Leibniz Institute for Educational Trajectories, Bamberg, Germany.
University of Kassel, Kassel, Germany.
Assessment. 2020 Mar;27(2):404-418. doi: 10.1177/1073191117746503. Epub 2017 Dec 18.
There is consensus that the 10 items of the (RSES) reflect wording effects resulting from positively and negatively keyed items. The present study examined the effects of cognitive abilities on the factor structure of the RSES with a novel, nonparametric latent variable technique called . In a nationally representative German large-scale assessment including 12,437 students competing measurement models for the RSES were compared: a bifactor model with a common factor and a specific factor for all negatively worded items had an optimal fit. showed that the unidimensionality of the scale increased with higher levels of reading competence and reasoning, while the proportion of variance attributed to the negatively keyed items declined. Wording effects on the factor structure of the RSES seem to represent a response style artifact associated with cognitive abilities.
人们普遍认为，（RSES）的 10 个项目反映了正、负向项目措辞效应。本研究采用一种新的非参数潜在变量技术—— ，考察了认知能力对 RSES 因子结构的影响。在一项具有全国代表性的德国大规模评估中，包括 12437 名学生，竞争 RSES 的测量模型，比较了以下模型：一个具有共同因素和所有负向项目特定因素的双因素模型具有最佳拟合。 结果表明，随着阅读能力和推理能力的提高，量表的单一维度增加，而归因于负向项目的方差比例下降。RSES 因子结构上的措辞效应似乎代表了与认知能力相关的一种反应风格人工制品。
