Meijer Rob R, Egberink Iris J L, Emons Wilco H M, Sijtsma Klaas
Department of Research Methodology, Measurement, and Data Analysis, University of Twente, Enschede, The Netherlands.
J Pers Assess. 2008 May;90(3):227-38. doi: 10.1080/00223890701884921.
We illustrate the usefulness of person-fit methodology for personality assessment. For this purpose, we use person-fit methods from item response theory. First, we give a nontechnical introduction to existing person-fit statistics. Second, we analyze data from Harter's (1985) Self-Perception Profile for Children (Harter, 1985) in a sample of children ranging from 8 to 12 years of age (N = 611) and argue that for some children, the scale scores should be interpreted with care and caution. Combined information from person-fit indexes and from observation, interviews, and self-concept theory showed that similar score profiles may have a different interpretation. For some children in the sample, item scores did not adequately reflect their trait level. Based on teacher interviews, this was found to be due most likely to a less developed self-concept and/or problems understanding the meaning of the questions. We recommend investigating the scalability of score patterns when using self-report inventories to help the researcher interpret respondents' behavior correctly.
我们阐述了个体拟合方法在人格评估中的实用性。为此，我们使用了项目反应理论中的个体拟合方法。首先，我们对现有的个体拟合统计量进行了非技术性介绍。其次，我们分析了来自哈特（1985年）的《儿童自我认知量表》的数据，样本为8至12岁的儿童（N = 611），并认为对于某些儿童，量表分数的解释应谨慎小心。个体拟合指标以及观察、访谈和自我概念理论的综合信息表明，相似的分数剖面图可能有不同的解释。对于样本中的一些儿童，项目分数未能充分反映他们的特质水平。根据教师访谈，发现这很可能是由于自我概念发展不完善和/或理解问题含义存在困难。我们建议在使用自我报告量表时研究分数模式的可扩展性，以帮助研究人员正确解释受访者的行为。
