scholarly journals Item Response Theory-based validation of a short form of the Disordered Eating Attitude Scale (DEAS-s) to a Brazilian sample

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Marle dos Santos Alvarenga ◽  
Thanise Sabrina Souza Santos ◽  
Dalton Andrade
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Disordered Eating ◽  
Root Mean Square ◽  
Attitude Scale ◽  
Eating Attitudes ◽  
Eating Attitude ◽  
Short Version ◽  
Mean Square ◽  
Response Theory

This study aimed to validate a short version of the Disordered Eating Attitude Scale (DEAS-s). To this end, 2,902 adult individuals answered the original DEAS and informed age, weight, and height. Data were analyzed using the full-information factor analysis and Item Response Theory (IRT) analysis. Exclusion criteria retained items with adequate values of commonality and factor loadings. Estimation of IRT parameters, the Item Characteristic Curve (ICC), and test information guided the selection of the best quality items. The final model adjustment was evaluated using Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMSR), Comparative Fit Index (CFI), and Tucker-Lewis Index (TLI). The eating attitudes on each level of DEAS-s were described. The analyses were performed on R software and Microsoft Excel version 2013. As results, six items were excluded because of the low communalities and factor loadings, and one more was excluded because of an overlapping on the ICC. The remaining 17 items explained 0.53 of the total variance and had an adequate goodness-of-fit (RMSEA = 0.05; SRMSR = 0.05; CFI = 0.98; TLI = 0.98). The information test is more accurate between the scores 0 and +3. Scores higher or equal to 1.5 identified individuals with disordered eating attitudes. Women, older individuals, and those with a higher body mass index presented more disordered eating; thus, the one-dimensional and short version of DEAS showed a suitable adjustment and may contribute to properly evaluate disordered eating in diverse populations.

scholarly journals Development of a Short Version of MSQOL-54 Using Factor Analysis and Item Response Theory

PLoS ONE ◽  
2016 ◽  
Vol 11 (4) ◽  
pp. e0153466 ◽  
Author(s):  
Rosalba Rosato ◽  
Silvia Testa ◽  
Antonio Bertolotto ◽  
Paolo Confalonieri ◽  
Francesco Patti ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Item Response Theory ◽  
Item Response ◽  
Short Version ◽  
Response Theory

scholarly journals Building an Attitude Scale about E-learning among Isra University Students according to the Item Response Theory in Measurement

2020 ◽  
Vol 10 (2) ◽  
pp. 188
Author(s):  
Mohammad Al-Dlalah ◽  
Hani Alkhaldi ◽  
Malek Alkhutaba ◽  
Taghreed Al-Momani
Keyword(s):  
Social Media ◽  
Item Response Theory ◽  
University Students ◽  
Item Response ◽  
Learning Process ◽  
Attitude Scale ◽  
Learning Approach ◽  
Response Theory ◽  
E Learning ◽  
Education Process

Nowadays, E-learning is one of the most inevitable technique and learning approach, because it offers indispensable advancement of the education process. Furthermore, it supports and enhances many facets of the learning process. This study aimed to build an attitude scale about e-learning among Isra University students according to the item response theory (IRT) in measurement. To achieve the study’s objectives, the main dimensions of the scale were identified, and 44 items were unevenly formatted. The tool was applied to 550 students who were social media users at Isra University. After analyzing the participants’ responses according to IRT, the final form of the scale consisted of 29 items that were divided into three main dimensions. The reliability of the scale was 0.94%, while the scale had multiple indications of validation.

Reviewing the Structure of Kolb’s Learning Style Inventory From Factor Analysis and Thurstonian Item Response Theory (IRT) Model Approaches

2021 ◽  
pp. 073428292110037
Author(s):  
Carlos Calderón Carvajal ◽  
Carmen Ximénez Gómez ◽  
Siu Lay-Lisboa ◽  
Mauricio Briceño
Keyword(s):  
Factor Analysis ◽  
Item Response Theory ◽  
Item Response ◽  
Learning Style ◽  
Principal Component ◽  
Theory Model ◽  
Forced Choice ◽  
Short Version ◽  
Response Theory ◽  
Learning Style Inventory

Kolb’s Learning Style Inventory (LSI) continues to generate a great debate among researchers, given the contradictory evidence resulting from its psychometric properties. One primary criticism focuses on the artificiality of the results derived from its internal structure because of the ipsative nature of the forced-choice format. This study seeks to contribute to the resolution of this debate. A short version of Kolb’s LSI with a forced-choice format and an additional inventory scored on a Likert scale was completed by a sample of students of the University Católica del Norte in Antofagasta, Chile. The data obtained from the two forms of the reduced version of the LSI were compared using principal component analysis, confirmatory factor analysis, and the Thurstonian Item Response Theory model. The results support the hypothesis of the existence of four learning mode dimensions. However, they do not support the existence of the learning styles as proposed by Kolb, indicating that said reports are the product of the artificial structure generated by the ipsative forced-choice format .

Applications of item response theory to analysis of attitude scale translations.

1982 ◽  
Vol 67 (6) ◽  
pp. 818-825 ◽  
Author(s):  
Charles L. Hulin ◽  
Fritz Drasgow ◽  
John Komocar
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Attitude Scale ◽  
Response Theory

scholarly journals Effect of Item Difficulty and Sample Size on the Accuracy of Equating by Using Item Response Theory

2016 ◽  
Vol 10 (1) ◽  
pp. 182
Author(s):  
Yousef A. Al Mahrouq
Keyword(s):  
Item Response Theory ◽  
Sample Size ◽  
Item Response ◽  
Standard Error ◽  
Item Difficulty ◽  
Standard Errors ◽  
Large Sample Size ◽  
Mean Square ◽  
Response Theory ◽  
Simulation Data

This study explored the effect of item difficulty and sample size on the accuracy of equating by using item response theory. This study used simulation data. The equating method was evaluated using an equating criterion (SEE, RMSE). Standard error of equating between the criterion scores and equated scores, and root mean square error of equating (RMSE) were used as measures to compare the method to the criterion equating. The results indicated that the large sample size reduces the standard error of the equating and reduces residuals. The results also showed that different difficulty models tend to produce smaller standard errors and the values of RMSE. The similar difficulty models tend to produce decreasing standard errors and the values of RMSE.

scholarly journals Development of a Short Version of the Visual Function Questionnaire Using Item-Response Theory

PLoS ONE ◽  
2013 ◽  
Vol 8 (9) ◽  
pp. e73084 ◽  
Author(s):  
Shunichi Fukuhara ◽  
Takafumi Wakita ◽  
Masakazu Yamada ◽  
Yoshimune Hiratsuka ◽  
Joseph Green ◽  
...  
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Visual Function ◽  
Short Version ◽  
Response Theory ◽  
Visual Function Questionnaire
Sign in / Sign up

Export Citation Format

Share Document