جستجوی مقالات مرتبط با کلیدواژه « dimensionality » در نشریات گروه « علوم تربیتی »

This study tries to develop a scale to measure the religious feeling of young children based on a survey method project and within the framework of conventional patterns of psychometrics, in the community of 4-6 year old children in Iran and on two sample groups of normal school students (445 students from Tehran, Kerman, Tabriz, Mashhad and Bandar Abbas) and religious school students (145 students from Qom) using a "descriptive" method. In this seven-item scale, a child is placed in a situation, as the hero of the story, with specific religious practices and ceremonies, and the examinee's feeling towards that situation is measured as happy, neutral or sad. Analyzing the data, it became clear that the degree of difficulty and ability to recognize the questions, as well as the frequency distribution of the answers, are appropriate and have an internal and external fit. The results of analyzing confirmatory factor and analyzing the main components of standardized remaining values confirms construct validity and the difference between two groups of children from normal and religious centers, the discriminant validity of the scale and the internal consistency coefficient higher than 0.7, and the indicators of personal separation and question validity based on the Rasch scale model. The average religious feeling of children was obtained higher than the difficulty of the questions. The degree of desirability of the items pilgrimage, going to Ashura ceremonies and rowza (mourning of Moharram), and helping the poor is lower than the level of children with the least positive feelings; while the degree of desirability of the items "going to the mosque" and "watching the mother praying" is the highest and "praying and learning the Quran" in kindergarten is higher than the average religious feeling among children. This scale is a valid and reliable tool for evaluating parents' performance in strengthening or weakening children's positive feelings towards religious behaviors and ceremonies, and also for evaluating the effectiveness of religious education programs in educational centers.

The present study was conducted to investigate the impact of monolinguality-bilinguality of Iranian students on dimensionality, local item dependence and differential item functioning and impact of questions included in the passages of PIRLS (2011). The dimensionality was analyzed through comparing the one-dimensional graded response model and the multidimensional bi-factor item-response theory model. Next, the local item dependence and impact was analyzed using the two-level bi-factor model and, finally, the differential item functioning was examined using a multiple-group bi-factor model used by Cai et al. (2011).
The results of the dimensionality showed that the bi-factor model better fitted to the data than the graded response model. Furthermore, it was found that the local item dependence between two literal trait questions caused deviation from the one-dimensionality and that the linguistic difference could explain a majority of its variance. The Testlet results also showed that the average estimation of monolinguals’ abilities was higher than bilinguals’ abilities. Besides, it was indicated that items embedded with uniform differential item functioning were more difficult for monolinguals than bilinguals but monolinguals outperformed bilinguals in multiple choice items embedded with non-uniform differential item functioning.
Overall, the results showed that the traits related to the two literal Testlet were differently­ perceived among monolingual and bilingual students and local item dependence was more evident among bilinguals than monolinguals. Also, the results indicated a difference between the performance of monolingual and bilingual students in the mixed items format.

Dimensionality analysis or specify the number of latent traits that affect the data from the implementation of a scale or test and the study of local independency and monotonicity assumptions is of the important presuppositions to apply a item response theory model on a set of data. In this research, after a brief explanation of the local dependency indices and its models, In order to modeling the structure of cognitive abilities based on the data obtained from the implementation of the scale of cognitive abilities on a sample of 1105 students from the 9th grade students of Ahwaz selected by proportional stratified random sampling, after examining the hypothesis local independency through local dependency indices, monotonicity hypothesis and estimation of parameters of two one-dimensional and two-dimensional models and their comparison, The dimensionality of cognitive abilities was determined. The results showed that the dependency model observed between the data is perfectly locally dependent and Comparison of fitness indices of one-dimensional and two-dimensional model of Samejima graded response model showed that the two-dimensional model has better fit to the data than the one-dimensional model. In the following, using the concept of dimensionality factor space, a kind of comparison between the two classical test theories (CTT) and multidimensional item response theory (MIRT) was created and a kind of convergence in the results was obtained. The results showed that the fitness indices of classical theory alone were not able to characterize the structure of cognitive abilities, and methods based on item response theory in this field can be solved. The results of dimensionality analysis showed that the structure of cognitive abilities was two-dimensional; the first dimension of non-social cognition and the second dimension of social cognition were named and it was observed that these results converge with the results in the field of neuroscience.

The present study has been done with the purpose of investigating the dimensionality and differential item functioning of the testlet-based test of Iran's PIRLS 2011. In order to analyze the dimensionality, graded response and bi-factor item-response theory models were used with full-information maximum likelihood estimation method and to analyze the differential item functioning multiple-group bi-factor model of Cai et al (2011) was applied. The results of the dimensionality investigation showed that the bi-factor model is better fitted to the data than the graded response model both in Iran's total sample and in boy and girl groups. The results of testlets effect variance showed that effects of second factors on Iranian student's performance in two testlet related to literal comprehension, has caused dimensionality in Iran's PIRLS testlets. The results showed that there was no significant difference in average student's performance of the boy and girl in general latent trait of reading comprehension, but the difference between the average reading proficiency of the boy and the girl in three literal and three informational testlet in favor of girls was significant. The result of differential items functioning based on the bifactor model showed that many items have an uniform and non-uniform differential item functioning, and boys in multiple-choice items and girls in constructed response items have better performances. In general, the results showed that in Iran's PIRLS 2011 testlets, the traits related to the two literal comprehension testlets were differently perceived between boy and girl students, and these two testlet had more local item dependence among girls than boys. Also, the results indicated a difference between the performance of Iranian boy and girl students in the mixed items format test of PIRLS.