中学生问题行为多视角评估的构想效度

The Construct Validity of Assessment of Middle School Students' Problem Behavior by Multi-raters

本文以多质多法和验证性因素分析的方法对由中学生问题行为三视角评估(自我评定、教师评定和家长评定)构成的数据模型进行了构想效度的研究。研究样本为分层随机抽取的北京市292名中学生,对其三视角问题行为的施测结果进行了会聚效度和区分效度的分析,结果表明:(1)中学生问题行为三视角六因子的MTMM模型构想效度良好;(2)评定者对问题行为的评估有影响,存在评定者效应,而且评定者效应对内倾问题因子比对外倾问题因子影响大。

In this study we used multitrait multimethod matrices and confirmatory factor analysis to examine the construct validity or structural model of assessment of middle school students＇ problem behavior by muliti-raters. Two hundred and ninety two middle school students were assessed on six problem factors by three raters. The convergent validity was found to be higher than discriminsnt validity. These results suggested that the MTMM model of six factors of middle school students＇ problem behaviors from three different raters was appropriate. At the same time there existed rater bias effects on the assessment of middle school students＇ problem behavior.