children_with_autism_Structural_characteristics_variability_and_effects_of_auditory_stimulation?f_ri=4887","dom_id":"work_23748015","summary":"According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000), one defining characteristic of autism is an impairment in communication, which may consist of repetitive or stereotyped vocalizations. Repetitive vocalizations can take on many forms and functions in individuals with autism. For example, a child may repeat previously heard words because the behavior was reliably followed by caregiver attention whereas another child may repeatedly hum because the vocalizations are maintained by auditory stimulation. When repetitive vocalizations persist in the absence of social consequences, the term ''vocal stereotypy'' is used to refer to the behavior (e.g.","downloadable_attachments":[{"id":44185513,"asset_id":23748015,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45953324,"first_name":"Ingrid","last_name":"Sladeczek","domain_name":"independent","page_name":"IngridSladeczek","display_name":"Ingrid Sladeczek","profile_url":"https://independent.academia.edu/IngridSladeczek?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=4887","nofollow":true},{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":80561,"name":"Variability","url":"https://www.academia.edu/Documents/in/Variability?f_ri=4887"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=4887"},{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=4887"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=4887"},{"id":646253,"name":"Paralinguistics","url":"https://www.academia.edu/Documents/in/Paralinguistics?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_301252" data-work_id="301252" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/301252/Testing_for_Measurement_Invariance_With_Latent_Class_Analysis">Testing for Measurement Invariance With Latent Class Analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Testing for measurement invariance can be done within the context of multigroup latent class analysis. Latent class analysis can model any type of discrete level data, which makes it an obvious choice when nominal indicators are used or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_301252" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Testing for measurement invariance can be done within the context of multigroup latent class analysis. Latent class analysis can model any type of discrete level data, which makes it an obvious choice when nominal indicators are used or when a researcher's aim is at classifying respondents in latent classes. The multigroup latent class (LC) model can be specified in three different ways, i.e. by adopting a probabilistic, a log-linear or a logistic parameterization. We define and compare these different forms of parameterization. The starting point is the standard LC model in which indicators and latent variables are defined at the nominal level. Additionally, we focus on LC models with ordinal indicators as well as LC factor models with ordinal indicators. Testing for measurement invariance involves estimating LC models with different degrees of homogeneity. We explain the procedure for investigating measurement invariance at both the scale as well as the item level. We illustrate the approach with two examples. The first example is a multigroup LC analysis with nominal indicators; the second a multigroup LC factor analysis with ordinal indicators.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/301252" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e14250d981d71d5daecdeb63b4cde0bd" rel="nofollow" data-download="{"attachment_id":36736366,"asset_id":301252,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36736366/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34482" href="https://ajitha.academia.edu/MilosKankaras">Miloš Kankaraš</a><script data-card-contents-for-user="34482" type="text/json">{"id":34482,"first_name":"Miloš","last_name":"Kankaraš","domain_name":"ajitha","page_name":"MilosKankaras","display_name":"Miloš Kankaraš","profile_url":"https://ajitha.academia.edu/MilosKankaras?f_ri=4887","photo":"https://0.academia-photos.com/34482/10033563/148696094/s65_milo_.kankara_.jpg"}</script></span></span></li><li class="js-paper-rank-work_301252 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="301252"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 301252, container: ".js-paper-rank-work_301252", }); });</script></li><li class="js-percentile-work_301252 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 301252; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_301252"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_301252 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="301252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 301252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=301252]").text(description); $(".js-view-count-work_301252").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_301252").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="301252"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8032" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-Cultural_Studies">Cross-Cultural Studies</a>, <script data-card-contents-for-ri="8032" type="text/json">{"id":8032,"name":"Cross-Cultural Studies","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Studies?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8597" rel="nofollow" href="https://www.academia.edu/Documents/in/Measurement_equivalence_invariance">Measurement equivalence/invariance</a>, <script data-card-contents-for-ri="8597" type="text/json">{"id":8597,"name":"Measurement equivalence/invariance","url":"https://www.academia.edu/Documents/in/Measurement_equivalence_invariance?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10669" rel="nofollow" href="https://www.academia.edu/Documents/in/Survey_Methodology">Survey Methodology</a><script data-card-contents-for-ri="10669" type="text/json">{"id":10669,"name":"Survey Methodology","url":"https://www.academia.edu/Documents/in/Survey_Methodology?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=301252]'), work: {"id":301252,"title":"Testing for Measurement Invariance With Latent Class Analysis","created_at":"2010-08-18T19:56:15.783-07:00","url":"https://www.academia.edu/301252/Testing_for_Measurement_Invariance_With_Latent_Class_Analysis?f_ri=4887","dom_id":"work_301252","summary":"Testing for measurement invariance can be done within the context of multigroup latent class analysis. Latent class analysis can model any type of discrete level data, which makes it an obvious choice when nominal indicators are used or when a researcher's aim is at classifying respondents in latent classes. The multigroup latent class (LC) model can be specified in three different ways, i.e. by adopting a probabilistic, a log-linear or a logistic parameterization. We define and compare these different forms of parameterization. The starting point is the standard LC model in which indicators and latent variables are defined at the nominal level. Additionally, we focus on LC models with ordinal indicators as well as LC factor models with ordinal indicators. Testing for measurement invariance involves estimating LC models with different degrees of homogeneity. We explain the procedure for investigating measurement invariance at both the scale as well as the item level. We illustrate the approach with two examples. The first example is a multigroup LC analysis with nominal indicators; the second a multigroup LC factor analysis with ordinal indicators.","downloadable_attachments":[{"id":36736366,"asset_id":301252,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34482,"first_name":"Miloš","last_name":"Kankaraš","domain_name":"ajitha","page_name":"MilosKankaras","display_name":"Miloš Kankaraš","profile_url":"https://ajitha.academia.edu/MilosKankaras?f_ri=4887","photo":"https://0.academia-photos.com/34482/10033563/148696094/s65_milo_.kankara_.jpg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":8032,"name":"Cross-Cultural Studies","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Studies?f_ri=4887","nofollow":true},{"id":8597,"name":"Measurement equivalence/invariance","url":"https://www.academia.edu/Documents/in/Measurement_equivalence_invariance?f_ri=4887","nofollow":true},{"id":10669,"name":"Survey Methodology","url":"https://www.academia.edu/Documents/in/Survey_Methodology?f_ri=4887","nofollow":true},{"id":11129,"name":"Latent variable modeling","url":"https://www.academia.edu/Documents/in/Latent_variable_modeling?f_ri=4887"},{"id":14238,"name":"Survey Research","url":"https://www.academia.edu/Documents/in/Survey_Research?f_ri=4887"},{"id":33406,"name":"Latent Class Models","url":"https://www.academia.edu/Documents/in/Latent_Class_Models?f_ri=4887"},{"id":84134,"name":"Response styles","url":"https://www.academia.edu/Documents/in/Response_styles?f_ri=4887"},{"id":182277,"name":"Multigroup Confirmatory Factor Analysis","url":"https://www.academia.edu/Documents/in/Multigroup_Confirmatory_Factor_Analysis?f_ri=4887"},{"id":531905,"name":"Latent Class Analysis","url":"https://www.academia.edu/Documents/in/Latent_Class_Analysis?f_ri=4887"},{"id":970730,"name":"European Value Study","url":"https://www.academia.edu/Documents/in/European_Value_Study?f_ri=4887"},{"id":970731,"name":"Extreme Response Bias","url":"https://www.academia.edu/Documents/in/Extreme_Response_Bias?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43444150" data-work_id="43444150" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43444150/Stress_and_Its_Impact_on_Academic_and_Social_Life_of_Undergraduate_University_Students_in_Ghana_A_Structural_Equation_Modeling_Approach">Stress and Its Impact on Academic and Social Life of Undergraduate University Students in Ghana: A Structural Equation Modeling Approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Stress is concomitant with students' life and can have a significant impact on their lives, and even how they go about their academic work. Globally, in every five visits by patients to the doctor, three are stress-related problems. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43444150" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Stress is concomitant with students' life and can have a significant impact on their lives, and even how they go about their academic work. Globally, in every five visits by patients to the doctor, three are stress-related problems. This study examined stress and its impact on the academic and social life among students of a university in Ghana. The descriptive cross-sectional survey design was employed. Using the stratified and simple random (random numbers) sampling methods, 500 regular undergraduate students were engaged in the study. A questionnaire made up of Perceived Stress Scale and Students' Life Satisfaction Scale was used to gather data for the study. Frequencies, percentages, means and standard deviation, and Structural Equation Modeling (SEM), with AMOS were used for the analyses. It was found that majority of the students were moderately stressed. Paramount among the stressors were academic stressors, followed by institutional stressors, and external stressors. Stress had a significant positive impact on the academic and social life of students. It was concluded that undergraduate students, in one way or the other, go through some kind of stress during the course of their study. It was recommended that the university, through its Students' Affairs, and Counselling Sections, continue to empower students on how to manage and deal with stress in order to enhance their academic life.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43444150" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd666984f9f33096ff76f80c0b200d2f" rel="nofollow" data-download="{"attachment_id":63750136,"asset_id":43444150,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63750136/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43708918" href="https://ucc-gh.academia.edu/FrancisAnkomah">Francis Ankomah</a><script data-card-contents-for-user="43708918" type="text/json">{"id":43708918,"first_name":"Francis","last_name":"Ankomah","domain_name":"ucc-gh","page_name":"FrancisAnkomah","display_name":"Francis Ankomah","profile_url":"https://ucc-gh.academia.edu/FrancisAnkomah?f_ri=4887","photo":"https://0.academia-photos.com/43708918/63595629/51904104/s65_francis.ankomah.jpg"}</script></span></span></li><li class="js-paper-rank-work_43444150 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43444150"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43444150, container: ".js-paper-rank-work_43444150", }); });</script></li><li class="js-percentile-work_43444150 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43444150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43444150"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43444150 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43444150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43444150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43444150]").text(description); $(".js-view-count-work_43444150").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43444150").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43444150"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14585" rel="nofollow" href="https://www.academia.edu/Documents/in/Statistical_Modeling">Statistical Modeling</a>, <script data-card-contents-for-ri="14585" type="text/json">{"id":14585,"name":"Statistical Modeling","url":"https://www.academia.edu/Documents/in/Statistical_Modeling?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="41482" rel="nofollow" href="https://www.academia.edu/Documents/in/Multivariate_Analysis">Multivariate Analysis</a><script data-card-contents-for-ri="41482" type="text/json">{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43444150]'), work: {"id":43444150,"title":"Stress and Its Impact on Academic and Social Life of Undergraduate University Students in Ghana: A Structural Equation Modeling Approach","created_at":"2020-06-26T11:34:00.506-07:00","url":"https://www.academia.edu/43444150/Stress_and_Its_Impact_on_Academic_and_Social_Life_of_Undergraduate_University_Students_in_Ghana_A_Structural_Equation_Modeling_Approach?f_ri=4887","dom_id":"work_43444150","summary":"Stress is concomitant with students' life and can have a significant impact on their lives, and even how they go about their academic work. Globally, in every five visits by patients to the doctor, three are stress-related problems. This study examined stress and its impact on the academic and social life among students of a university in Ghana. The descriptive cross-sectional survey design was employed. Using the stratified and simple random (random numbers) sampling methods, 500 regular undergraduate students were engaged in the study. A questionnaire made up of Perceived Stress Scale and Students' Life Satisfaction Scale was used to gather data for the study. Frequencies, percentages, means and standard deviation, and Structural Equation Modeling (SEM), with AMOS were used for the analyses. It was found that majority of the students were moderately stressed. Paramount among the stressors were academic stressors, followed by institutional stressors, and external stressors. Stress had a significant positive impact on the academic and social life of students. It was concluded that undergraduate students, in one way or the other, go through some kind of stress during the course of their study. It was recommended that the university, through its Students' Affairs, and Counselling Sections, continue to empower students on how to manage and deal with stress in order to enhance their academic life.","downloadable_attachments":[{"id":63750136,"asset_id":43444150,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43708918,"first_name":"Francis","last_name":"Ankomah","domain_name":"ucc-gh","page_name":"FrancisAnkomah","display_name":"Francis Ankomah","profile_url":"https://ucc-gh.academia.edu/FrancisAnkomah?f_ri=4887","photo":"https://0.academia-photos.com/43708918/63595629/51904104/s65_francis.ankomah.jpg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":14585,"name":"Statistical Modeling","url":"https://www.academia.edu/Documents/in/Statistical_Modeling?f_ri=4887","nofollow":true},{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20896113 coauthored" data-work_id="20896113" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20896113/Empirical_Investigation_of_the_Stability_of_IRT_Item_Parameters_Estimation">Empirical Investigation of the Stability of IRT Item-Parameters Estimation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined the effect of various sample sizes (200, 500, 1000, 5000, 10000, and 20000) and test lengths (15, 30, and 60) on the accuracy of item response theory item-parameters estimation using real test data. Estimates of item... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20896113" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined the effect of various sample sizes (200, 500, 1000, 5000, 10000, and 20000) and test lengths (15, 30, and 60) on the accuracy of item response theory item-parameters estimation using real test data. Estimates of item parameters were obtained by fitting the three-parameter logistic model. The main findings of this study confirmed those findings in previous studies which used simulated data in that longer tests resulted in more accurate estimates of all item parameters across different sample sizes and across different ability levels, especially at ability levels lower than zero. Item difficulty parameter appeared to be the most sensitive to fluctuations in sample size and test length; whereas, item guessing parameter appeared to be the least sensitive. On the other hand, different samples yielded comparable results in terms of accuracy in estimating the three item parameters. Finally, the minimum requirements for accurate parameters estimation tended to be 500 for sample size and 30 for test length. However, sample sizes as small as 200 can still yield acceptable estimates when combined with test lengths longer than 15.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20896113" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="054a68b9fe28291abe8780bebfac4d61" rel="nofollow" data-download="{"attachment_id":41617909,"asset_id":20896113,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41617909/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4997318" href="https://hashemite.academia.edu/MutasemAkour">Mutasem M Akour</a><script data-card-contents-for-user="4997318" type="text/json">{"id":4997318,"first_name":"Mutasem","last_name":"Akour","domain_name":"hashemite","page_name":"MutasemAkour","display_name":"Mutasem M Akour","profile_url":"https://hashemite.academia.edu/MutasemAkour?f_ri=4887","photo":"https://0.academia-photos.com/4997318/2167429/2542248/s65_mutasem.akour.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-20896113">+1</span><div class="hidden js-additional-users-20896113"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ju-jo.academia.edu/HassanAlomari">Hassan Alomari</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-20896113'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-20896113').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_20896113 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20896113"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20896113, container: ".js-paper-rank-work_20896113", }); });</script></li><li class="js-percentile-work_20896113 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20896113; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20896113"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20896113 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20896113"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20896113; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20896113]").text(description); $(".js-view-count-work_20896113").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20896113").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20896113"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="67200" rel="nofollow" href="https://www.academia.edu/Documents/in/Differential_Item_Functioning">Differential Item Functioning</a><script data-card-contents-for-ri="67200" type="text/json">{"id":67200,"name":"Differential Item Functioning","url":"https://www.academia.edu/Documents/in/Differential_Item_Functioning?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20896113]'), work: {"id":20896113,"title":"Empirical Investigation of the Stability of IRT Item-Parameters Estimation","created_at":"2016-01-27T01:36:28.900-08:00","url":"https://www.academia.edu/20896113/Empirical_Investigation_of_the_Stability_of_IRT_Item_Parameters_Estimation?f_ri=4887","dom_id":"work_20896113","summary":"This study examined the effect of various sample sizes (200, 500, 1000, 5000, 10000, and 20000) and test lengths (15, 30, and 60) on the accuracy of item response theory item-parameters estimation using real test data. Estimates of item parameters were obtained by fitting the three-parameter logistic model. The main findings of this study confirmed those findings in previous studies which used simulated data in that longer tests resulted in more accurate estimates of all item parameters across different sample sizes and across different ability levels, especially at ability levels lower than zero. Item difficulty parameter appeared to be the most sensitive to fluctuations in sample size and test length; whereas, item guessing parameter appeared to be the least sensitive. On the other hand, different samples yielded comparable results in terms of accuracy in estimating the three item parameters. Finally, the minimum requirements for accurate parameters estimation tended to be 500 for sample size and 30 for test length. However, sample sizes as small as 200 can still yield acceptable estimates when combined with test lengths longer than 15.","downloadable_attachments":[{"id":41617909,"asset_id":20896113,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4997318,"first_name":"Mutasem","last_name":"Akour","domain_name":"hashemite","page_name":"MutasemAkour","display_name":"Mutasem M Akour","profile_url":"https://hashemite.academia.edu/MutasemAkour?f_ri=4887","photo":"https://0.academia-photos.com/4997318/2167429/2542248/s65_mutasem.akour.jpg"},{"id":4814665,"first_name":"Hassan","last_name":"Alomari","domain_name":"ju-jo","page_name":"HassanAlomari","display_name":"Hassan Alomari","profile_url":"https://ju-jo.academia.edu/HassanAlomari?f_ri=4887","photo":"https://0.academia-photos.com/4814665/2054664/2598025/s65_hassan.alomari.jpg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":67200,"name":"Differential Item Functioning","url":"https://www.academia.edu/Documents/in/Differential_Item_Functioning?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4942860" data-work_id="4942860" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4942860/The_Interaction_with_Disabled_Persons_scale_Revisiting_its_internal_consistency_and_factor_structure_and_examining_item_level_properties">The Interaction with Disabled Persons scale: Revisiting its internal consistency and factor structure, and examining item-level properties</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Interaction with Disabled Persons scale (IDP) has been used in research into baseline attitudes and to evaluate whether a shift in attitudes towards people with developmental disabilities has occurred following some form of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4942860" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Interaction with Disabled Persons scale (IDP) has been used in research into baseline attitudes and to evaluate whether a shift in attitudes towards people with developmental disabilities has occurred following some form of intervention. This research has been conducted on the assumption that the IDP measures attitudes as a multidimensional construct and has good internal consistency. Such assumptions about the IDP appear flawed, particularly in light of failures to replicate its underlying factor structure. The aim of this study was to evaluate the construct validity and dimensionality of the IDP. This study used a prospective survey approach. Participants were recruited from first and second year undergraduate university students enrolled in health sciences, occupational therapy, physiotherapy, community and emergency health, nursing, and combined degrees of nursing and midwifery, and health sciences and social work at a large Australian university (n = 373). Students completed the IDP, a 20-item self-report scale of attitudes towards people with disabilities. The IDP data were analysed using a combination of factor analysis (Classical Test Theory approach) and Rasch analysis (Item Response Theory approach). The results indicated that the original IDP 6-factor solution was not supported. Instead, one factor consisting of five IDP items (9, 11, 12, 17, and 18) labelled Discomfort met the four criteria for empirical validation of test quality: interval level scaling (scalability), unidimensionality, lacked of DIF across the two participant groups and data collection</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4942860" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="23bb00c44e2cdad80fe9ac541e150f08" rel="nofollow" data-download="{"attachment_id":49540557,"asset_id":4942860,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49540557/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6498856" href="https://independent.academia.edu/JaneTracy">Jane M Tracy</a><script data-card-contents-for-user="6498856" type="text/json">{"id":6498856,"first_name":"Jane","last_name":"Tracy","domain_name":"independent","page_name":"JaneTracy","display_name":"Jane M Tracy","profile_url":"https://independent.academia.edu/JaneTracy?f_ri=4887","photo":"https://0.academia-photos.com/6498856/63050314/51351566/s65_jane.tracy.jpeg"}</script></span></span></li><li class="js-paper-rank-work_4942860 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4942860"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4942860, container: ".js-paper-rank-work_4942860", }); });</script></li><li class="js-percentile-work_4942860 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4942860; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4942860"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4942860 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4942860"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4942860; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4942860]").text(description); $(".js-view-count-work_4942860").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4942860").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4942860"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="940" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a>, <script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2247" rel="nofollow" href="https://www.academia.edu/Documents/in/Occupational_Therapy">Occupational Therapy</a>, <script data-card-contents-for-ri="2247" type="text/json">{"id":2247,"name":"Occupational Therapy","url":"https://www.academia.edu/Documents/in/Occupational_Therapy?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a><script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4942860]'), work: {"id":4942860,"title":"The Interaction with Disabled Persons scale: Revisiting its internal consistency and factor structure, and examining item-level properties","created_at":"2013-10-30T21:10:38.320-07:00","url":"https://www.academia.edu/4942860/The_Interaction_with_Disabled_Persons_scale_Revisiting_its_internal_consistency_and_factor_structure_and_examining_item_level_properties?f_ri=4887","dom_id":"work_4942860","summary":"The Interaction with Disabled Persons scale (IDP) has been used in research into baseline attitudes and to evaluate whether a shift in attitudes towards people with developmental disabilities has occurred following some form of intervention. This research has been conducted on the assumption that the IDP measures attitudes as a multidimensional construct and has good internal consistency. Such assumptions about the IDP appear flawed, particularly in light of failures to replicate its underlying factor structure. The aim of this study was to evaluate the construct validity and dimensionality of the IDP. This study used a prospective survey approach. Participants were recruited from first and second year undergraduate university students enrolled in health sciences, occupational therapy, physiotherapy, community and emergency health, nursing, and combined degrees of nursing and midwifery, and health sciences and social work at a large Australian university (n = 373). Students completed the IDP, a 20-item self-report scale of attitudes towards people with disabilities. The IDP data were analysed using a combination of factor analysis (Classical Test Theory approach) and Rasch analysis (Item Response Theory approach). The results indicated that the original IDP 6-factor solution was not supported. Instead, one factor consisting of five IDP items (9, 11, 12, 17, and 18) labelled Discomfort met the four criteria for empirical validation of test quality: interval level scaling (scalability), unidimensionality, lacked of DIF across the two participant groups and data collection","downloadable_attachments":[{"id":49540557,"asset_id":4942860,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6498856,"first_name":"Jane","last_name":"Tracy","domain_name":"independent","page_name":"JaneTracy","display_name":"Jane M Tracy","profile_url":"https://independent.academia.edu/JaneTracy?f_ri=4887","photo":"https://0.academia-photos.com/6498856/63050314/51351566/s65_jane.tracy.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=4887","nofollow":true},{"id":2247,"name":"Occupational Therapy","url":"https://www.academia.edu/Documents/in/Occupational_Therapy?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4441,"name":"Health Care","url":"https://www.academia.edu/Documents/in/Health_Care?f_ri=4887"},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887"},{"id":4888,"name":"Personality Assessment","url":"https://www.academia.edu/Documents/in/Personality_Assessment?f_ri=4887"},{"id":5480,"name":"Rasch Analysis","url":"https://www.academia.edu/Documents/in/Rasch_Analysis?f_ri=4887"},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students?f_ri=4887"},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887"},{"id":61780,"name":"People with Disabilities","url":"https://www.academia.edu/Documents/in/People_with_Disabilities?f_ri=4887"},{"id":62112,"name":"Prospective studies","url":"https://www.academia.edu/Documents/in/Prospective_studies?f_ri=4887"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity?f_ri=4887"},{"id":127605,"name":"Health Science","url":"https://www.academia.edu/Documents/in/Health_Science?f_ri=4887"},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=4887"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=4887"},{"id":169818,"name":"Second Year","url":"https://www.academia.edu/Documents/in/Second_Year?f_ri=4887"},{"id":172809,"name":"Interpersonal Relations","url":"https://www.academia.edu/Documents/in/Interpersonal_Relations?f_ri=4887"},{"id":214652,"name":"Classical test theory","url":"https://www.academia.edu/Documents/in/Classical_test_theory?f_ri=4887"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=4887"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4887"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4887"},{"id":713079,"name":"University Student","url":"https://www.academia.edu/Documents/in/University_Student?f_ri=4887"},{"id":1033644,"name":"Factor structure","url":"https://www.academia.edu/Documents/in/Factor_structure?f_ri=4887"},{"id":1309725,"name":"Disabled Person","url":"https://www.academia.edu/Documents/in/Disabled_Person?f_ri=4887"},{"id":1971458,"name":"Disabled Persons","url":"https://www.academia.edu/Documents/in/Disabled_Persons?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31996076" data-work_id="31996076" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31996076/Review_of_PROC_IRT_in_SAS_STAT_14_1_A_Procedure_for_Item_Response_Theory">Review of PROC IRT in SAS/STAT 14.1: A Procedure for Item Response Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study reviews and evaluates the PROC IRT procedure in the SAS/STAT 14.1 software that provides item response theory analysis to unidimensional and multidimensional data that is dichotomous, polytomous, or some mixture of item-types.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31996076" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study reviews and evaluates the PROC IRT procedure in the SAS/STAT 14.1 software that provides item response theory analysis to unidimensional and multidimensional data that is dichotomous, polytomous, or some mixture of item-types. A brief summary of the features, documentation, and availability are provided. A simulation study was used to evaluate the efficiency and accuracy of the procedure.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31996076" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b10dbf05ec70ea670b0eb12fd7f5f0ec" rel="nofollow" data-download="{"attachment_id":52264836,"asset_id":31996076,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52264836/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25910216" href="https://okstate.academia.edu/KiCole">Ki Matlock Cole</a><script data-card-contents-for-user="25910216" type="text/json">{"id":25910216,"first_name":"Ki","last_name":"Matlock Cole","domain_name":"okstate","page_name":"KiCole","display_name":"Ki Matlock Cole","profile_url":"https://okstate.academia.edu/KiCole?f_ri=4887","photo":"https://0.academia-photos.com/25910216/16084301/16546391/s65_ki.matlock_cole.jpg"}</script></span></span></li><li class="js-paper-rank-work_31996076 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31996076"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31996076, container: ".js-paper-rank-work_31996076", }); });</script></li><li class="js-percentile-work_31996076 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31996076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31996076"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31996076 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31996076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31996076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31996076]").text(description); $(".js-view-count-work_31996076").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31996076").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31996076"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1691723" rel="nofollow" href="https://www.academia.edu/Documents/in/SAS_Software">SAS Software</a><script data-card-contents-for-ri="1691723" type="text/json">{"id":1691723,"name":"SAS Software","url":"https://www.academia.edu/Documents/in/SAS_Software?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31996076]'), work: {"id":31996076,"title":"Review of PROC IRT in SAS/STAT 14.1: A Procedure for Item Response Theory","created_at":"2017-03-22T20:01:56.106-07:00","url":"https://www.academia.edu/31996076/Review_of_PROC_IRT_in_SAS_STAT_14_1_A_Procedure_for_Item_Response_Theory?f_ri=4887","dom_id":"work_31996076","summary":"This study reviews and evaluates the PROC IRT procedure in the SAS/STAT 14.1 software that provides item response theory analysis to unidimensional and multidimensional data that is dichotomous, polytomous, or some mixture of item-types. A brief summary of the features, documentation, and availability are provided. A simulation study was used to evaluate the efficiency and accuracy of the procedure.","downloadable_attachments":[{"id":52264836,"asset_id":31996076,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25910216,"first_name":"Ki","last_name":"Matlock Cole","domain_name":"okstate","page_name":"KiCole","display_name":"Ki Matlock Cole","profile_url":"https://okstate.academia.edu/KiCole?f_ri=4887","photo":"https://0.academia-photos.com/25910216/16084301/16546391/s65_ki.matlock_cole.jpg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":1691723,"name":"SAS Software","url":"https://www.academia.edu/Documents/in/SAS_Software?f_ri=4887","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4825017" data-work_id="4825017" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4825017/Revision_and_validation_of_the_medication_adherence_self_efficacy_scale_MASES_in_hypertensive_African_Americans">Revision and validation of the medication adherence self-efficacy scale (MASES) in hypertensive African Americans</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Study purpose was to revise and examine the validity of the Medication Adherence Self-Efficacy Scale (MASES) in an independent sample of 168 hypertensive African Americans: mean age 54 years (SD = 12.36); 86% female; 76% high school... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4825017" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Study purpose was to revise and examine the validity of the Medication Adherence Self-Efficacy Scale (MASES) in an independent sample of 168 hypertensive African Americans: mean age 54 years (SD = 12.36); 86% female; 76% high school education or greater. Participants provided demographic information; completed the MASES, self-report and electronic measures of medication adherence at baseline and three months. Confirmatory (CFA), exploratory (EFA) factor analyses, and classical test theory (CTT) analyses suggested that MASES is unidimensional and internally reliable. Item response theory (IRT) analyses led to a revised 13-item version of the scale: MASES-R. EFA, CTT, and IRT results provide a foundation of support for MASES-R reliability and validity for African Americans with hypertension. Research examining MASES-R psychometric properties in other ethnic groups will improve generalizability of findings and utility of the scale across groups. The MASES-R is brief, quick to administer, and can capture useful data on adherence self-efficacy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4825017" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="48ae773cd84a13e76e9a145dcd42bd50" rel="nofollow" data-download="{"attachment_id":49614699,"asset_id":4825017,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49614699/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1209186" href="https://harvard.academia.edu/AcaDemia">IRT Foundation</a><script data-card-contents-for-user="1209186" type="text/json">{"id":1209186,"first_name":"IRT","last_name":"Foundation","domain_name":"harvard","page_name":"AcaDemia","display_name":"IRT Foundation","profile_url":"https://harvard.academia.edu/AcaDemia?f_ri=4887","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4825017 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4825017"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4825017, container: ".js-paper-rank-work_4825017", }); 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$(".js-view-count[data-work-id=4825017]").text(description); $(".js-view-count-work_4825017").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4825017").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4825017"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">25</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8819" rel="nofollow" href="https://www.academia.edu/Documents/in/Medication_Adherence">Medication Adherence</a>, <script data-card-contents-for-ri="8819" type="text/json">{"id":8819,"name":"Medication Adherence","url":"https://www.academia.edu/Documents/in/Medication_Adherence?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8942" rel="nofollow" href="https://www.academia.edu/Documents/in/Treatment">Treatment</a><script data-card-contents-for-ri="8942" type="text/json">{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4825017]'), work: {"id":4825017,"title":"Revision and validation of the medication adherence self-efficacy scale (MASES) in hypertensive African Americans","created_at":"2013-10-19T18:40:40.275-07:00","url":"https://www.academia.edu/4825017/Revision_and_validation_of_the_medication_adherence_self_efficacy_scale_MASES_in_hypertensive_African_Americans?f_ri=4887","dom_id":"work_4825017","summary":"Study purpose was to revise and examine the validity of the Medication Adherence Self-Efficacy Scale (MASES) in an independent sample of 168 hypertensive African Americans: mean age 54 years (SD = 12.36); 86% female; 76% high school education or greater. Participants provided demographic information; completed the MASES, self-report and electronic measures of medication adherence at baseline and three months. Confirmatory (CFA), exploratory (EFA) factor analyses, and classical test theory (CTT) analyses suggested that MASES is unidimensional and internally reliable. Item response theory (IRT) analyses led to a revised 13-item version of the scale: MASES-R. EFA, CTT, and IRT results provide a foundation of support for MASES-R reliability and validity for African Americans with hypertension. Research examining MASES-R psychometric properties in other ethnic groups will improve generalizability of findings and utility of the scale across groups. The MASES-R is brief, quick to administer, and can capture useful data on adherence self-efficacy.","downloadable_attachments":[{"id":49614699,"asset_id":4825017,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1209186,"first_name":"IRT","last_name":"Foundation","domain_name":"harvard","page_name":"AcaDemia","display_name":"IRT Foundation","profile_url":"https://harvard.academia.edu/AcaDemia?f_ri=4887","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":8819,"name":"Medication Adherence","url":"https://www.academia.edu/Documents/in/Medication_Adherence?f_ri=4887","nofollow":true},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=4887","nofollow":true},{"id":19674,"name":"Behavioral Medicine","url":"https://www.academia.edu/Documents/in/Behavioral_Medicine?f_ri=4887"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=4887"},{"id":51513,"name":"Test Validation","url":"https://www.academia.edu/Documents/in/Test_Validation?f_ri=4887"},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=4887"},{"id":68342,"name":"African American","url":"https://www.academia.edu/Documents/in/African_American?f_ri=4887"},{"id":71399,"name":"Hypertension","url":"https://www.academia.edu/Documents/in/Hypertension?f_ri=4887"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=4887"},{"id":104433,"name":"Predictive Validity","url":"https://www.academia.edu/Documents/in/Predictive_Validity?f_ri=4887"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity?f_ri=4887"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=4887"},{"id":214652,"name":"Classical test theory","url":"https://www.academia.edu/Documents/in/Classical_test_theory?f_ri=4887"},{"id":233800,"name":"African Americans","url":"https://www.academia.edu/Documents/in/African_Americans?f_ri=4887"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=4887"},{"id":298035,"name":"Validity and Reliability","url":"https://www.academia.edu/Documents/in/Validity_and_Reliability?f_ri=4887"},{"id":349008,"name":"Convergent Validity","url":"https://www.academia.edu/Documents/in/Convergent_Validity?f_ri=4887"},{"id":413189,"name":"Ethnic Group","url":"https://www.academia.edu/Documents/in/Ethnic_Group?f_ri=4887"},{"id":418627,"name":"Behavioral","url":"https://www.academia.edu/Documents/in/Behavioral?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":901876,"name":"Sensitivity and Specificity","url":"https://www.academia.edu/Documents/in/Sensitivity_and_Specificity?f_ri=4887"},{"id":1036413,"name":"Test Reliability","url":"https://www.academia.edu/Documents/in/Test_Reliability?f_ri=4887"},{"id":2529977,"name":"attitude to health","url":"https://www.academia.edu/Documents/in/attitude_to_health?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42009411" data-work_id="42009411" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42009411/Following_their_Lead_Police_Perceptions_and_their_Effects_on_Crime_Prevention">Following their Lead: Police Perceptions and their Effects on Crime Prevention</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines the effect that individuals’ perceptions of police have on their adoption of crime prevention measures. Unlike past research that conceptualized police perceptions as inversely associated with crime prevention, we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42009411" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines the effect that individuals’ perceptions of police have on their adoption of crime prevention measures. Unlike past research that conceptualized police perceptions as inversely associated with crime prevention, we introduce a framework that distinguishes between the traditional policing and community policing/procedural justice models. We analyze multilevel data from Canada’s General Social Survey for 13 crime prevention measures (e.g. locking doors, installing burglar alarms), and estimate Item Response Theory models to account for differing levels of difficulty in the implementation of these measures. Results show that the effect of police perceptions on the adoption of crime prevention measures varies by policing model. Residents who have favorable perceptions of the police as to the performance of traditional policing duties are less inclined to take measures against crime. In contrast, those with favorable perceptions of the police as engaging in community policing/procedural justice are more inclined to take such measures.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42009411" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f3b037d47ae2f07a016194d65dda4bc7" rel="nofollow" data-download="{"attachment_id":62133850,"asset_id":42009411,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62133850/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37740054" href="https://usf.academia.edu/YongJeiLee">YongJei Lee</a><script data-card-contents-for-user="37740054" type="text/json">{"id":37740054,"first_name":"YongJei","last_name":"Lee","domain_name":"usf","page_name":"YongJeiLee","display_name":"YongJei Lee","profile_url":"https://usf.academia.edu/YongJeiLee?f_ri=4887","photo":"https://0.academia-photos.com/37740054/10617077/126675905/s65_yongjei.lee.jpeg"}</script></span></span></li><li class="js-paper-rank-work_42009411 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42009411"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42009411, container: ".js-paper-rank-work_42009411", }); 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$(".js-view-count[data-work-id=42009411]").text(description); $(".js-view-count-work_42009411").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42009411").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42009411"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15253" rel="nofollow" href="https://www.academia.edu/Documents/in/Procedural_Justice">Procedural Justice</a>, <script data-card-contents-for-ri="15253" type="text/json">{"id":15253,"name":"Procedural Justice","url":"https://www.academia.edu/Documents/in/Procedural_Justice?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26965" rel="nofollow" href="https://www.academia.edu/Documents/in/Crime_Prevention">Crime Prevention</a>, <script data-card-contents-for-ri="26965" type="text/json">{"id":26965,"name":"Crime Prevention","url":"https://www.academia.edu/Documents/in/Crime_Prevention?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="27384" rel="nofollow" href="https://www.academia.edu/Documents/in/Community_Policing">Community Policing</a><script data-card-contents-for-ri="27384" type="text/json">{"id":27384,"name":"Community Policing","url":"https://www.academia.edu/Documents/in/Community_Policing?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42009411]'), work: {"id":42009411,"title":"Following their Lead: Police Perceptions and their Effects on Crime Prevention","created_at":"2020-02-18T11:33:27.823-08:00","url":"https://www.academia.edu/42009411/Following_their_Lead_Police_Perceptions_and_their_Effects_on_Crime_Prevention?f_ri=4887","dom_id":"work_42009411","summary":"This study examines the effect that individuals’ perceptions of police have on their adoption of crime prevention measures. Unlike past research that conceptualized police perceptions as inversely associated with crime prevention, we introduce a framework that distinguishes between the traditional policing and community policing/procedural justice models. We analyze multilevel data from Canada’s General Social Survey for 13 crime prevention measures (e.g. locking doors, installing burglar alarms), and estimate Item Response Theory models to account for differing levels of difficulty in the implementation of these measures. Results show that the effect of police perceptions on the adoption of crime prevention measures varies by policing model. Residents who have favorable perceptions of the police as to the performance of traditional policing duties are less inclined to take measures against crime. In contrast, those with favorable perceptions of the police as engaging in community policing/procedural justice are more inclined to take such measures.","downloadable_attachments":[{"id":62133850,"asset_id":42009411,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37740054,"first_name":"YongJei","last_name":"Lee","domain_name":"usf","page_name":"YongJeiLee","display_name":"YongJei Lee","profile_url":"https://usf.academia.edu/YongJeiLee?f_ri=4887","photo":"https://0.academia-photos.com/37740054/10617077/126675905/s65_yongjei.lee.jpeg"}],"research_interests":[{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":15253,"name":"Procedural Justice","url":"https://www.academia.edu/Documents/in/Procedural_Justice?f_ri=4887","nofollow":true},{"id":26965,"name":"Crime Prevention","url":"https://www.academia.edu/Documents/in/Crime_Prevention?f_ri=4887","nofollow":true},{"id":27384,"name":"Community Policing","url":"https://www.academia.edu/Documents/in/Community_Policing?f_ri=4887","nofollow":true},{"id":2421224,"name":"Public Perceptions of Police","url":"https://www.academia.edu/Documents/in/Public_Perceptions_of_Police?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9314453" data-work_id="9314453" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9314453/Measuring_needs_with_the_Thematic_Apperception_Test_A_psychometric_study">Measuring needs with the Thematic Apperception Test: A psychometric study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Three apperception theories that explain how people respond to Thematic Apperception Test cards are proposed: a simple apperception theory, an apperception theory with a dynamic component, and an apperception theory with 2 types of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9314453" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Three apperception theories that explain how people respond to Thematic Apperception Test cards are proposed: a simple apperception theory, an apperception theory with a dynamic component, and an apperception theory with 2 types of responses. Each theory is translated into an item response theory model and is applied to need for achievement (nAch) data. The analysis indicates that the best fitting model is provided by the apperception theory with 2 types of responses, also referred to as the drop-out apperception theory. The 1st type of response predicted by this theory is determined by the nAch level of the person and the achievement-response-eliciting value of the card; this response is diagnostic for the nAch level of the person. The 2nd type of response is not determined by the 2 aforementioned characteristics and is therefore not diagnostic of the person's nAch level. The results are cross-validated for need for power and need for affiliation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9314453" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8f693adb2b841a8a464ac4cf77fe7ffd" rel="nofollow" data-download="{"attachment_id":35574302,"asset_id":9314453,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35574302/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21494501" href="https://kuleuven.academia.edu/FrancisTuerlinckx">Francis Tuerlinckx</a><script data-card-contents-for-user="21494501" type="text/json">{"id":21494501,"first_name":"Francis","last_name":"Tuerlinckx","domain_name":"kuleuven","page_name":"FrancisTuerlinckx","display_name":"Francis Tuerlinckx","profile_url":"https://kuleuven.academia.edu/FrancisTuerlinckx?f_ri=4887","photo":"https://0.academia-photos.com/21494501/8027036/8990126/s65_francis.tuerlinckx.jpg"}</script></span></span></li><li class="js-paper-rank-work_9314453 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9314453"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9314453, container: ".js-paper-rank-work_9314453", }); 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$(".js-view-count[data-work-id=9314453]").text(description); $(".js-view-count-work_9314453").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9314453").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9314453"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="39" rel="nofollow" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a><script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9314453]'), work: {"id":9314453,"title":"Measuring needs with the Thematic Apperception Test: A psychometric study","created_at":"2014-11-14T21:02:56.373-08:00","url":"https://www.academia.edu/9314453/Measuring_needs_with_the_Thematic_Apperception_Test_A_psychometric_study?f_ri=4887","dom_id":"work_9314453","summary":"Three apperception theories that explain how people respond to Thematic Apperception Test cards are proposed: a simple apperception theory, an apperception theory with a dynamic component, and an apperception theory with 2 types of responses. Each theory is translated into an item response theory model and is applied to need for achievement (nAch) data. The analysis indicates that the best fitting model is provided by the apperception theory with 2 types of responses, also referred to as the drop-out apperception theory. The 1st type of response predicted by this theory is determined by the nAch level of the person and the achievement-response-eliciting value of the card; this response is diagnostic for the nAch level of the person. The 2nd type of response is not determined by the 2 aforementioned characteristics and is therefore not diagnostic of the person's nAch level. The results are cross-validated for need for power and need for affiliation.","downloadable_attachments":[{"id":35574302,"asset_id":9314453,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21494501,"first_name":"Francis","last_name":"Tuerlinckx","domain_name":"kuleuven","page_name":"FrancisTuerlinckx","display_name":"Francis Tuerlinckx","profile_url":"https://kuleuven.academia.edu/FrancisTuerlinckx?f_ri=4887","photo":"https://0.academia-photos.com/21494501/8027036/8990126/s65_francis.tuerlinckx.jpg"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4887","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4887","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4887","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4887"},{"id":3243,"name":"Nonparametric Statistics","url":"https://www.academia.edu/Documents/in/Nonparametric_Statistics?f_ri=4887"},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887"},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis?f_ri=4887"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=4887"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=4887"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement?f_ri=4887"},{"id":187402,"name":"Cross Validation","url":"https://www.academia.edu/Documents/in/Cross_Validation?f_ri=4887"},{"id":291387,"name":"Mathematical Model","url":"https://www.academia.edu/Documents/in/Mathematical_Model?f_ri=4887"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology?f_ri=4887"},{"id":352837,"name":"Positive Affect","url":"https://www.academia.edu/Documents/in/Positive_Affect?f_ri=4887"},{"id":413192,"name":"Sex Factors","url":"https://www.academia.edu/Documents/in/Sex_Factors?f_ri=4887"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory?f_ri=4887"},{"id":965088,"name":"Individual Difference","url":"https://www.academia.edu/Documents/in/Individual_Difference?f_ri=4887"},{"id":1179296,"name":"Thematic Apperception Test","url":"https://www.academia.edu/Documents/in/Thematic_Apperception_Test?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13129262 coauthored" data-work_id="13129262" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13129262/Assessment_of_awareness_of_connectedness_as_a_culturally_based_protective_factor_for_Alaska_native_youth">Assessment of awareness of connectedness as a culturally-based protective factor for Alaska native youth</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13129262" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5b760dbc3ff0b86b9e118888e7be7425" rel="nofollow" data-download="{"attachment_id":45647637,"asset_id":13129262,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45647637/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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InlineList-item-text js-work-more-authors-13129262">+3</span><div class="hidden js-additional-users-13129262"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uic.academia.edu/DavidHenry">David Henry</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JamesAllen41">James Allen</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/CarlottaChingTingFok">Carlotta Ching Ting Fok</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13129262'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13129262').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13129262 InlineList-item InlineList-item--bordered 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class="js-view-count-work_13129262 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13129262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13129262; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13129262]").text(description); $(".js-view-count-work_13129262").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13129262").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13129262"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7125" rel="nofollow" href="https://www.academia.edu/Documents/in/Culture">Culture</a>, <script data-card-contents-for-ri="7125" type="text/json">{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8981" rel="nofollow" href="https://www.academia.edu/Documents/in/Suicide">Suicide</a>, <script data-card-contents-for-ri="8981" type="text/json">{"id":8981,"name":"Suicide","url":"https://www.academia.edu/Documents/in/Suicide?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15504" rel="nofollow" href="https://www.academia.edu/Documents/in/Native_American">Native American</a><script data-card-contents-for-ri="15504" type="text/json">{"id":15504,"name":"Native American","url":"https://www.academia.edu/Documents/in/Native_American?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13129262]'), work: {"id":13129262,"title":"Assessment of awareness of connectedness as a culturally-based protective factor for Alaska native 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Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=4887"},{"id":1423077,"name":"Substance-Related Disorders","url":"https://www.academia.edu/Documents/in/Substance-Related_Disorders?f_ri=4887"},{"id":2012226,"name":"Alaska","url":"https://www.academia.edu/Documents/in/Alaska?f_ri=4887"},{"id":2234207,"name":"Protective Factor","url":"https://www.academia.edu/Documents/in/Protective_Factor?f_ri=4887"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71688976 coauthored" data-work_id="71688976" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71688976/Testing_the_Consistency_of_the_Moral_Growth_Mindset_Measure_across_People_with_Different_Political_Perspectives">Testing the Consistency of the Moral Growth Mindset Measure across People with Different Political Perspectives</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives, which are associated with moral foundations, has not been... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71688976" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives, which are associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. Third, t-tests and regression analyses reported that MGM and its relationship with moral foundations were not significantly associated with political affiliation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71688976" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc5c238f50bed98ddf0adc20a9111570" rel="nofollow" data-download="{"attachment_id":80928677,"asset_id":71688976,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80928677/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3872234" href="https://alabama.academia.edu/HyeminHan">Hyemin Han</a><script data-card-contents-for-user="3872234" type="text/json">{"id":3872234,"first_name":"Hyemin","last_name":"Han","domain_name":"alabama","page_name":"HyeminHan","display_name":"Hyemin Han","profile_url":"https://alabama.academia.edu/HyeminHan?f_ri=4887","photo":"https://0.academia-photos.com/3872234/1427255/20905176/s65_hyemin.han.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-71688976">+1</span><div class="hidden js-additional-users-71688976"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ewha.academia.edu/YounjengChoi">Youn-Jeng Choi</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-71688976'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-71688976').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_71688976 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71688976"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71688976, container: ".js-paper-rank-work_71688976", }); });</script></li><li class="js-percentile-work_71688976 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71688976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71688976"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71688976 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71688976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71688976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71688976]").text(description); $(".js-view-count-work_71688976").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71688976").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71688976"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="243" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Psychology">Positive Psychology</a>, <script data-card-contents-for-ri="243" type="text/json">{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="247" rel="nofollow" href="https://www.academia.edu/Documents/in/Quantitative_Psychology">Quantitative Psychology</a>, <script data-card-contents-for-ri="247" type="text/json">{"id":247,"name":"Quantitative Psychology","url":"https://www.academia.edu/Documents/in/Quantitative_Psychology?f_ri=4887","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a><script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4887","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71688976]'), work: {"id":71688976,"title":"Testing the Consistency of the Moral Growth Mindset Measure across People with Different Political Perspectives","created_at":"2022-02-16T07:27:35.119-08:00","url":"https://www.academia.edu/71688976/Testing_the_Consistency_of_the_Moral_Growth_Mindset_Measure_across_People_with_Different_Political_Perspectives?f_ri=4887","dom_id":"work_71688976","summary":"Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives, which are associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. 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Literature has provided many speculations regarding the increase... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28101805" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The reported number of individuals affected by Autism Spectrum Disorders, has increased rapidly in recent years and the overwhelming majority of those diagnosed are males. Literature has provided many speculations regarding the increase in diagnosis rates and the gender disparity, however, there is currently no consensus. This study proposes that some of this variance is attributable to the lack of available research, poor sampling, and bias in assessment tools. The Ritvo Autism and Aspergers Diagnostic Scale-Revised  (RAADS-R) and the Gilliam Autism Rating Scale (GARS-3), were selected as the two standardized assessment measures. An item analysis will be conducted on the two assessments, to identify potential biases in the item wording. Individuals who have been diagnosed with ASD will complete the assessment, and their responses will be compared to the items from the item analysis to determine if there is a positive correlation between their responses and the assessment items that where rated as being biased towards a specific gender.  The assessments will also be scored to determine if there is variance in over all assessment scores between genders. Finally mean age of diagnosis of both genders will be compared.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28101805" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2f665f8bb4f18efc64d5b5480402237b" rel="nofollow" data-download="{"attachment_id":48416828,"asset_id":28101805,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48416828/download_file?st=MTc0MDA1NTM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16346469" href="https://ballstate.academia.edu/MorganCrutcher">Morgan Crutcher</a><script data-card-contents-for-user="16346469" type="text/json">{"id":16346469,"first_name":"Morgan","last_name":"Crutcher","domain_name":"ballstate","page_name":"MorganCrutcher","display_name":"Morgan Crutcher","profile_url":"https://ballstate.academia.edu/MorganCrutcher?f_ri=4887","photo":"https://0.academia-photos.com/16346469/10530861/11752300/s65_morgan.crutcher.jpg"}</script></span></span></li><li class="js-paper-rank-work_28101805 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28101805"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28101805, container: ".js-paper-rank-work_28101805", }); 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Literature has provided many speculations regarding the increase in diagnosis rates and the gender disparity, however, there is currently no consensus. This study proposes that some of this variance is attributable to the lack of available research, poor sampling, and bias in assessment tools. The Ritvo Autism and Aspergers Diagnostic Scale-Revised (RAADS-R) and the Gilliam Autism Rating Scale (GARS-3), were selected as the two standardized assessment measures. An item analysis will be conducted on the two assessments, to identify potential biases in the item wording. Individuals who have been diagnosed with ASD will complete the assessment, and their responses will be compared to the items from the item analysis to determine if there is a positive correlation between their responses and the assessment items that where rated as being biased towards a specific gender. The assessments will also be scored to determine if there is variance in over all assessment scores between genders. Finally mean age of diagnosis of both genders will be compared. ","downloadable_attachments":[{"id":48416828,"asset_id":28101805,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16346469,"first_name":"Morgan","last_name":"Crutcher","domain_name":"ballstate","page_name":"MorganCrutcher","display_name":"Morgan Crutcher","profile_url":"https://ballstate.academia.edu/MorganCrutcher?f_ri=4887","photo":"https://0.academia-photos.com/16346469/10530861/11752300/s65_morgan.crutcher.jpg"}],"research_interests":[{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=4887","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=4887","nofollow":true},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=4887","nofollow":true},{"id":194988,"name":"Gender 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