Literaturnachweis - Detailanzeige
| Autor/inn/en | Egberink, Iris J. L.; Meijer, Rob R. |
|---|---|
| Titel | An Item Response Theory Analysis of Harter's Self-Perception Profile for Children or Why Strong Clinical Scales Should Be Distrusted |
| Quelle | In: Assessment, 18 (2011) 2, S.201-212 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1073-1911 |
| DOI | 10.1177/1073191110367778 |
| Schlagwörter | Profiles; Psychometrics; Item Response Theory; Self Concept; Children; Comparative Analysis; Evaluation Methods; Interpersonal Attraction; Item Analysis; Scores; Measures (Individuals); Personality Measures; Personality Traits; Self Perception Profile for Children |
| Abstract | The authors investigated the psychometric properties of the subscales of the Self-Perception Profile for Children with item response theory (IRT) models using a sample of 611 children. Results from a nonparametric Mokken analysis and a parametric IRT approach for boys (n = 268) and girls (n = 343) were compared. The authors found that most scales formed weak scales and that measurement precision was relatively low and only present for latent trait values indicating low self-perception. The subscales Physical Appearance and Global Self-Worth formed one strong scale. Children seem to interpret Global Self-Worth items as if they measure Physical Appearance. Furthermore, the authors found that strong Mokken scales (such as Global Self-Worth) consisted mostly of items that repeat the same item content. They conclude that researchers should be very careful in interpreting the total scores on the different Self-Perception Profile for Children scales. Finally, implications for further research are discussed. (Contains 2 figures, 3 tables, and 2 notes.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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