Impact of differential-itemfunctioning on the personal epistemological beliefs for senior high school students

Syu, Jia-Jia and Zhang, Liang-Cheng (2017) Impact of differential-itemfunctioning on the personal epistemological beliefs for senior high school students. European Journal of Psychological Assessment, 33 1: 22-29. doi:10.1027/1015-5759/a000268


Author Syu, Jia-Jia
Zhang, Liang-Cheng
Title Impact of differential-itemfunctioning on the personal epistemological beliefs for senior high school students
Journal name European Journal of Psychological Assessment   Check publisher's open access policy
ISSN 2151-2426
1015-5759
Publication date 2017-01-01
Year available 2015
Sub-type Article (original research)
DOI 10.1027/1015-5759/a000268
Open Access Status Not yet assessed
Volume 33
Issue 1
Start page 22
End page 29
Total pages 8
Place of publication Boston, MA, United States
Publisher Hogrefe Publishing
Collection year 2018
Language eng
Abstract The purpose of this study is to investigate whether the expression of items used to examine personal epistemological beliefs could affect the probabilities of response for compared groups and research outcomes. Differential-item-functioning (DIF) analysis on school types and location of school according to the Rasch model was performed in this study. Nonacademically inclined school students (n = 212) and academically inclined school students (n = 197) were selected to complete the questionnaire. The questionnaire consisted of three dimensions of beliefs about knowing and two dimensions of beliefs about learning. The results of the DIF analysis suggested that the items in the dimensions about knowing favor academically inclined students and students from schools located in the northern areas of Taiwan. The items in the learning dimensions favor nonacademically inclined students and students from schools located in the southern areas of Taiwan. The group comparisons were different between the scale that included the DIF items and the scale that excluded the DIF items. The discussion addresses the value of the precise detections for inappropriate items and the effect of the academic achievement on completing the survey.
Keyword Differential-item-functioning
Personal epistemology
Scale development
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Public Health Publications
 
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