Differential Item Functioning Assessment in Cognitive Diagnostic Modeling: Application of the Wald Test to Investigate DIF in the DINA Model

Analyzing examinees’ responses using cognitive diagnostic models (CDMs) has the advantage of providing diagnostic information. To ensure the validity of the results from these models, differential item functioning (DIF) in CDMs needs to be investigated. In this article, the Wald test is proposed to examine DIF in the context of CDMs. This study explored the effectiveness of the Wald test in detecting both uniform and nonuniform DIF in the DINA model through a simulation study. Results of this study suggest that for relatively discriminating items, the Wald test had Type I error rates close to the nominal level. Moreover, its viability was underscored by the medium to high power rates for most investigated DIF types when DIF size was large. Furthermore, the performance of the Wald test in detecting uniform DIF was compared to that of the traditional Mantel‐Haenszel (MH) and SIBTEST procedures. The results of the comparison study showed that the Wald test was comparable to or outperformed the MH and SIBTEST procedures. Finally, the strengths and limitations of the proposed method and suggestions for future studies are discussed.     

The relationship between adult health and childhood maltreatment,as moderated by anger and ethnic background

Childhood maltreatment, anger, and racial/ethnic background were examined in relation to physical health, psychological well-being, and blood pressure outcomes. This study used data from a diverse sample of African American, Latino, and Caucasian participants (N = 198). Results from a series of multiple regressions indicated anger and total childhood maltreatment were robust predictors of poorer health. Although correlational analyses found maltreatment from the mother and father were associated with poorer health outcomes, when considered as part of the regression models, only a relationship between maltreatment from the mother and physical health was found. Greater anger scores were linked with lower blood pressure, particularly systolic blood pressure. Generally, more psychological and physical symptom reporting was found with greater anger scores, and higher levels of total maltreatment also predicted physical symptoms. The pattern of interactions indicated anger was more detrimental for African American participant's (and marginally so for Latino participant's) physical health. Interestingly, interactions also indicated total childhood maltreatment was related to fewer symptoms for Latino participants. Although child maltreatment may be viewed as a moral and/or human rights issue, this study provides evidence that it can also be viewed as a public health issue. Our study demonstrated that known health risk factors such as anger and maltreatment may operate in a different pattern dependent on ethnic/cultural background. The findings suggest health and health disparities research would benefit from greater exploration of the differential impact of certain moderating variables based on racial/ethnic background.     

Comorbidity of PTSD in anxiety and depressive disorders: Prevalence and shared risk factors

The present study aims to assess comorbidity of posttraumatic stress disorder (PTSD) in anxiety and depressive disorders and to determine whether childhood trauma types and other putative independent risk factors for comorbid PTSD are unique to PTSD or shared with anxiety and depressive disorders. The sample of 2402 adults aged 18–65 included healthy controls, persons with a prior history of affective disorders, and persons with a current affective disorder. These individuals were assessed at baseline (T0) and 2 (T2) and 4 years (T4) later. At each wave, DSM-IV-TR based anxiety and depressive disorder, neuroticism, extraversion, and symptom severity were assessed. Childhood trauma was measured at T0 with an interview and at T4 with a questionnaire, and PTSD was measured with a standardized interview at T4. Prevalence of 5-year recency PTSD among anxiety and depressive disorders was 9.2%, and comorbidity, in particular with major depression, was high (84.4%). Comorbidity was associated with female gender, all types of childhood trauma, neuroticism, (low) extraversion, and symptom severity. Multivariable significant risk factors (i.e., female gender and child sexual and physical abuse) were shared among anxiety and depressive disorders. Our results support a shared vulnerability model for comorbidity of anxiety and depressive disorders with PTSD. Routine assessment of PTSD in patients with anxiety and depressive disorders seems warranted.     

Next Generations,Catwalks, Random Walks and Arms Races: conceptualising the development of quality assurance schemes

The emergence and development of quality assurance schemes in European countries over the last 15–20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy.     

Influences of developmental contexts and gender differences on school performance of children and adolescents

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.     

Convergence and divergence in reports of maternal support following childhood sexual abuse: Prevalence and associations with youth psychosocial adjustment

This study examined the convergence and divergence in mothers’ and children's reports of maternal support following disclosures of childhood sexual abuse (CSA). One hundred and twenty mothers and their children (ages 7–17 years) reported on two aspects of support following CSA disclosures: mothers’ belief in the child's disclosure and parent–child discussion of the abuse incident. Whereas 62% of mothers’ and children's reports on mothers’ belief of the disclosure positively converged (i.e., both reported that mothers “completely believed” the child's disclosure), 37% of mothers’ and children's reports diverged, and the remaining 1% negatively converged (i.e., both reported that the mother only believed the child “somewhat”). Positively convergent responses were associated with youths’ lower risk for tobacco and illicit drug use. Forty-four percent of mothers’ and children's reports on whether details of the CSA were discussed positively converged (i.e., both reported that details were discussed), 33% diverged, and 23% negatively converged (i.e., both reported that details were not discussed). Relative to other patterns of reporting, negatively convergent responses were associated with higher levels of trauma symptoms. Findings have implications for identifying high-risk mother–child dyads based on patterns of informant reporting following CSA.     

The interpretation of a knowledge claim in the Recognition of Prior Learning (RPL) and the impact of this on RPL practice

The question addressed in this paper is: what does a knowledge claim consist of in the context of the Recognition of Prior Learning (RPL)? The research comprises a case study of RPL applicants' entry into a postgraduate diploma (a fourth-year programme) in project management. The focus is on the knowledge claims made as part of the RPL application by experienced project managers and leaders. Three different aspects of the knowledge claims are analysed: what the knowledge claim consists of; what the academic interpretation of the claims is; and how the interpretation of the claims impacts on the RPL approach. The findings deal with the knowledge of the project management cycle prior to entry into higher education. It is found that knowledge claims not only consist of theoretical knowledge but also mainly situational knowledge, ability and attitude. In addition, the knowledge claims made in the RPL application based on the relevant and substantial knowledge are acknowledged by the academic institution in question. The RPL approach that results from the interpretation of the knowledge claims does conform to one RPL approach, within the paradigm of project management.     

Teachers' Spatial Anxiety Relates to 1st‐ and 2nd‐Graders' Spatial Learning

Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st‐ and 2nd‐grade teachers' spatial anxiety (N = 19) and students' spatial skill (N = 132). Teachers' spatial anxiety significantly predicted students' end‐of‐year spatial skill, even after accounting for students' beginning‐of‐year spatial skill, phonological working memory, grade level, and teachers' math anxiety. Since spatial skill is not a stand‐alone part of the curriculum like math or reading, teachers with high levels of spatial anxiety may simply avoid incorporating spatial activities in the classroom. Results suggest that addressing teachers' spatial anxieties may improve spatial learning in early elementary school.