Literaturnachweis - Detailanzeige
| Autor/in | Alhadabi, Amal |
|---|---|
| Titel | Psychometric Properties of Grit-S Scale in University Students: An Application of the Graded Response Model |
| Quelle | In: Cogent Education, 10 (2023) 1, Artikel 2162699 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Alhadabi, Amal) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1080/2331186X.2022.2162699 |
| Schlagwörter | Psychometrics; Measures (Individuals); Item Analysis; Resilience (Psychology); Personality Traits; Foreign Countries; Academic Persistence; Item Response Theory; Cross Cultural Studies; Undergraduate Students; Oman; United States |
| Abstract | This study adopted an item response theory to evaluate the Grit-S scale and its dimensions (i.e., Consistency of interest [G-CI] and Perseverance of effort [G-PE]) among university students (N = 450) using two unidimensional Graded Response (GR), multidimensional GR, and bifactor GR models. Differential item functioning (DIF) across two countries (Oman and the United States) was investigated. For G_CI, the findings showed acceptable values for item discrimination, trait thresholds, reasonable precision in both samples, and two uniform DIF. The findings of G_PE showed two questionable item-discrimination parameters (Items 7 and 8) in the two samples, two non-uniform (i.e., Items 5 and 8) and two uniform DIF (i.e., Items 6 and 8). Acceptable precision was found only in the U.S. sample. Item 8 was the source of imprecision in the Omani sample. These results indicated that further modification is needed to improve the precision of the scale in the Omani culture. (As Provided). |
| Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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