scholarly journals Pragmatic abilities in children with neurodevelopmental disorders: development of Pragmatic Abilities Questionnaire based on the Rasch rating scale model

2019 ◽  
Vol Volume 12 ◽  
pp. 629-639
Author(s):  
Parvin Jafari ◽  
Seyyed Jalal Younesi ◽  
Ali Asgary ◽  
Mehdi Dastjerdi Kazemi
Keyword(s):  
Neurodevelopmental Disorders ◽  
Rating Scale ◽  
Scale Model ◽  
Rasch Rating Scale Model ◽  
Rating Scale Model

scholarly journals Defining statistical measurement levels of Intuitive Eating with the Rasch Rating Scale Model

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Hanis Gani ◽  
Peter Ho ◽  
Caroline Orfila
Keyword(s):  
Factor Analysis ◽  
Rating Scale ◽  
Test Theory ◽  
Composite Score ◽  
Scale Model ◽  
Intuitive Eating ◽  
Rasch Rating Scale Model ◽  
Significant Difference ◽  
The Relationship ◽  
Rating Scale Model

AbstractIntuitive eating is an intrinsic ability to moderate the amount and type of food, promoting a healthy diet and self-regulation of one's own weight. Different instruments (IES-H, IES-T, IES-2) have been developed to assess intuitive eating between different population groups from different countries. The construct validity and invariance of the 23-item Intuitive Eating Scale-2 (IES-2) has been widely validated by Confirmatory Factor Analysis and Exploratory Factor Analysis. However, these Classical Test Theory (CTT) methods have not always confirmed the same 4-factor structure.Rasch analysis, a Modern Test Theory method (MTT), has been used as an alternative approach to examine the psychometric properties of various health and medical instrument (HADS, KIDSCREEN-52, LANSS, MHRM). One significant difference between CTT and MT is the method of calculating a composite score. A CTT total sore is based on the summation of raw categorical scores, whereas these raw categorical scores are converted to interval-scaled measures into a Rasch composite score.Data was collected from 625 respondents was fitted to the Rasch Rating Scale Model. The data fitted the model adequately, as less than 5% and 1% of absolute standardised residuals were found to be ≥ 2 and ≥ 3, respectively. A Principle Component Analysis of Rasch residuals (PCAR) was used to determine the unidimensionality of the IES-2 and its subscales, after checking and adjusting for lack of item fit and proper rating scale functioning. PCAR indicated that all 23 items could not function as a single total unidimensional Rasch measure. However, the same item structure for the 4 subscales, originally proposed by Tylka and Kroon Van Diest, was confirmed by PCAR. The relationship between the respondents and the IES-2 items in each subscale could be explained using a Wright map, allowing both to be represented on the same logit scale.Statistical different levels of intuitive eating were determined for each subscale from a table representing the relationship between the lowest and highest possible raw scores and their Rasch measures. Wright maps showed the position of respondents between cut-off lines indicating different statistical levels along each unidimensional subscale of intuitive eating. The majority of respondents were classified into 2 out of 4 levels in the subscale Unconditional Permission to Eat, 3 out of 5 levels in Eating for Physical Rather Than Emotional Reasons, 3 out of 5 levels in Reliance on Internal Hunger and Satiety Cues and 2 out of 4 levels in Body-Food Choice Congruence.

Willingness to Communicate and Japanese High School English Learners

2013 ◽  
Vol 35 (2) ◽  
pp. 153 ◽  
Author(s):  
Michinoku Watanabe
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
English Learners ◽  
Rating Scale ◽  
Willingness To Communicate ◽  
Scale Model ◽  
High School English ◽  
Rasch Rating Scale Model ◽  
Rating Scale Model

In this longitudinal study I investigated the extent, if any, to which Japanese high school English learners’ willingness to communicate (WTC; McCroskey & Richmond, 1985) changes over the 3 years of high school and then explored the reasons for the changes or stability. A questionnaire was developed drawing on the WTC scale (McCroskey, 1992) and administered to 190 students three times at yearly intervals. The data were analyzed with the Rasch rating scale model and ANOVAs. Two distinct constructs were identified across the three waves of data: willingness to communicate with friends and acquaintances (WTCFA) and willingness to communicate with strangers (WTCS). The results showed that neither WTCFA nor WTCS changed significantly over the high school years, and that WTCS remained low. Follow-up interviews with selected students suggested several possible reasons for the questionnaire results. 本縦断的研究は、日本の高校生英語学習者のwillingness to communicate （WTC; McCroskey & Richmond, 1985）が高校３年間に変化するのかどうかと、その変化または無変化の理由を調査したものである。WTC質問票（McCroskey, 1992）を基に質問票を作成し、高校生190人に、１年間隔で３回、回答してもらった。質問票のデータは、ラッシュモデルと分散分析（ANOVA）を用いて分析した。その結果、何れの回においても、「友人や知人に対するWTC」と「見知らぬ人に対するWTC」の２つの心理概念が見いだされた。そして、「友人や知人に対するWTC」にも「見知らぬ人に対するWTC」にも高校３年間に有意な変化が無かったこと、また、「見知らぬ人に対するWTC」は大変低いレベルに留まっていたことがわかった。質問票での調査に続けて実施した、抽出した生徒へのインタビューでは、それらの結果のいくつかの理由が示唆された。

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