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academic aptitude test for middle school students
相关语句
  中学生学习能力倾向测验
    Construct Validity of the Academic Aptitude Test for Middle School Students
    中学生学习能力倾向测验的结构效度研究
短句来源
    Objective: To assess the construct validity of The Academic Aptitude Test for Middle School Students(AATMSS).
    目的:进一步考证中学生学习能力倾向测验(AATMSS)的结构效度。
短句来源
  中学生学习能力倾向测验
    Construct Validity of the Academic Aptitude Test for Middle School Students
    中学生学习能力倾向测验的结构效度研究
短句来源
    Objective: To assess the construct validity of The Academic Aptitude Test for Middle School Students(AATMSS).
    目的:进一步考证中学生学习能力倾向测验(AATMSS)的结构效度。
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Objective:To develop a new instrument, the Academic Aptitude Test for Middle School Student (AATMS), for assessing academic aptitude of middle schoolstudent.Methods:AATMS compose of AATMS-A and its parallel form AATMS-B, both consisted of three sub-scales, namely, language, math, figure there were totally seven sub-tests. A total of 1424 middle school students were tested in the formal study.Results:①The higher grade was, the...

Objective:To develop a new instrument, the Academic Aptitude Test for Middle School Student (AATMS), for assessing academic aptitude of middle schoolstudent.Methods:AATMS compose of AATMS-A and its parallel form AATMS-B, both consisted of three sub-scales, namely, language, math, figure there were totally seven sub-tests. A total of 1424 middle school students were tested in the formal study.Results:①The higher grade was, the higher raw score of AATMS was;②The difficulty of sub-tests ranged from 0.46~0.54, while the discrimination of sub-tests ranged from 0.38~0.52;③The test-retest stability coefficients, Cronbach αcoefficients, and G coefficients for sub-scales and the whole test ranged from 0.68~0.92,064~0.89, 0.64~0.92, respectively;④Three factors were obtained in exploratory factor analyses, accounting for over 70% of the total variance;⑤ Correlations between AATMS and Changsha-Anshan Intelligence Test in Group, teacher's rating, and exam scores were substantially positive. There were significant differences between grades. Liner stepwise regression analysis showed that language and math sub-scales were important predictors for the total final exam scores.Conclusion:AATMS developed in the present study attains acceptable psychometric properties.

目的 :编制一个适用于中学生的学业能力倾向测验。方法 :采用理论与工作分析相结合的编制策略而成的中学生学业能力倾向测验包括A、B两个复本 ,均由三个分量表含七个分测验组成 ,分别测量语文、数理及图形等能力。研究样本由河北省石家庄市 14 2 4名中学生组成 ,并对其中 4 6 8人分别进行信效度检验。结果 :①各分测验原始分基本随年级升高而增长 ;②各分测验难度在 0 .4 6~ 0 .5 4。鉴别指数在 0 .38~ 0 .5 2 ;③各分量表及总分的重测相关系数在 0 .6 8~ 0 .92 ,α系数在 0 .6 4~ 0 .89,G系数在 0 .6 4~ 0 .92 ;④探索性因素分析表明各分测验对基本能力因子均有中度以上的负荷 ,抽取的三个因子解释了总方差的 72 .18% (A式 )和 73.5 3% (B式 ) ;⑤测验分数与长-鞍团体智力测验、与教师评价均呈显著正相关。测验分数在不同年级之间存在显著差异。学习成绩的回归分析可见 ,测验分数与考试成绩显著正相关 ,语文及数理分量表进入考试总成绩的回归方程。结论 :中学生学业能力倾向测验的条目质量及信效度符合心理测量学的基本要求。

Objective: To test the validity of a new instrument,the Academic Aptitude Test for Middle School Student (AATMS).Methods:Data from 1242 middle school students were analysed by SPSS11.0 and Amos4.0 program.Results: (1) Three factors were obtained in exploratory factor analyses, accounting for over 60% of the total variance. In comfirmatory factor analyses, the fit indexs AGFI, CFI, NNFI were over 0.96, RMSEA was below 0.05, and χ 2/ df was...

Objective: To test the validity of a new instrument,the Academic Aptitude Test for Middle School Student (AATMS).Methods:Data from 1242 middle school students were analysed by SPSS11.0 and Amos4.0 program.Results: (1) Three factors were obtained in exploratory factor analyses, accounting for over 60% of the total variance. In comfirmatory factor analyses, the fit indexs AGFI, CFI, NNFI were over 0.96, RMSEA was below 0.05, and χ 2/ df was below 3. (2) Correlations between AATMS and CAITG (0.52~0.73), teacher's rating (0.51~0.67) were substantially positive. (3) There were significant differences among schools, grades, classes, and sex. (4) Liner stepwise regression analysis showed that language and math sub-scales were important predictors (betas=0.27, 0.49 and 0.39, 0.23 for AATMS-A, B respectively) for the total final exam scores, R 2 =0.46, 0.29 for AATMS-A, B respectively. Conclusion: The structure of AATME is reasonable, and criterion-related validity were supported in present study. AATMS can be used for middle school students.

目的 :对中学生学业能力倾向测验进行效度研究。方法 :确定效度检验指标 ,采集数据 ,使用SPSS1 1 .0和Amos4 .0软件对所得数据进行分析。结果 :(1 )探索性因素分析表明各分测验对基本能力因子均有中度以上的负荷 ,抽取的三个因子解释了总方差的 6 5 .4 %(A式 )和 6 6 .2 %(B式 )。验证性因素分析的拟合指数AGFI、CFI、NNFI均在 0 .96以上 ,RMSEA小于 0 .0 5 ,χ2 /df小于 3。 (2 )测验总分与长 -鞍团体智力测验总分的相关为 0 .73(A式 )和0 .5 2 (B式 ) ,与教师评定的相关在 0 .5 1~ 0 .6 7。 (3)测验分数在不同年级之间、不同类学校之间 ,文理科班之间、男女生之间存在显著差异 (P <0 .0 5 )。 (4)学习成绩的回归分析可见 ,语文及数理分量表进入考试总成绩的回归方程 ,beta为 0 .2 7、0 .4 9(A式 ) ,0 .39、0 .2 3(B式 ) ,回归方程的决定系数为 0 .4 6 (A式 )和 0 .2 9(B式 )。结论 :中学生学业能力倾向测验具有理想的结构效度和较好的效标关联效度...

目的 :对中学生学业能力倾向测验进行效度研究。方法 :确定效度检验指标 ,采集数据 ,使用SPSS1 1 .0和Amos4 .0软件对所得数据进行分析。结果 :(1 )探索性因素分析表明各分测验对基本能力因子均有中度以上的负荷 ,抽取的三个因子解释了总方差的 6 5 .4 %(A式 )和 6 6 .2 %(B式 )。验证性因素分析的拟合指数AGFI、CFI、NNFI均在 0 .96以上 ,RMSEA小于 0 .0 5 ,χ2 /df小于 3。 (2 )测验总分与长 -鞍团体智力测验总分的相关为 0 .73(A式 )和0 .5 2 (B式 ) ,与教师评定的相关在 0 .5 1~ 0 .6 7。 (3)测验分数在不同年级之间、不同类学校之间 ,文理科班之间、男女生之间存在显著差异 (P <0 .0 5 )。 (4)学习成绩的回归分析可见 ,语文及数理分量表进入考试总成绩的回归方程 ,beta为 0 .2 7、0 .4 9(A式 ) ,0 .39、0 .2 3(B式 ) ,回归方程的决定系数为 0 .4 6 (A式 )和 0 .2 9(B式 )。结论 :中学生学业能力倾向测验具有理想的结构效度和较好的效标关联效度 ,适用于中学生学业能力倾向的评量

Objective: To assess the construct validity of The Academic Aptitude Test for Middle School Students(AATMSS).Methods: Eight hundred and sixty one middle school students were administered AATMSS and the Multiple Achievement Tests(MATs) respectively in one week.Results: The scores of AATMSS gradually increased by grades.The construct validity was stable across groups supported by the results of confirmatory factor analysis.Exploratory Factor Analysis showed that there were different...

Objective: To assess the construct validity of The Academic Aptitude Test for Middle School Students(AATMSS).Methods: Eight hundred and sixty one middle school students were administered AATMSS and the Multiple Achievement Tests(MATs) respectively in one week.Results: The scores of AATMSS gradually increased by grades.The construct validity was stable across groups supported by the results of confirmatory factor analysis.Exploratory Factor Analysis showed that there were different structures in AATMSS and MATs.Conclusion: The results of the present study suggest that the construct validity of AATMSS meets the need of psychometrics.

目的:进一步考证中学生学习能力倾向测验(AATMSS)的结构效度。方法:长沙市4所中学分层随机抽取的初一至高三学生861人,在一周之内分别团体施测AATMSS与多重成就测验(MATs)。结果:该测验的分数随年级上升逐步上升;验证性因素分析表明其数据与理论模型拟合并具备在石家庄和长沙两地样本、以及初中、高中和不同性别样本中的稳定性;与MATs合并数据库的因素分析结果表明该测验与成就测验为不同结构的测验。结论:AATMSS的结构符合编制者的理论构想,效度指数基本符合测量学要求。

 
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