Antoniou Faye, Alghamdi Mohammed H
Department of Educational Studies, National and Kapodistrian University of Athens, Athens, Greece.
Department of Self-Development Skills, King Saud University, Riyadh, Saudi Arabia.
Front Psychol. 2024 Oct 24;15:1489054. doi: 10.3389/fpsyg.2024.1489054. eCollection 2024.
This study investigates the confounding effects of reverse-coded items on the measurement of confidence in mathematics using data from the 2019 Trends in International Mathematics and Science Study (TIMSS).
The sample came from the Saudi Arabian cohort of 8th graders in 2019 involving 4,515 students. Through mixture modeling, two subgroups responding in similar ways to reverse-coded items were identified representing approximately 9% of the sample.
Their response to positively valenced and negatively valenced items showed inconsistency and the observed unexpected response patterns were further verified using Lz*, U3, and the number of Guttman errors person fit indicators. Psychometric analyses on the full sample and the truncated sample after deleting the aberrant responders indicated significant improvements in both internal consistency reliability and factorial validity.
It was concluded that reverse-coded items contribute to systematic measurement error that is associated with distorted item level parameters that compromised the scale's reliability and validity. The study underscores the need for reconsideration of reverse-coded items in survey design, particularly in contexts involving younger populations and low-achieving students.
本研究利用2019年国际数学和科学趋势研究（TIMSS）的数据，调查反向计分项目对数学信心测量的混杂效应。
样本来自2019年沙特阿拉伯八年级学生队列，共4515名学生。通过混合建模，识别出两个对反向计分项目反应方式相似的亚组，约占样本的9%。
他们对正向和负向项目的反应显示出不一致性，使用Lz*、U3和古特曼误差人数拟合指标进一步验证了观察到的意外反应模式。对完整样本和删除异常应答者后的截短样本进行的心理测量分析表明，内部一致性信度和因子效度均有显著提高。
得出的结论是，反向计分项目会导致系统测量误差，这与扭曲的项目水平参数相关，从而损害了量表的信度和效度。该研究强调在调查设计中需要重新考虑反向计分项目，特别是在涉及年轻人群体和成绩较差学生的情况下。
