scholarly journals Maladaptive Behaviours Associated with Generalized Anxiety Disorder: An Item Response Theory Analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 479-496 ◽  
Author(s):  
Alison E.J. Mahoney ◽  
Megan J. Hobbs ◽  
Jill M. Newby ◽  
Alishia D. Williams ◽  
Gavin Andrews
Keyword(s):  
Anxiety Disorder ◽  
Item Response Theory ◽  
Item Response ◽  
Generalized Anxiety Disorder ◽  
Test Theory ◽  
Generalized Anxiety ◽  
Depression Symptom ◽  
Theory Approach ◽  
Response Theory ◽  
Maladaptive Behaviours

Background: Cognitive models of generalized anxiety disorder (GAD) suggest that maladaptive behaviours may contribute to the maintenance of the disorder; however, little research has concentrated on identifying and measuring these behaviours. To address this gap, the Worry Behaviors Inventory (WBI) was developed and has been evaluated within a classical test theory (CTT) approach. Aims: As CTT is limited in several important respects, this study examined the psychometric properties of the WBI using an Item Response Theory approach. Method: A large sample of adults commencing treatment for their symptoms of GAD (n = 537) completed the WBI in addition to measures of GAD and depression symptom severity. Results: Patients with a probable diagnosis of GAD typically engaged in four or five maladaptive behaviours most or all of the time in an attempt to prevent, control or avoid worrying about everyday concerns. The two-factor structure of the WBI was confirmed, and the WBI scales demonstrated good reliability across a broad range of the respective scales. Together with previous findings, our results suggested that hypervigilance and checking behaviours, as well as avoidance of saying or doing things that are worrisome, were the most relevant maladaptive behaviours associated with GAD, and discriminated well between adults with low, moderate and high degrees of the respective WBI scales. Conclusions: Our results support the importance of maladaptive behaviours to GAD and the utility of the WBI to index these behaviours. Ramifications for the classification, theoretical conceptualization and treatment of GAD are discussed.

Item Response Theory Analysis: PROMIS® Anxiety Form and Generalized Anxiety Disorder Scale

2021 ◽  
pp. 019394592110159
Author(s):  
Wen Liu ◽  
Lilian Dindo ◽  
Katherine Hadlandsmyth ◽  
George Jay Unick ◽  
M. Bridget Zimmerman ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Item Response Theory ◽  
Item Response ◽  
Generalized Anxiety Disorder ◽  
Item Difficulty ◽  
Short Form ◽  
Generalized Anxiety ◽  
Response Theory ◽  
Patient Reported ◽  
Item Scale

Little research has compared item functioning of the Patient-Reported Outcomes Measurement Information System (PROMIS®) anxiety short form 6a and the generalized anxiety disorder 7-item scale using item response theory models. This was a secondary analysis of self-reported assessments from 67 at-risk U.S. military veterans. The two measures performed comparably well with data fitting adequately to models, acceptable item discriminations, and item and test information curves being unimodal and symmetric. The PROMIS® anxiety short form 6a performed better in that item difficulty estimates had a wider range and distributed more evenly and all response categories had less floor effect, while the third category in most items of the generalized anxiety disorder 7-item scale were rarely used. While both measures may be appropriate, findings provided preliminary information supporting use of the PROMIS® anxiety short form 6a as potentially preferable, especially for veterans with low-to-moderate anxiety. Further testing is needed in larger, more diverse samples.

scholarly journals ANALISIS METODE CHEATING PADA TES BERSKALA BESAR

2019 ◽  
Vol 9 (2) ◽  
pp. 133-146
Author(s):  
Yance Manoppo ◽  
Djemari Mardapi
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Theory Approach ◽  
Response Theory ◽  
Index Method ◽  
National Examination ◽  
Classical Test

This study aimed to reveal: (1) the characteristics of items of Chemistry Test in National Examination by using the classical test theory and item response theory; (2) the amount of cheating which occured by using Angoff's B-index Method, Pair 1 Method, Pair 2 Method, Modified Error Similarity Analysis (MESA) Method, and G2 Method; (3) the methods that detect more cheating in the implementation of the Chemistry Test in National Examination for high schools in the year 2011/2012 in Maluku Province. The results of the analysis with the classical test theory approach show that 77.5% items have item difficulty functioning well, 55% items have discrimination yet qualified and 70% items have distractor that works well with the index reliability test of 0,772. The analysis using the item response theory approach shows that 14 (35%) items fit with the model, the maximum function information is 11,4069 at θ = -1,6, and the magnitude of the error of measurement is 2,296. The number of pairs who are suspected of cheating is as follows: 13 pairs according to Angoff's B-index Method, 212 pairs according to Pair 1 Method, 444 pairs according to Pair 2 Method, 7 pairs according to MESA Method, and 102 pairs according to G2 Method. The most widely detecting cheating in a row is a   Pair 2, Pair 1, G2, Angoff's B-index, and MESA.

The development of an objective wine knowledge scale: the item response theory approach

2015 ◽  
Vol 27 (2) ◽  
pp. 103-124 ◽  
Author(s):  
Natalia Velikova ◽  
Roy D. Howell ◽  
Tim Dodd
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Field Tests ◽  
Test Theory ◽  
Theory Approach ◽  
Consumer Knowledge ◽  
Response Theory ◽  
Knowledge Domain ◽  
Content Type ◽  
Knowledge Scale

Purpose – The purpose of this paper is to address the issue of objective knowledge operationalisation with specific focus on varying levels of scale items’ difficulty. The ultimate goal of the study was to develop a scale to measure objective wine knowledge, which would address the domain of wine knowledge and differentiate varying levels of consumer wine knowledge. Design/methodology/approach – The process of items’ development was guided by recommendations suggested by DeVellis (2003) in his influential work on theory and application of scale development. Examination of items’ performance was conducted through a series of field tests with consumer samples (N = 756) in a US wine region. Item response theory (IRT) approach was applied for items’ testing. The developed items were analysed using the two-parameter logistic model in Mplus Version 5. Findings – The study offers a 44-item test suitable for assessing wine knowledge across a broad spectrum of expertise. For example, if the goal is to assess wine knowledge differences among relatively knowledgeable respondents, a subset of more difficult items could be chosen. Alternatively, a test for novices could be constructed from easier scale’s items. Research limitations/implications – For researchers, the study offers conceptualisation of the wine knowledge domain, suggests a parsimonious instrument to measure the construct, offers a valid and reliable measure for use in testing theories of consumer knowledge and provides empirical evidence of the value and usefulness of the developed scale. Practical implications – For professionals, the proposed test may be used to test consumer knowledge and to help assess a prospective employee’s general knowledge of wine. The test can also be given at hospitality programs, outreach and continuing education programs. Originality/value – The current paper takes an alternative approach to classical test theory and offers an objective wine knowledge scale tested through IRT. This approach avoids shortcomings associated with classical measurement and offers an original scale that can discriminate among respondents with different levels of wine knowledge.

scholarly journals Use of item response theory in marketing research

2021 ◽  
pp. 87
Author(s):  
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Traditional Approach ◽  
Classical Test Theory ◽  
Marketing Research ◽  
Test Theory ◽  
Theory Approach ◽  
Response Theory ◽  
Graded Response ◽  
Item Response Theory Models

There are three purposes of this paper. The first is to present a brief introduction to item response theory in conjunction with marketing research. The second is to present a review of the current uses of item response theory in representative marketing research journals. The third is to present an example that illustrate and contrasts classical test theory and item response theory approaches to item and scale analysis. Several item response theory relevant papers were recently published in various marketing research journals. Because models under item response theory, from simple to complex, were used without any systematic introduction in marketing research, this paper briefly presents the main concepts in item response theory. A content analysis was done for the second purpose with 30 item response theory relevant articles in marketing research journals. Articles were sorted based on the taxonomy of item response theory models. Many articles reviewed relied on some type of unidimensional dichotomous item response theory models. Articles published recently within the past 10 years used more complicated item response theory models, both mathematically and statistically, than other previously published articles in marketing research journals. Lastly, data from a scale with three Likert-type items of four response categories were analysed using a traditional approach based on item statistics and coefficient alpha as well as using an item response theory approach by employing the graded response model. Main concepts of item response theory were explicated with figures.

scholarly journals ANALISIS METODE CHEATING PADA TES BERSKALA BESAR

2014 ◽  
Vol 18 (1) ◽  
pp. 115-128
Author(s):  
Yance Manoppo ◽  
Djemari Mardapi
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Classical Test Theory ◽  
Test Theory ◽  
Similarity Analysis ◽  
Theory Approach ◽  
Response Theory ◽  
Index Method ◽  
National Examination ◽  
Classical Test

Penelitian ini bertujuan untuk mengetahui: (1) karakteristik butir soal Kimia Ujian Nasional berdasarkan teori tes klasik dan teori respon butir; (2) besarnya  kecurangan yang terjadi dengan menggunakan Metode Angoff's B-index, Metode Pair1, Metode Pair2, Metode Modified Error Similarity Analysis (MESA) dan Metode G2; (3) metode yang lebih banyak mendeteksi adanya kecurangan dalam pelaksanaan UN Kimia tingkat SMA/MA Negeri tahun pelajaran 2011/2012 di Provinsi Maluku. Hasil analisis dengan pendekatan teori tes klasik menunjukkan 77,5% butir memiliki tingkat kesulitan butir berfungsi baik, 55% butir daya bedanya belum memenuhi syarat, dan 70% butir memiliki pengecoh berfungsi baik dengan indeks reliabilitas tes 0,772. Analisis dengan pendekatan teori respons butir menunjukkan 14 (35%) butir cocok dengan model, fungsi informasi maksimum 11,4069 pada θ = -1,6, dan besarnya kesalahan pengukuran 2,296. Jumlah pasangan yang diduga curang adalah: menurut Metode Angoff's B-index ada 13 pasangan, menurut Metode Pair1 ada 212 pasangan, menurut Metode Pair2 ada 444 pasangan, menurut Metode MESA ada 7 pasangan, dan menurut Metode G2 ada 102 pasangan. Metode yang paling banyak mendeteksi kecurangan secara berturut-turut adalah: Metode Pair2, Metode Pair1, Metode G2, Metode Angoff's B-index, dan Metode MESA. Kata kunci: ujian nasional, karakteristik butir, metode kecurangan ______________________________________________________________ AN ANALYSIS OF METHOD OF CHEATING ON  LARGE TEST SCALEAbstract This study aimed to reveal: (1) the characteristics of items of Chemistry Test in National Examination by using the classical test theory and item response theory; (2) the amount of cheating which occured by using Angoff's B-index Method, Pair 1 Method, Pair 2 Method, Modified Error Similarity Analysis (MESA) Method, and G2 Method; (3) the methods that detected more cheating in the implementation of the Chemistry Test in National Examination for high schools in the academic  year 2011/2012 in Maluku Province. The results of the analysis with the classical test theory approach show that 77.5% items have item difficulty functioning well, 55% items have discrimination  that has not  met the requirement yet, and 70% items have distractor that works well with the index reliability test of 0,772. The analysis using the item response theory approach shows that 14 (35%) items fit with the model, the maximum function information is 11,4069 at θ = -1,6, and the magnitude of the error of measurement is 2,296. The number of pairs who are suspected of cheating is as follows: 13 pairs according to Angoff's B-index Method, 212 pairs according to Pair 1 Method,  444 pairs according to Pair 2 Method, 7 pairs according to MESA Method, and 102 pairs according to G2 Method. The most widely detecting cheating in a row is a Pair 2 Method, Pair 1 Method, G2 Method, Angoff's B-index Method, and MESA Method. Keywords: national examination, items characteristics, methods of cheating

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