认知语用视角下的语言测试效度

语言测试是语言教学和研究的一个重要组成部分。本文在回顾语言测试发展历程和传盟的语言能力观的基础上,以认知语用学理论为指导,对测试效度的本质进行了初步探讨。文章指出,语言测试的最终目的是考察受试者的认知语用能力并为语言教学服务。     

大学生心理健康量表的初步编制

目的:编制适合大学生的心理健康测量工具。方法:用探索性因素分析发展量表的初步理论结构,再用验证性因素分析证明理论结构的合理性和正确性。结果:(1)探索性因素分析确定量表含有9个因素,共解释了总变异的52.88%;(2)量表Cronbach’α系数、分半和重测相关系数分别为0.95,0.93,0.83;(3)验证性因素分析显示拟合指数x2/df,GFI,AGFI,CFI,TLI,RMSEA,RMR分别为2.94,0.87,0.86,0.88,0.87,0.04,0.05。结论:该量表信效度都达到了心理测量学的要求。     

青少年个人成长主动性问卷的初步编制与检验

Nine hundred and forty-four effective participants from middle schools are enrolled in this research and divided into two subgroups: sample 1 (N=472) is used in the exploratory factor analysis (EFA), and sample 2 (N=472) in the certified factor analysis (CFA). Results show that an Adolescents’ Personal Growth Initiative Scale contains 24 items in 5 factors, with expected indices of reliability and validity.     

港口民营化研究中自编量表信度和效度分析

为研究港口的民营化情况,编制测度港口民营化相关问题的量表.对量表进行项目分析、结构效度分析及内部一致性检验,剔除不合理题项,并探讨定量资料假设检验中某些常见错误.量表总信度CRONBACH的α因数达到0.837,各子量表信度在0.579~0.856,即除港口民营化环境影响因素子量表外,其他子量表均达到一般社会学测量要求.因子分析表明,量表具有可接受的结构效度,其建立为后续研究打下一定基础.     

大学章程在司法裁判中的法律效力探析

关于大学章程的性质和效力,学界一直争论不休。经对已有判例的梳理总结,发现大学章程多被法院作为证据加以对待。从法理来看,当前大学章程更多偏向于行政规范属性,欠缺裁判规范属性,且其行为规范属性彰显不足。欲提升大学章程的法律效力,当前最适当的方式是从两方面着力:一是借鉴公司法对公司章程的规范力度,强化立法对大学章程的规范密度,同时在内容上将大学章程控制在法律优先和法律保留的合法性范围之内;二是建立大学章程的附带审查制度,实现法院在个案中对大学章程合法性的审查,对于合法的大学章程,作为证据予以采纳,并在裁判文书说明理由部分强化其论证地位,对于不合法的大学章程,则直接不予采纳,并详细说明不予采纳的理由。     

Validity of Wrist-Worn photoplethysmography devices to measure heart rate: A systematic review and meta-analysis

ABSTRACT

Heart rate (HR), when combined with accelerometry, can dramatically improve estimates of energy expenditure and sleep. Advancements in technology, via the development and introduction of small, low-cost photoplethysmography devices embedded within wrist-worn consumer wearables, have made the collection of heart rate (HR) under free-living conditions more feasible. This systematic review and meta-analysis compared the validity of wrist-worn HR estimates to a criterion measure of HR (electrocardiography ECG or chest strap). Searches of PubMed/Medline, Web of Science, EBSCOhost, PsycINFO, and EMBASE resulted in a total of 44 articles representing 738 effect sizes across 15 different brands. Multi-level random effects meta-analyses resulted in a small mean difference (beats per min, bpm) of ?0.40 bpm (95 confidence interval (CI) ?1.64 to 0.83) during sleep, ?0.01 bpm (?0.02 to 0.00) during rest, ?0.51 bpm (?1.60 to 0.58) during treadmill activities (walking to running), while the mean difference was larger during resistance training (?7.26 bpm, ?10.46 to ?4.07) and cycling (?4.55 bpm, ?7.24 to ?1.87). Mean difference increased by 3 bpm (2.5 to 3.5) per 10 bpm increase of HR for resistance training. Wrist-worn devices that measure HR demonstrate acceptable validity compared to a criterion measure of HR for most common activities.     

Acceptability assessment of school psychology interventions from 2005 to 2017

Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one-time following treatment completion using self-report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher-created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described.     

Dimensionality of teacher judgments on a competency-based report card in elementary school

Developments concerning report cards have led to a potential shift from reporting traditional grades to reporting multiple competencies within and across subjects. In this study, we analyzed the dimensional structure of the teacher judgments on a competency-based report card on fourth-grade elementary school students (N = 469). With a methodologically innovative approach of combining exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA), we found one learning-oriented and one social-oriented generic subject-unspecific factor of competency judgments and single factors for each included subject. All subject factors showed relatively high correlations with the respective traditional grades. Second-order commonalities further indicated a general factor represented almost perfectly by the learning-oriented generic judgments. Our analyses generally justified the use of competency-based report cards in terms of the dimensional structure and the association with traditional grades. Further, generic subject-unspecific competency judgments contribute to disentangling the multidimensionality of teacher judgments.     

Delimiting Coefficient α from Internal Consistency and Unidimensionality

I discuss the contribution by Davenport, Davison, Liou, & Love (2015) in which they relate reliability represented by coefficient α to formal definitions of internal consistency and unidimensionality, both proposed by Cronbach (1951). I argue that coefficient α is a lower bound to reliability and that concepts of internal consistency and unidimensionality, however defined, belong to the realm of validity, viz. the issue of what the test measures. Internal consistency and unidimensionality may play a role in the construction of tests when the theory of the attribute for which the test is constructed implies that the items be internally consistent or unidimensional. I also offer examples of attributes that do not imply internal consistency or unidimensionality, thus limiting these concepts' usefulness in practical applications.     

工作积极压力问卷的编制

聚焦于工作情境的积极压力,编制<工作积极压力问卷>,并考察了工作积极压力的结构特点.研究表明,工作积极压力包括:积极情绪、坚韧态度、挑战期待、希望感受和良好状态五个部分;<工作积极压力问卷>具有良好的结构效度和信度;不同年龄、职位和学历的员工在工作积极压力上存在显著差异.