Zobrazeno 1 - 10
of 146
pro vyhledávání: '"Brian F. French"'
Publikováno v:
Methods in Psychology, Vol 11, Iss , Pp 100158- (2024)
Early exposure to mathematics and science is vital for fostering interest in STEM. However, gender and racial inequities are embedded barriers within education systems, particularly affecting young Black girls. This study draws from a QuantCrit frame
Externí odkaz:
https://doaj.org/article/92ffd6038eff400dbbf5beb65b6a0791
Autor:
W. Holmes Finch, Brian F. French
Publikováno v:
Psych, Vol 5, Iss 1, Pp 133-147 (2023)
Differential item functioning (DIF) is a critical step in providing evidence to support a scoring inference in building a validity argument for a psychological or educational assessment. Effect sizes can assist in understanding the accumulation of DI
Externí odkaz:
https://doaj.org/article/6a6fd58728fe44cf9eec2d0df9850ae5
Autor:
Christie Pham, Eric Desmarais, Victoria Jones, Brian F. French, Zhengyan Wang, Samuel Putnam, Sara Casalin, Maria Beatriz Martins Linhares, Felipe Lecannelier, Soile Tuovinen, Kati Heinonen, Katri Raikkonen, Rosario Montirosso, Lorenzo Giusti, Seong-Yeon Park, Sae-Young Han, Eun Gyoung Lee, Blanca Huitron, Carolina de Weerth, Roseriet Beijers, Mirjana Majdandžić, Carmen Gonzalez-Salinas, Ibrahim Acar, Helena Slobodskaya, Elena Kozlova, Emine Ahmetoglu, Oana Benga, Maria A. Gartstein
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
ObjectivesThe present study examined parental sleep-supporting practices during toddlerhood in relation to temperament across 14 cultures. We hypothesized that passive sleep-supporting techniques (e.g., talking, cuddling), but not active techniques (
Externí odkaz:
https://doaj.org/article/d839d2b731e74d038d31637f64511dc2
Publikováno v:
Methodology, Vol 17, Iss 3, Pp 168-188 (2021)
Rapid guessing is a test taking strategy recommended for increasing the probability of achieving a high score if a time limit prevents an examinee from responding to all items of a scale. The strategy requires responding quickly and without cognitive
Externí odkaz:
https://doaj.org/article/480c7467d560480fb1926f4524c0222e
Autor:
Bruce W. Austin, Brian F. French
Publikováno v:
Methodology, Vol 16, Iss 3, Pp 241-257 (2020)
Methods to assess measurement invariance in constructs have received much attention, as invariance is critical for accurate group comparisons. Less attention has been given to the identification and correction of the sources of non-invariance in pred
Externí odkaz:
https://doaj.org/article/19b0694db8614382a937c86d78475b6d
Autor:
David Alpizar, Brian F. French
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The Motivational-Developmental Assessment (MDA) measures a university student’s motivational and developmental attributes by utilizing overlapping constructs measured across four writing prompts. The MDA’s format may lead to the violation of the
Externí odkaz:
https://doaj.org/article/2fcc755b805a4f6d8643a4a92645342e
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Research has demonstrated that when data are collected in a multilevel framework, standard single level differential item functioning (DIF) analyses can yield incorrect results, particularly inflated Type I error rates. Prior research in this area ha
Externí odkaz:
https://doaj.org/article/4a70f0392fa649fc9acb468bb83d8216
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
A primary underlying assumption for researchers using a psychological scale is that scores are comparable across individuals from different subgroups within the population. In the absence of invariance, the validity of these scores for inferences abo
Externí odkaz:
https://doaj.org/article/f3b0b2e2494647978a5f7b65a1f991f9
Publikováno v:
Applied Psychological Measurement. 47:106-122
Social science research is heavily dependent on the use of standardized assessments of a variety of phenomena, such as mood, executive functioning, and cognitive ability. An important assumption when using these instruments is that they perform simil
Publikováno v:
Assessment. 30:580-591
The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade s