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9 a.m. - 6 p.m.
Phone: (843) 887-3699
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
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Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. - 7 p.m.
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John L. Dart Library
9 a.m. - 7 p.m.
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Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision.
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- Author(s): Huang, Jinyan; Dong, Yaxin; Han, Chunwei; Wang, Xiaojun
- Source:
Journal of Psychoeducational Assessment; Dec2023, Vol. 41 Issue 8, p852-871, 20p- Subject Terms:
RELIABILITY (Personality trait); MIDDLE schools; RESEARCH methodology evaluation; RESEARCH methodology; PSYCHOLOGY; MULTITRAIT multimethod techniques; PSYCHOLOGY of middle school students; RESEARCH funding; THEORY; ELEMENTARY schools; PSYCHOLOGY of school children; STUDENT attitudes; SOCIAL integration; CHILDREN - Source:
- Additional Information
- Subject Terms:
- Abstract: Using expert reviews and item response theory (IRT), this study evaluated the language- and culture-related construct-irrelevant variance and reliability of the 2019 TIMSS sense of school belonging scale (SSBS) for grades 4 and 8. The five items of the SSBS, which were identical for both grades, were reviewed for the language- and culture-related construct-irrelevant variance evidence by 10 assessment experts who have expertise in Chinese and English languages and cultures. Further, the existing TIMSS 2019 SSBS data associated with the countries of China (Hong Kong), Singapore, Australia, and America were analyzed within the framework of IRT for estimating the item and scale information function values (i.e., reliability) of the SSBS. The experts did find language- and culture-related evidence in each of the five items that might lead to the construct variance of the SSBS across these four countries. The IRT results further indicated that the SSBS item and scale information function values varied considerably across these four countries. Suggestions for revising the SSBS are proposed for TIMSS program developers. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Psychoeducational Assessment is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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