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Environment & Sustainability160

方法统计学1,836 人工智能与机器学习1,661 决策科学932 研究方法1,354 测量1,745 因果与证据532 研究实践118

221 种方法来自Education清除

与筛选条件匹配的真实方法。

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Factor Analysis for Scale Development

Exploratory factor analysis (EFA) is a statistical method for discovering the underlying dimensional structure of a set of items or variables. Pioneered by Louis Thurstone in the mid-20th century, EFA is widely used to develop and validate psychometric scales by identifying groups of items that correlate together, ther

3 个来源1947

Floor and Ceiling Effect

Floor and ceiling effects are psychometric phenomena in which a disproportionately large proportion of respondents achieve the lowest (floor) or highest (ceiling) possible score on a measurement scale. These effects compromise scale reliability and responsiveness, limiting the instrument's ability to distinguish among

3 个来源2000

Fuzzy ANOVA

Fuzzy ANOVA extends classical analysis of variance to fuzzy data where observations and group memberships are imprecise or uncertain. Developed by Viertl and others, Fuzzy ANOVA tests whether fuzzy-valued groups differ significantly while accounting for inherent measurement uncertainty.

3 个来源2011

Fuzzy-Set Qualitative Comparative Analysis

Fuzzy-Set Qualitative Comparative Analysis (fsQCA) is a set-theoretic method developed by Charles Ragin in the early 2000s that combines the configurational logic of qualitative case studies with the mathematical rigor of fuzzy sets. It bridges qualitative and quantitative research by allowing researchers to examine ca

3 个来源2000

G-Theory

Generalizability Theory, developed by Lee J. Cronbach and colleagues in the 1960s and formalised by Brennan (2001), is an ANOVA-based framework that extends Classical Test Theory by decomposing observed score variance into multiple, separately identified sources of measurement error — such as raters, tasks, occasions,

2 个来源1963

Generalizability Theory

Generalizability Theory is a psychometric framework that decomposes observed score variance into multiple sources — persons, items, raters, occasions, and their interactions — using analysis of variance. It replaces the single reliability coefficient of classical test theory with a family of coefficients that tell rese

2 个来源1963

GRM

The Graded Response Model is an item response theory model developed by Fumiko Samejima in 1969 for ordered polytomous items such as Likert-type scales. It estimates both the discriminating power of each item and a set of threshold parameters marking the boundaries between adjacent response categories, while simultaneo

2 个来源1969

Guttman Scale

Guttman scaling is a methodology for constructing unidimensional scales with a cumulative property, developed by Louis Guttman in 1944. The method assumes that items form a perfect or near-perfect hierarchy: if a respondent endorses a harder item, they must endorse all easier items below it. This creates a reproducible

3 个来源1944

Interrater Reliability

Interrater reliability quantifies the degree to which two or more independent raters produce consistent scores when evaluating the same individuals or products. The family encompasses Cohen's kappa, introduced in 1960 for categorical judgments, and the Intraclass Correlation Coefficient (ICC) for continuous ratings, to

2 个来源1960

health education

IPCS

The IPCS is a self-report questionnaire measuring healthcare professionals' and students' attitudes, beliefs, and behaviors regarding interprofessional collaboration and teamwork. Developed through research by Hind and colleagues in 2003 and refined in subsequent interprofessional education studies, the IPCS evaluates

2 个来源2003

Item Analysis

Item analysis is the foundational psychometric procedure for evaluating the quality of individual test or scale items within the Classical Test Theory (CTT) framework, as systematised by Allen and Yen (1979) and Crocker and Algina (1986). It produces an item difficulty index, an item discrimination index, and a distrac

2 个来源1979

Item Response Theory

Item response theory models the probability that a respondent answers an item correctly (or endorses it) as a function of the respondent's latent trait level and the item's own statistical properties — difficulty, discrimination, and guessing. Unlike classical test theory, IRT places persons and items on the same scale

2 个来源1952

education analytics

Knowledge Space Theory

Knowledge Space Theory (KST) is a combinatorial, set-theoretic framework for modeling and assessing human knowledge, introduced by Jean-Paul Doignon and Jean-Claude Falmagne in 1985. It represents a learner's competence as a subset of a problem domain, organizes all feasible competence subsets into a lattice called a k

1 个来源1985

education analytics

Knowledge Tracing

Knowledge Tracing (KT) is a student-modeling technique that estimates, at each moment in time, the probability that a learner has mastered a target knowledge component. Introduced by Corbett and Anderson in 1994, the classical Bayesian Knowledge Tracing (BKT) model treats skill acquisition as a two-state Hidden Markov

1 个来源1994

educational psychology

Kolb Learning Style Inventory

The Kolb Learning Style Inventory (LSI) is a self-report assessment based on experiential learning theory that identifies how individuals prefer to learn. Developed by David Kolb in 1984, it classifies learners into four styles—Diverging, Assimilating, Converging, and Accommodating—based on two dimensions: how informat

2 个来源1984

Latent Profile Analysis

Latent Profile Analysis (LPA) is a person-centered finite mixture modeling technique that identifies unobserved subgroups — called profiles — within a population based on patterns of scores across multiple continuous indicators. Rooted in Lazarsfeld and Henry's latent structure tradition and formally synthesized for ap

1 个来源2010

Latent Transition Analysis

Latent Transition Analysis (LTA) is a method for studying transitions between latent classes over time, developed by Collins and Lanza (2010). LTA combines latent class analysis (grouping individuals into classes) with Markovian transition models to understand how people move between qualitatively distinct states acros

3 个来源2002

education analytics

Learning Analytics

Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts, with the purpose of understanding and optimizing learning and the environments in which it occurs. Formally introduced by George Siemens and Phil Long in 2011, the approach draws on data generated in di

1 个来源2011

education analytics

Learning Curve

The learning curve models how performance improves predictably as cumulative experience accumulates. Formalized by Theodore Wright in 1936 using aircraft manufacturing data, it expresses the relationship between the number of practice trials (or production units) and the time or cost per unit as a power-law function. I

1 个来源1936

Likert Scale Construction

Likert scale construction is a systematic methodology for developing attitude measurement instruments using summated rating scales. Introduced by Rensis Likert in 1932, it enables researchers to quantify latent constructs such as attitudes, beliefs, and psychological states by aggregating responses across multiple item

3 个来源1932

Longitudinal CFA

Longitudinal confirmatory factor analysis (longitudinal CFA) applies a theoretically specified measurement model to data collected at two or more time points. Its primary purpose is to verify that a scale measures the same latent construct in the same way over time — a prerequisite for drawing valid conclusions about c

2 个来源1970

Longitudinal Construct Validity

Longitudinal construct validity evaluates whether a psychological scale measures the same latent construct in the same way across multiple time points. It is tested by progressively constraining a confirmatory factor model across waves and comparing model fit, ensuring that observed change scores reflect genuine change

2 个来源1993

Longitudinal content validity

Longitudinal content validity evaluates whether the items of a measure adequately and consistently represent the intended content domain not only at a single point in time but across repeated administrations. It ensures that the conceptual coverage of a scale remains appropriate and stable as measurement occasions accu

2 个来源1995

Longitudinal convergent validity

Longitudinal convergent validity evaluates whether a scale's indicators correlate with theoretically related constructs not just at a single time point but consistently across repeated measurement occasions. It extends standard convergent validity testing into longitudinal designs to ensure that the scale measures the

2 个来源1997

Longitudinal Cronbach's Alpha

Longitudinal Cronbach's alpha assesses the internal consistency reliability of a scale at each wave of a repeated-measures study and examines whether that reliability remains stable across time. It is an essential step in longitudinal scale validation, ensuring that a scale measures its construct with consistent precis

2 个来源1951

Longitudinal DIF

Longitudinal differential item functioning detects whether individual test or scale items behave differently across measurement occasions for the same respondents. It extends standard DIF methodology to repeated-measures designs, ensuring that observed change scores genuinely reflect construct change rather than shifts

2 个来源1980

Longitudinal Discriminant Validity

Longitudinal discriminant validity tests whether a psychological construct measured at two or more time points is empirically distinct across occasions — ensuring that the same construct does not collapse into a single undifferentiated mass over time. It is a prerequisite for meaningful change modeling in panel and lon

2 个来源1993

Longitudinal EFA

Longitudinal EFA applies exploratory factor analysis separately at each measurement occasion — or jointly across occasions — to discover whether the same latent factor structure emerges over time and whether factor loadings remain stable across waves. It is the foundational data-driven approach for examining structural

2 个来源1970

Longitudinal Generalizability Theory

Longitudinal generalizability theory extends classical G-theory to repeated-measures and longitudinal designs, decomposing score variance across persons, measurement occasions, raters, and items simultaneously. It quantifies how reliably scores can be generalized across time points, evaluators, and conditions — informa

2 个来源1990

Longitudinal IRT

Longitudinal IRT extends classical item response theory to data collected at multiple time points, allowing researchers to model both the initial latent trait level and its change over time. It is used in educational assessment, clinical trials, and panel studies where the same items or item banks are administered repe

2 个来源1991

Longitudinal Item Analysis

Longitudinal item analysis examines how the statistical properties of individual scale items — difficulty, discrimination, factor loadings, and fit — remain stable or change systematically across repeated measurement occasions. It is the item-level foundation of longitudinal measurement validity.

2 个来源1990

Longitudinal McDonald's omega

Longitudinal McDonald's omega estimates scale reliability separately at each measurement occasion in a panel or repeated-measures study. By fitting a confirmatory factor model at each wave, it tracks how consistently a set of items measures its target construct over time, detecting erosion or improvement in measurement

2 个来源1999

Longitudinal Measurement Invariance

Longitudinal measurement invariance testing determines whether a psychological scale measures the same construct in the same way across two or more time points. It is a prerequisite for interpreting mean-level change scores in panel and repeated-measures studies, ensuring that observed change reflects true change in th

2 个来源1993

Longitudinal Nomological Validity

Longitudinal nomological validity evaluates whether a construct's theoretically predicted relationships with other constructs hold consistently across multiple measurement occasions. It extends the nomological network framework of Cronbach and Meehl (1955) to longitudinal designs, testing whether a scale behaves as the

2 个来源1955

Longitudinal Reliability Analysis

Longitudinal reliability analysis evaluates the consistency and stability of measurement instruments across two or more time points. It extends classical reliability concepts — internal consistency, test-retest stability, and measurement precision — to repeated-measures designs, ensuring that observed score changes ref

2 个来源1951

Longitudinal scale development

Longitudinal scale development is the systematic process of constructing and validating a measurement instrument using data collected at multiple time points. It extends classical scale development by additionally testing whether the scale measures the same construct in the same metric across occasions, enabling valid

2 个来源1990

Longitudinal Test-Retest Reliability

Longitudinal test-retest reliability quantifies how consistently a scale or measure performs across two or more time points in a longitudinal study. It extends the classic test-retest paradigm by accounting for planned, often substantive, time lags between waves — making it essential for validating instruments used in

2 个来源1904

educational psychology

Mathematics Anxiety Rating Scale

The Mathematics Anxiety Rating Scale (MARS) is a self-report instrument measuring the degree of anxiety students experience in mathematical situations. Developed by Richardson and Suinn (1972) and revised by Plake and Parker (1995), it assesses emotional and physiological responses to math learning and performance. Mat

2 个来源1972

McDonald's Omega

McDonald's hierarchical omega (ωh) is a coefficient derived from a bifactor confirmatory factor model that quantifies what proportion of total-score variance is attributable to a single general factor rather than to group-specific factors or item-level error. Introduced by Roderick P. McDonald (1999) and elaborated for

2 个来源1999

McDonald's Omega

McDonald's omega is a factor-analysis-based reliability coefficient introduced by Roderick P. McDonald (1999) that quantifies the internal consistency of a composite score without requiring the restrictive assumption that all items contribute equally to the latent factor. It yields two complementary indices: ω_total, w

2 个来源1999

MCP Penalized Regression

MCP (Minimax Concave Penalty) is a variable selection method developed by Zhang (2010) that uses a concave penalty function for automated feature selection. Like SCAD, MCP addresses bias in lasso by avoiding shrinkage of large coefficients, but uses a different penalty shape that is computationally simpler than SCAD.

3 个来源2010

Measurement Invariance

Measurement invariance testing is a sequence of nested confirmatory factor analysis (CFA) models that examines whether a psychological scale measures the same latent construct in the same way across distinct groups or time points. Systematized and popularized by Vandenberg and Lance (2000), the procedure tests a hierar

1 个来源2000

educational psychology

Motivation for Reading Questionnaire

The Motivation for Reading Questionnaire (MRQ) is a self-report instrument assessing students' motivation to read and engagement with reading activities. Developed by Wigfield and Guthrie (2000), it measures both intrinsic motivation (reading for enjoyment and understanding) and extrinsic motivation (reading for grades

2 个来源2000

Multi-group confirmatory factor analysis

Multi-group confirmatory factor analysis tests whether a measurement model holds equivalently across two or more groups — such as cultures, genders, or time points. By imposing increasingly stringent equality constraints and comparing model fit, it determines whether comparisons of latent mean scores are justified.

2 个来源1971

Multi-group content validity

Multi-group content validity extends the standard content validity index (CVI) procedure by computing and comparing item- and scale-level validity indices across two or more distinct expert panels or subgroups. It ensures that a scale's items are judged as relevant and representative not only overall but also within ea

2 个来源1986

Multi-group convergent validity

Multi-group convergent validity examines whether items purported to measure the same latent construct relate strongly to that construct consistently across distinct subgroups such as demographic categories, cultures, or experimental conditions. It extends single-sample convergent validity checks into a comparative mult

2 个来源1981

Multi-group Cronbach's alpha

Multi-group Cronbach's alpha estimates and compares the internal consistency reliability of a scale separately within each of two or more defined subgroups. It is used in cross-cultural, demographic, and comparative psychometric research to establish that a scale measures its construct with equivalent precision across

2 个来源1951

Multi-group Differential Item Functioning

Multi-group differential item functioning examines whether test or scale items function equivalently across three or more distinct groups — such as gender, ethnicity, or country — after matching respondents on the underlying trait being measured. Items that behave differently across groups threaten fair measurement and

2 个来源1980

Multi-group discriminant validity

Multi-group discriminant validity assessment tests whether constructs measured by a scale are empirically distinct not just in one sample but consistently across two or more groups (e.g., cultures, genders, age cohorts). It extends standard discriminant validity criteria — such as the AVE rule and the HTMT ratio — into

2 个来源1981

Multi-group EFA

Multi-group exploratory factor analysis estimates the latent factor structure of a set of items separately within each of two or more groups and then examines whether the discovered structures are consistent across groups. It is used to explore dimensionality before imposing invariance constraints, and to diagnose grou

2 个来源1981

Multi-group Generalizability Theory

Multi-group generalizability theory (MG G-theory) extends classical generalizability theory to estimate and compare variance components — attributable to persons, items, raters, occasions, and their interactions — simultaneously across two or more defined groups. It reveals whether a measurement procedure is equally re

2 个来源1963

Multi-group item analysis

Multi-group item analysis computes classical item statistics — difficulty, discrimination, and corrected item-total correlations — separately for each subgroup in a sample and then compares those statistics across groups. It is a standard diagnostic step in scale development and test fairness evaluation, revealing item

2 个来源1986

Multi-group item response theory

Multi-group item response theory fits IRT models simultaneously across two or more defined groups — such as males and females, or different cultural samples — to determine whether item parameters are invariant across those groups. It is the primary IRT-based framework for testing measurement equivalence and detecting d

2 个来源1990

Multi-group McDonald's omega

Multi-group McDonald's omega estimates and compares the reliability of a scale across two or more distinct groups. Rooted in confirmatory factor analysis, it uses the factor loadings and unique variances from each group's measurement model to compute omega, then tests whether reliability is statistically equivalent acr

2 个来源1999

Multi-group measurement invariance

Multi-group measurement invariance testing examines whether a latent construct is measured in the same way across two or more distinct groups — such as cultures, genders, or age cohorts. It is a prerequisite for meaningful group comparisons of latent means or relationships, ensuring that observed score differences refl

2 个来源1971

Multi-group Rasch model

The multi-group Rasch model fits the one-parameter logistic item response model simultaneously across two or more distinct groups, testing whether item difficulty parameters are invariant across groups. It is the primary psychometric tool for establishing that a scale measures the same latent trait with the same metric

2 个来源1960

Multi-group Reliability Analysis

Multi-group reliability analysis estimates internal consistency or stability coefficients separately within each group and then formally compares them to determine whether a scale functions with equal precision across populations. It is a foundational step in cross-group measurement research, typically carried out alon

2 个来源1990

Multi-group scale development

Multi-group scale development constructs and validates a measurement scale simultaneously across two or more distinct populations or groups. The approach integrates standard item generation and factor-analytic procedures with a systematic hierarchy of measurement invariance tests to ensure that the resulting scale meas

2 个来源1971

Multi-group test-retest reliability

Multi-group test-retest reliability evaluates whether a measure produces stable scores across time separately for two or more defined groups — such as different genders, age cohorts, or clinical populations — and determines whether the degree of that temporal stability is equivalent across those groups.

2 个来源1979

Multilevel CFA

Multilevel confirmatory factor analysis tests a pre-specified factor structure while simultaneously accounting for the non-independence of observations caused by clustered data. It decomposes item variance into within-group and between-group components, fitting a separate measurement model at each level, making it the

2 个来源1994

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