助手标题  
全文文献 工具书 数字 学术定义 翻译助手 学术趋势 更多
查询帮助
意见反馈
   项目区分度 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.023秒
图标索引 在分类学科中查询
所有学科
教育理论与教育管理
外国语言文字
预防医学与卫生学
更多类别查询

图标索引 历史查询
 

项目区分度
相关语句
  item discrimination
    2. The questionnaire consisting of the 8 sub-scales and 71 items is of great homogeneity reliability, item discrimination, construct validity, and empirical validity. It can serve as the quantitative assessment of the factors influencing the trait anxiety of college students, and a starting point of relevant research.
    2.由8个分问卷71个项目构成的“大学生特质焦虑影响因素问卷”具有很高的同质性信度和项目区分度,具有良好的构想效度和效标效度,可以用于对大学生特质焦虑影响因素的定量评定,并开展相关研究。
短句来源
  “项目区分度”译为未确定词的双语例句
    (3)Analyzing discriminator, reliability and validity of the scale.
    (3)对正式问卷进行了项目区分度、信度和效度分析。
短句来源
    This study figures out the coefficient of correlation between the scores of the items and the scores of the sub-scales, and taking the 0.001 as the significant level of selecting items, we delete 13 items and compose the new scale with the remnant 80 items.
    预测的有效样本人数为170人。 对预测资料进行卷项目分析时,以项目得分与分量表总分的相关系数作为估计项目区分度参数的指标,采用0.001的显著性水平为筛选项目的标准,共删去13个项目,余80个项目形成新的学业负担态度问卷。
短句来源
    The ISHS-CS had satisfactory item validity, internal consistent reliability, construct validity and criterion-related validity.
    ISHS-CS具有较理想的项目区分度,内部一致性信度、构想效度和区分效度。
短句来源
查询“项目区分度”译词为用户自定义的双语例句

    我想查看译文中含有:的双语例句
例句
为了更好的帮助您理解掌握查询词或其译词在地道英语中的实际用法,我们为您准备了出自英文原文的大量英语例句,供您参考。
  item discrimination
8 items with poor item difficulty, lower item discrimination, or having big effect on the item consistency were removed from the instrument, and 62 questions were kept for the further evaluation.
      
The table provides a ready means of translating the observed proportions of success in the two extreme groups (pH,pL) into measures of item difficulty and item discrimination (p, Δ, andr).
      
While negligible differences in the limen values were found, differences in item discrimination indices indicated that interpretation of these indices requires separate frames of reference.
      
The first centroid factor loadings obtained from various interitem relations are compared with item discrimination indices commonly used in item analysis.
      
Note on use of extreme criterion groups in item discrimination analysis
      
更多          


Objective: To examine the reliability and validity of the Chinese version of the Friendship Quality Inventory(FQI). Methods:1166 undergraduates were administered the Chinese version of FQI. Using EFA and CFA, a four-factor model was tested. The internal reliability, test-retest reliability and item-analysis were also examined. Results:EFA showed that undergraduates' friendship quality was composed of assistance and support, friends conflicts, companionship and intimacy. The NFI(0.993)、RFI(0.990)、TLI(0.995)、IFI(0.992)、CFI(0.995)、RMSEA(0.051)all...

Objective: To examine the reliability and validity of the Chinese version of the Friendship Quality Inventory(FQI). Methods:1166 undergraduates were administered the Chinese version of FQI. Using EFA and CFA, a four-factor model was tested. The internal reliability, test-retest reliability and item-analysis were also examined. Results:EFA showed that undergraduates' friendship quality was composed of assistance and support, friends conflicts, companionship and intimacy. The NFI(0.993)、RFI(0.990)、TLI(0.995)、IFI(0.992)、CFI(0.995)、RMSEA(0.051)all met the criteria for adequacy of fit in CFA. The Cronbach's a coefficient of FQI was 0.754 and the four dimensions was 0.585~0.713; The test-retest reliability coefficient was 0.792; The correlation coefficient of item-between-item in the same dimension was 0.184~0.470. Conclusion:The Chinese version of FQI has good reliability, validity as well as discrimination .

目的 :检验大学生友谊质量量表 (FQI)中文版的信度和效度。方法 :116 6名在校大学生参加了测试。运用项目分析、信度分析以及探索性因素分析和验证性因素分析的交叉验证等统计方法对FQI信度和效度进行检验。结果 :EFA得出FQI由四个因素组成 ,CFA对此进行验证 ,模型各拟合指标以及各观测变量的标准化回归系数均达到规定要求。整个量表的内部一致性系数、重测信度、项目区分度等指标均较好。结论 :修订后的FQI具有较好的信度、效度以及区分度

Objective: To explore the structure of concept of the Internet-related social-psychological health for undergraduates and develop The Internet-related Social-psychological Health Scale for Undergraduates (ISHS-CS). Methods: Employing exploratory factor analysis and confirmatory factor analysis of the data of ISHS-CS.based on 2 samples of 511 and 581 of undergraduates respectively. Results: ① The structure of Internet-related social-psychological health for undergraduates consisted of 5 primary factors, viz....

Objective: To explore the structure of concept of the Internet-related social-psychological health for undergraduates and develop The Internet-related Social-psychological Health Scale for Undergraduates (ISHS-CS). Methods: Employing exploratory factor analysis and confirmatory factor analysis of the data of ISHS-CS.based on 2 samples of 511 and 581 of undergraduates respectively. Results: ① The structure of Internet-related social-psychological health for undergraduates consisted of 5 primary factors, viz. loneliness, social involvement, general depression, life happiness and life satisfaction. These five factors could be generalized into 2 higher-order dimensions, namely social health and psychological health. The ISHS-CS had satisfactory item validity, internal consistent reliability, construct validity and criterion-related validity. ② Relation of time of Internet use to Internet-related social-psychological health was unremarkable, but, some relation between frequency of internet use and social-psychological health was found. ③ Compared with the undergraduates based on Social-affective motive of Internet-use, those based on Information-acquisition motive possessed higher level of Internet-related social-psychological health. Conclusion: The concept of Internet-related social-psychological health was a reasonable construct for undergraduates, and the ISHS-CS could serve as a measurement of Internet-related social-psychological health for undergraduates.

目的:探讨大学生互联网相关社会-心理健康的概念结构,建立互联网相关社会-心理健康量表。方法:分别对511名和581名被试基于互联网相关社会-心理健康问卷的数据进行探索性因素分析和验证性因素分析。结果:①互联网相关社会-心理健康由孤独感、社会参与度、一般抑郁、生活幸福感和生活满意度五个初级因素构成,并可概括为社会健康和心理健康两个高阶因素。ISHS-CS具有较理想的项目区分度,内部一致性信度、构想效度和区分效度。②互联网使用者的社会-心理健康与使用时间无显著关联,但与上网次数有一定关系。③基于信息获取性动机而使用互联网,其社会-心理健康水平较高,而基于人际情感性动机而使用互联网,其社会-心理健康水平较低。结论:大学生互联网相关社会-心理健康概念的构想合理,其量表可以作为大学生互联网相关社会-心理健康水平的评定工具。

 
图标索引 相关查询

 


 
CNKI小工具
在英文学术搜索中查有关项目区分度的内容
在知识搜索中查有关项目区分度的内容
在数字搜索中查有关项目区分度的内容
在概念知识元中查有关项目区分度的内容
在学术趋势中查有关项目区分度的内容
 
 

CNKI主页设CNKI翻译助手为主页 | 收藏CNKI翻译助手 | 广告服务 | 英文学术搜索
版权图标  2008 CNKI-中国知网
京ICP证040431号 互联网出版许可证 新出网证(京)字008号
北京市公安局海淀分局 备案号:110 1081725
版权图标 2008中国知网(cnki) 中国学术期刊(光盘版)电子杂志社