Evaluation of Buss-Perry aggression Questionnaire with item response theory (IRT)

The aim of this research was to examine the psychometric properties of the Buss-Perry Aggression Questionnaire on Serbian sample, using the IRT model for graded responses. AQ contains four subscales: Physical aggression, Verbal aggression, Hostility and Anger. The sample included 1272 participants, both gender and age ranged from 18 to 68 years, with average age of 31.39 (SD = 12.63) years. Results of IRT analysis suggested that the subscales had greater information in the range of above-average scores, namely in participants with higher level of aggressiveness. The exception was Hostilisty subscale, because it was informative in the wider range of trait. On the other hand, this subscale contains two items which violate assumption of homogenity. Implications for measurement of aggressiveness are discussed.

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Construction and psychometric properties of a computer memory battery using classical test theory and item response theory

PsycEXTRA Dataset ◽

10.1037/e578442014-080 ◽

2011 ◽

Author(s):

Aristides Ferreira

Keyword(s):

Item Response Theory ◽

Psychometric Properties ◽

Item Response ◽

Classical Test Theory ◽

Test Theory ◽

Computer Memory ◽

Response Theory ◽

Classical Test

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Item Response Theory for Psychometric Properties of the SNOT-22 (22-Item Sinonasal Outcome Test)

Otolaryngology ◽

10.1177/01945998211018383 ◽

2021 ◽

pp. 019459982110183

Author(s):

David T. Liu ◽

Katie M. Philips ◽

Marlene M. Speth ◽

Gerold Besser ◽

Christian A. Mueller ◽

...

Keyword(s):

Item Response Theory ◽

Psychometric Properties ◽

Item Response ◽

Chronic Rhinosinusitis ◽

Facial Pain ◽

Item Discrimination ◽

High Quality ◽

Graded Response ◽

Sinonasal Outcome Test ◽

Snot 22

Objective The SNOT-22 (22-item Sinonasal Outcome Test) is a high-quality outcome measure that assesses chronic rhinosinusitis–specific quality of life. The aim of this study was to gain greater insight into the information provided by the SNOT-22 by determining its item-based psychometric properties. Study Design Retrospective cohort study. Setting Tertiary care academic centers. Methods This study used a previously described data set of the SNOT-22 completed by 800 patients with chronic rhinosinusitis. Item response theory graded response models were used to determine parameters reflecting item discrimination, difficulty, and information provided by each item toward the SNOT-22 subdomain to which it belonged. Results The unconstrained graded response model fitted the SNOT-22 data best. Item discrimination parameters and total information provided showed the greatest variability within the nasal subdomain, and the item related to sense of smell/taste demonstrated the lowest discrimination and provided the least amount of information overall. The dizziness item provided disparately lower total information and discrimination in the otologic/facial pain subdomain. Items in the sleep and emotional subdomains generally provided high discrimination. While items in the nasal, sleep, and otologic/facial pain subdomains spanned all levels of difficulty, emotional subdomain items covered higher levels of difficulty, indicating greater information provided at higher levels of disease severity. Conclusion The item-specific psychometric properties of the SNOT-22 support it as a high-quality instrument. Our results suggest the need and possibility for revision of the smell/taste dysfunction item, for example its wording, to improve its ability to discriminate among the different levels of disease burden.

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The Revised Mood Rhythm Instrument: A Large Multicultural Psychometric Study

Journal of Clinical Medicine ◽

10.3390/jcm10030388 ◽

2021 ◽

Vol 10 (3) ◽

pp. 388

Author(s):

Melissa Alves Braga de Oliveira ◽

Euclides de Mendonça Filho ◽

Alicia Carissimi ◽

Luciene Lima dos Santos Garay ◽

Marina Scop ◽

...

Keyword(s):

Factor Analysis ◽

Item Response Theory ◽

Network Analysis ◽

Psychometric Properties ◽

Item Response ◽

Response Theory ◽

Item Response Theory Analysis ◽

Increased Risk ◽

Psychometric Analyses ◽

Self Reporting Questionnaire

Background: Recent studies with the mood rhythm instrument (MRhI) have shown that the presence of recurrent daily peaks in specific mood symptoms are significantly associated with increased risk of psychiatric disorders. Using a large sample collected in Brazil, Spain, and Canada, we aimed to analyze which MRhI items maintained good psychometric properties across cultures. As a secondary aim, we used network analysis to visualize the strength of the association between the MRhI items. Methods: Adults (n = 1275) between 18–60 years old from Spain (n = 458), Brazil (n = 415), and Canada (n = 401) completed the MRhI and the self-reporting questionnaire (SRQ-20). Psychometric analyses followed three steps: Factor analysis, item response theory, and network analysis. Results: The factor analysis indicated the retention of three factors that grouped the MRhI items into cognitive, somatic, and affective domains. The item response theory analysis suggested the exclusion of items that displayed a significant divergence in difficulty measures between countries. Finally, the network analysis revealed a structure where sleepiness plays a central role in connecting the three domains. These psychometric analyses enabled a psychometric-based refinement of the MRhI, where the 11 items with good properties across cultures were kept in a shorter, revised MRhI version (MRhI-r). Limitations: Participants were mainly university students and, as we did not conduct a formal clinical assessment, any potential correlations (beyond the validated SRQ) cannot be ascertained. Conclusions: The MRhI-r is a novel tool to investigate self-perceived rhythmicity of mood-related symptoms and behaviors, with good psychometric properties across multiple cultures.

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A Multidimensional Item Response Theory Model for Continuous and Graded Responses With Error in Persons and Items

Educational and Psychological Measurement ◽

10.1177/0013164421998412 ◽

2021 ◽

pp. 001316442199841

Author(s):

Pere J. Ferrando ◽

David Navarro-González

Keyword(s):

Item Response Theory ◽

Item Response ◽

Theory Model ◽

Response Model ◽

Response Theory ◽

Continuous Response ◽

Graded Responses ◽

Graded Response ◽

Continuous Responses ◽

Differential Measurement Error

Item response theory “dual” models (DMs) in which both items and individuals are viewed as sources of differential measurement error so far have been proposed only for unidimensional measures. This article proposes two multidimensional extensions of existing DMs: the M-DTCRM (dual Thurstonian continuous response model), intended for (approximately) continuous responses, and the M-DTGRM (dual Thurstonian graded response model), intended for ordered-categorical responses (including binary). A rationale for the extension to the multiple-content-dimensions case, which is based on the concept of the multidimensional location index, is first proposed and discussed. Then, the models are described using both the factor-analytic and the item response theory parameterizations. Procedures for (a) calibrating the items, (b) scoring individuals, (c) assessing model appropriateness, and (d) assessing measurement precision are finally discussed. The simulation results suggest that the proposal is quite feasible, and an illustrative example based on personality data is also provided. The proposals are submitted to be of particular interest for the case of multidimensional questionnaires in which the number of items per scale would not be enough for arriving at stable estimates if the existing unidimensional DMs were fitted on a separate-scale basis.

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Development of a Self Report Stress Scale Using Item Response Theory-I: Item Selection, Formation of Factor Structure and Examination of Its Psychometric Properties

Nöro Psikiyatri Arşivi ◽

10.5152/npa.2017.18065 ◽

2017 ◽

Cited By ~ 1

Author(s):

Arkun Tatar ◽

Gaye Saltukoglu ◽

Ercan Ozmen

Keyword(s):

Item Response Theory ◽

Psychometric Properties ◽

Item Response ◽

Factor Structure ◽

Self Report ◽

Item Selection ◽

Response Theory ◽

Stress Scale

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School Refusal Behavior and Aggression in Spanish Adolescents

Frontiers in Psychology ◽

10.3389/fpsyg.2021.669438 ◽

2021 ◽

Vol 12 ◽

Author(s):

Carolina Gonzálvez ◽

Miriam Martín ◽

María Vicent ◽

Ricardo Sanmartín

Keyword(s):

Physical Aggression ◽

School Attendance ◽

Verbal Aggression ◽

School Refusal ◽

School Students ◽

Predictive Capacity ◽

School Refusal Behavior ◽

Aggression Questionnaire ◽

Mean Differences ◽

Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

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Clustering students according to their proficiency: a comparison between different approaches based on item response theory models

10.36253/978-88-5518-461-8.09 ◽

2021 ◽

pp. 43-48

Author(s):

Rosa Fabbricatore ◽

Francesco Palumbo

Keyword(s):

Item Response Theory ◽

Item Response ◽

Clustering Algorithm ◽

Latent Class ◽

Latent Class Models ◽

Response Theory ◽

Homogeneous Groups ◽

Final Grade ◽

Irt Model ◽

Irt Models

Evaluating learners' competencies is a crucial concern in education, and home and classroom structured tests represent an effective assessment tool. Structured tests consist of sets of items that can refer to several abilities or more than one topic. Several statistical approaches allow evaluating students considering the items in a multidimensional way, accounting for their structure. According to the evaluation's ending aim, the assessment process assigns a final grade to each student or clusters students in homogeneous groups according to their level of mastery and ability. The latter represents a helpful tool for developing tailored recommendations and remediations for each group. At this aim, latent class models represent a reference. In the item response theory (IRT) paradigm, the multidimensional latent class IRT models, releasing both the traditional constraints of unidimensionality and continuous nature of the latent trait, allow to detect sub-populations of homogeneous students according to their proficiency level also accounting for the multidimensional nature of their ability. Moreover, the semi-parametric formulation leads to several advantages in practice: It avoids normality assumptions that may not hold and reduces the computation demanding. This study compares the results of the multidimensional latent class IRT models with those obtained by a two-step procedure, which consists of firstly modeling a multidimensional IRT model to estimate students' ability and then applying a clustering algorithm to classify students accordingly. Regarding the latter, parametric and non-parametric approaches were considered. Data refer to the admission test for the degree course in psychology exploited in 2014 at the University of Naples Federico II. Students involved were N=944, and their ability dimensions were defined according to the domains assessed by the entrance exam, namely Humanities, Reading and Comprehension, Mathematics, Science, and English. In particular, a multidimensional two-parameter logistic IRT model for dichotomously-scored items was considered for students' ability estimation.

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