7～8年级学生数字推理能力测验的编制及信效度验证

doi:10.12139/j.1672-0628.2024.03.013

摘要/Abstract

摘要： 参考美国成熟的鉴别能力倾向测验中分维度数字推理能力的题目设置，编制适用于国内7～8年级学生的数字推理能力测验，初始测验共包含22道题目。选取初中七、八年级共计7500余名学生为被试。经过探索性因素分析、验证性因素分析以及基于Rasch模型对测量工具的质量进行分析之后，最终的数字推理能力测验由18道题目组成，该测验的内部一致性信度、分半信度、结构效度、效标效度都达到了心理测量学的标准，并且在性别上不存在项目功能差异，表明该测验可以有效地测量初中7～8年级学生的数字推理能力，该测验可用于甄别出数字推理能力与学业成绩不匹配的学生，以及筛查出是否因数字推理能力不足导致的数学学习困难学生，帮助一线教育工作者有针对性地对学生进行干预和指导。

关键词: 数字推理, Rasch模型, 信度, 效度

Abstract: In the present study, items of numerical reasoning were developed for Grade 7 and Grade 8 students in China, which was based on the subscale numerical reasoning of the Differential Aptitude Test from America. Twenty-two items were included in the initial test. More than 7500 7th and 8th grade students participated in the study. After exploratory factor analysis, confirmatory factor analysis and Rasch analysis, the final instrument consisted of 18 items with good reliability and validity, which showed no gender differential item functioning. It suggests that the test is an effective and reliable tool for assessing 7th and 8th grade students’ numerical reasoning. The test can be used to identify underachieving students who have a high numerical ability. In addition, it can be used to screen for students with mathematical learning difficulties that caused by insufficient numerical reasoning ability. Therefore, the application of the test is helpful for educators to provide assistance to students who need help.

Key words: numerical reasoning, Rasch analysis, reliability, validity

中图分类号:

B849

赵守盈, 任蓉蓉, 陈维, 牟帮军. 7～8年级学生数字推理能力测验的编制及信效度验证[J]. 心理与行为研究, 2024, 22(3): 387-394.

ZHAO Shouying, REN Rongrong, CHEN Wei, MU Bangjun. Development and Validation of Numerical Reasoning Test for Grade 7~8 Students[J]. Studies of Psychology and Behavior, 2024, 22(3): 387-394.

参考文献

戴海崎, 张锋. (2018). 心理与教育测量 (第4版). 广州: 暨南大学出版社.
郭靖, 龚耀先. (2005). 小学生(四-六年级)学习能力倾向测验的初步编制: 编制策略、条目分析和信度检验. 中国临床心理学杂志, 13(2), 127–130.
罗照盛. (2012). 项目反应理论基础. 北京: 北京师范大学出版集团.
王亚南, 刘昌. (2006). 加工速度、工作记忆与数字推理能力的发展. 心理科学, 29(5), 1081–1085.
温忠麟, 侯杰泰, 马什赫伯特. (2004). 结构方程模型检验: 拟合指数与卡方准则. 心理学报, 36(2), 186–194.
吴明隆. (2010). 问卷统计分析实务SPSS操作与应用. 重庆: 重庆大学出版社.
张月娟, 龚耀先. (2004). 中学生学业能力倾向测验的初步编制. 中国临床心理学杂志, 12(1), 1–5, 12.
郑日昌. (1986). 鉴别能力倾向测验简介. 应用心理学, (2), 42–43.
Anazia, I. U. (2019). Quantitative and verbal aptitudes as predictors of senior secondary school students’ performance in economics. IAFOR Journal of Education, 7(1), 7–18.
Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1956). The differential aptitude tests: An overview. Personnel & Guidance Journal, 35(2), 81–91.
Berk, L. (2000). Child development (5th ed., p. 776). Boston: Allyn & Bacon.
Bond, T. G., & Fox, C. M. (2003). Applying the Rasch model: Fundamental measurement in the human sciences. Journal of Educational Measurement, 40(2), 185–187.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences (pp. 273–297). Dordrecht, Netherlands: Springer.
Carlson, J. F., Geisinger, K. F., & Jonson, J. L. (2021). The twenty-first mental measurements yearbook. Lincoln, NE: The Buros Center for Testing.
Chae, S., Park, E. Y., & Choi, Y. I. (2018). The psychometric properties of the Childhood Health Assessment Questionnaire (CHAQ) in children with cerebral palsy. BMC Neurology, 18(1), 151.
Chao, R. C. L., Vidacovich, C., & Green, K. E. (2017). Rasch analysis of the Rosenberg Self-Esteem Scale with African Americans. Psychological Assessment, 29(3), 329–342.
Cohen, R. J., & Swerdlik, M. E. (2002). Psychological testing and assessment: An introduction to tests and measurement (5th ed.). New York: McGraw-Hill.
Doppelt, J. E., & Bennett, G. K. (1951). A longitudinal study of the differential aptitude tests. Educational and Psychological Measurement, 11(2), 228–237.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
Duncan, P. W., Bode, R. K., Lai, S. M., & Perera, S. (2003). Rasch analysis of a new stroke-specific outcome scale: The stroke impact scale. Archives of Physical Medicine and Rehabilitation, 84(7), 950–963.
Fisher, Jr. W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transactions, 21, 1095.
Hambleton, R. K., & Swaminathan, H. (1985). Item response theory: Principles and applications. Dordrecht, Netherlands: Springer.
Li, C. Y., Romero, S., Bonilha, H. S., Simpson, K. N., Simpson, A. N., Hong, I., & Velozo, C. A. (2018). Linking existing instruments to develop an activity of daily living item bank. Evaluation & the Health Professions, 41(1), 25–43.
Malec, J. F., Torsher, L. C., Dunn, W. F., Wiegmann, D. A., Arnold, J. J., Brown, D. A., & Phatak, V. (2007). The Mayo High Performance Teamwork Scale: Reliability and validity for evaluating key crew resource management skills. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(1), 4–10.
Mankar, J., & Chavan, D. (2013). Differential aptitude testing of youth. International Journal of Scientific and Research Publications, 3(7), 1–6.
Nizoloman, O. N. (2013). Relationship between mathematical ability and achievement in mathematics among female secondary school students in Bayelsa State Nigeria. Procedia-Social and Behavioral Sciences, 106, 2230–2240.
Raîche, G. (2005). Critical eigenvalue sizes (variances) in standardized residual principal components analysis. Rasch Measurement Transactions, 19(1), 1012.
Reber, A. S. (1995). The Penguin dictionary of psychology (2nd ed.). New York: Penguin Press.
Reise, S. P., Waller, N. G., & Comrey, A. L. (2000). Factor analysis and scale revision. Psychological Assessment, 12(3), 287–297.
Ridwan, M. R., Hadi, S., & Jailani, J. (2023). A meta-analysis of numerical aptitude’s effect on learning outcomes and mathematical ability. TEM Journal, 12(1), 434–444.
Santos, J. C. D., & Boyon, M. C. L. (2020). Numerical and verbal reasoning aptitudes as predictors of STEM students’ performance on limits and continuity. Educational Measurement and Evaluation Review, 11, 14–24.
Setiawati, F. A. (2020). Aptitude test’s predictive ability for academic success in psychology student. Psychological Research and Intervention, 3(1), 1–12.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., … Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691–697.
Wang, L. (1993). The differential aptitude test: A review and critique (Paper presentation). Austin, TX: Southwest Educational Research Association.
Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit value. Rasch Measurement Transactions, 8(3), 370.
Wright, B. D., & Stone, M. H. (1999). Measurement essentials (2nd ed.). Wilmington, DE: Wide Range.

[1]	牛宏伟, 郝嘉佳, 白学军. 大学生失败心态量表的编制及信效度检验[J]. 心理与行为研究, 2024, 22(3): 379-386.
[2]	郭鑫, 刘文, 张嘉琪, 夏凌翔, 吴捷, 王依宁. 4～9年级学生社会适应问卷的信效度检验：基于大样本调查研究[J]. 心理与行为研究, 2024, 22(3): 395-401.
[3]	周曌, 季顺鑫, 刘拓. 简版和极简版问题性手机使用量表的开发[J]. 心理与行为研究, 2023, 21(6): 846-853.
[4]	杨海波, 张馨予. 十项网络游戏障碍测验简体中文版的修订及其诊断能力评估[J]. 心理与行为研究, 2023, 21(5): 658-666.
[5]	方平, 易子健, 姜媛, 庞卉. 民众社会适应量表的编制[J]. 心理与行为研究, 2023, 21(4): 433-439.
[6]	庞卉, 金晓楠, 姜媛, 方平. 民众社会风险感知量表的编制[J]. 心理与行为研究, 2023, 21(4): 440-445.
[7]	杨柳, 杜薇, 方平, 姜媛. 社会情绪量表的编制及信效度检验[J]. 心理与行为研究, 2023, 21(4): 446-453.
[8]	李红霞, 徐艳丽, 方怡泉, 郭凯玥, 司继伟. 简版数学焦虑量表在中国小学儿童群体中的修订及信效度检验[J]. 心理与行为研究, 2022, 20(6): 850-857.
[9]	苗秀影, 迟立忠. 情感启发式对风险选择的影响[J]. 心理与行为研究, 2022, 20(3): 325-331.
[10]	王艳丽, 陈红. 城市社区居民获得感量表的编制[J]. 心理与行为研究, 2021, 19(5): 665-670.
[11]	刘文, 孟祥蕊, 车翰博, 张嘉琪, 沈漪. 小学生创造性人格教师评定问卷的编制及信效度检验[J]. 心理与行为研究, 2020, 18(5): 624-630.
[12]	王战旗, 张兴利. 创造力成就问卷的中文修订[J]. 心理与行为研究, 2020, 18(3): 390-397.
[13]	张丽娜, 路海东. 高中生感知到的课堂教学方式量表的编制[J]. 心理与行为研究, 2019, 17(6): 773-779.
[14]	郝嘉佳, 陈英和, 刘拓, 白学军. 儿童青少年一般思维能力测验的编制和初步应用[J]. 心理与行为研究, 2019, 17(5): 620-626.
[15]	戴斌荣. 农村儿童社会适应问卷的编制[J]. 心理与行为研究, 2019, 17(4): 504-511.