基于项目反应理论（IRT）的大学生心理健康状况评价
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摘要
项目反应理论(IRT),也称项目特征曲线理论,它以模型为测量基础,其特质水平的估计取决于个体的反应行为和所测项目本身的属性。项目反应理论建立在潜在特质理论的基础之上,其研究的主要内容就是被试在测验项目上的反应行为与测验所测的被试在特质之间的关系。项目反应理论中的等级反应模型是Samejima于1969年提出来的,它可用来处理两个或更多个等级类别的项目,如对于某些能力测验,往往要求根据被试回答的正确程度(不正确、部分正确、完全正确)分别记为0分、1分、2分。对大学生心理健康状况的评价就应该属于等级反应模型的范畴。
随着教育体制改革的深入,大学生心理健康问题逐渐引起了社会各界的广泛关注与忧虑。“健康不仅仅是没有疾病或虚弱,而是身体的、精神的健康和社会适应良好的总称”。这就是说,生理健康和心理健康是密不可分的,二者相辅相成。
对大学生心理健康的研究方法多种多样,不胜枚举,定性的研究,定量的解释,同时借助数学的方法去定量研究学生心理健康状况的文章也很多,本文将在项目反应理论(IRT)框架下,就目前广为讨论的大学生心理健康问题提出新的评价方法,也就是利用项目反应理论知识中的等级反应模型,结合问卷调查的方式所得到的数据,对大学生心理健康方面的潜在特质等一些参数进行估计,对大学生心理健康状况进行评估研究。
Item Response Theory (IRT), also known as item characteristic curve theory, a model for the measurement basis, the evaluation of trait levels depends on the behavior of individual acts and the characteristics of projects measured. Item Response Theory is built on the basis of potential trait theory. The main content is about the relationship of responsive behavior acted by person who are tested and traits in testing project. Hierarchy model in response in Item Response Theory is put forward by Samejima in 1969. It can be used to deal with two or more types of hierarchy projects, such as certain test ability in which people who tested are graded as 0,1,2 according to the corrective level(wrong, partly right, absolutely right). Evaluation on mental health of college students belongs to the scope of hierarchy model.
With the deepening of reform of the education system, mental health problem of a university student has gradually aroused widespread concern and anxiety in every field of society. "Health is not merely the absence of disease or weakness, but is the collection of physical health, mental health and well suitability to the society. That is to say, physical health and mental health are inextricably linked. The two complement each other.
Approaches to research on mental health problems of college students are various and numerable. There are many articles about qualitative research, quantitative interpretation and quantitative research on mental health of college students by means of mathematical methods. The paper will focus on new evaluating methods about college students’mental health problem which is widely discussed within the ITR Framework. This method will be used to evaluate parameters of potential traits about college students’mental health based on hierarch responsive model in the theory of project act combining with data got from questionnaires, thus estimating and investigating their condition of mental health.
随着教育体制改革的深入,大学生心理健康问题逐渐引起了社会各界的广泛关注与忧虑。“健康不仅仅是没有疾病或虚弱,而是身体的、精神的健康和社会适应良好的总称”。这就是说,生理健康和心理健康是密不可分的,二者相辅相成。
对大学生心理健康的研究方法多种多样,不胜枚举,定性的研究,定量的解释,同时借助数学的方法去定量研究学生心理健康状况的文章也很多,本文将在项目反应理论(IRT)框架下,就目前广为讨论的大学生心理健康问题提出新的评价方法,也就是利用项目反应理论知识中的等级反应模型,结合问卷调查的方式所得到的数据,对大学生心理健康方面的潜在特质等一些参数进行估计,对大学生心理健康状况进行评估研究。
Item Response Theory (IRT), also known as item characteristic curve theory, a model for the measurement basis, the evaluation of trait levels depends on the behavior of individual acts and the characteristics of projects measured. Item Response Theory is built on the basis of potential trait theory. The main content is about the relationship of responsive behavior acted by person who are tested and traits in testing project. Hierarchy model in response in Item Response Theory is put forward by Samejima in 1969. It can be used to deal with two or more types of hierarchy projects, such as certain test ability in which people who tested are graded as 0,1,2 according to the corrective level(wrong, partly right, absolutely right). Evaluation on mental health of college students belongs to the scope of hierarchy model.
With the deepening of reform of the education system, mental health problem of a university student has gradually aroused widespread concern and anxiety in every field of society. "Health is not merely the absence of disease or weakness, but is the collection of physical health, mental health and well suitability to the society. That is to say, physical health and mental health are inextricably linked. The two complement each other.
Approaches to research on mental health problems of college students are various and numerable. There are many articles about qualitative research, quantitative interpretation and quantitative research on mental health of college students by means of mathematical methods. The paper will focus on new evaluating methods about college students’mental health problem which is widely discussed within the ITR Framework. This method will be used to evaluate parameters of potential traits about college students’mental health based on hierarch responsive model in the theory of project act combining with data got from questionnaires, thus estimating and investigating their condition of mental health.
引文
[1]杜文久 心理与教育统计测量 西南师范大学出版社 2007、6.
[2]漆书青 现代测量理论在考试中的应用 华中师范大学出版社 2003.
[3]顾海根 心理与教育测量 北京大学出版社.
[4]王玉清等 大学生心理健康状况调查 中国健康教育杂志 2007.
[5]华炜 田录梅 大学生心理健康状况的新型研究 中国健康教育杂志 2005 -15-7.
[6]马英 高海英 关于大学生心理健康状况的调查分析 长春工业大学学报 2006、9.
[7]课题组 关于项目反应理论试题参数的估计 教育发展研究 2004、6.
[8]胡维芳 论项目反应理论 高等理科教育 2005-3.
[9]熊建华 项目反应理论 IRT 中等值方法及其比较江西师范大学 2002、5.
[10]罗芬 项目反应理论中 2PLM 参数估计新方法 江西师范大学 2003、5.
[11]曾成义 大学生焦虑及其影响因素研究 华中师范大学.
[12]王海金 概率原理在司法证明中的应用研究 武汉大学 2004、5.
[13]扬琳 基于 Web 的自适应考试系统研究 华中师范大学 .
[14]贾巍 我国当代大学生心理健康教育探讨 东北师范大学 2003、10.
[15]华杰 新时期大学生心理健康教育研究 西南师范大学 2002、4.
[16]漆书青,戴海崎,丁树良等 现代教育与心理测量学原理 北京高等教育出版社 2002.
[17]漆书青 现代测量理论的信度观(上)中国考试 1993(1).
[18]漆书青 现代测量理论的信度观(下)中国考试 1993(2).
[19]郑日昌,漆书青,马世晔 考试的教育测量学基础 北京:高等教育出版社 1990.
[20]余嘉元 项目反应理论及其应用 南京:江苏教育出版社 1992.
[21]黄光扬 心理测量的理论与应用 福州:福建教育出版社 1996.
[22]峁诗松,王静龙,濮晓龙 高等数理统计 北京:高等教育出版社,施普林格出版社 1998.
[23]高惠璇 统计计算 北京:北京大学出版社 1995.
[24]丁秀峰 心理测量学 河北大学出版社 2001.
[25]戴忠恒 心理与教育测量 华东师范大学出版社 1987.
[26]顾海根 测验等值原理与方法 考试研究 2002-2.
[27]Amold S F .The Theory of Linear Models and Multivariate Analysis. New York: John Wiley & Sons,1981 .
[28]American Educational Research Association, American Psychological Association, National Council on Measurement in Education. Standards for Educational and Psychological Testing 1999 .
[29]Hambleton R K. Swaminathan H. Item Response Theory: Principles and A Plications. Boston: Klumer-Nijhoff Publishing 1985.
[30]Harwell M, Stone C A, Tse-Chi Hsu, and Levent Kirisci. Monte Carlo Studies in Item Response Theory. Applied Psychologicai Measurement, 1996-20(2) .
[31]Muraki E, Bock R D. PARSCALE:IRT Item Analysis and Test Scoring for Rating-scale Data. Chicago: Scientific Software, Inc,1997.
[2]漆书青 现代测量理论在考试中的应用 华中师范大学出版社 2003.
[3]顾海根 心理与教育测量 北京大学出版社.
[4]王玉清等 大学生心理健康状况调查 中国健康教育杂志 2007.
[5]华炜 田录梅 大学生心理健康状况的新型研究 中国健康教育杂志 2005 -15-7.
[6]马英 高海英 关于大学生心理健康状况的调查分析 长春工业大学学报 2006、9.
[7]课题组 关于项目反应理论试题参数的估计 教育发展研究 2004、6.
[8]胡维芳 论项目反应理论 高等理科教育 2005-3.
[9]熊建华 项目反应理论 IRT 中等值方法及其比较江西师范大学 2002、5.
[10]罗芬 项目反应理论中 2PLM 参数估计新方法 江西师范大学 2003、5.
[11]曾成义 大学生焦虑及其影响因素研究 华中师范大学.
[12]王海金 概率原理在司法证明中的应用研究 武汉大学 2004、5.
[13]扬琳 基于 Web 的自适应考试系统研究 华中师范大学 .
[14]贾巍 我国当代大学生心理健康教育探讨 东北师范大学 2003、10.
[15]华杰 新时期大学生心理健康教育研究 西南师范大学 2002、4.
[16]漆书青,戴海崎,丁树良等 现代教育与心理测量学原理 北京高等教育出版社 2002.
[17]漆书青 现代测量理论的信度观(上)中国考试 1993(1).
[18]漆书青 现代测量理论的信度观(下)中国考试 1993(2).
[19]郑日昌,漆书青,马世晔 考试的教育测量学基础 北京:高等教育出版社 1990.
[20]余嘉元 项目反应理论及其应用 南京:江苏教育出版社 1992.
[21]黄光扬 心理测量的理论与应用 福州:福建教育出版社 1996.
[22]峁诗松,王静龙,濮晓龙 高等数理统计 北京:高等教育出版社,施普林格出版社 1998.
[23]高惠璇 统计计算 北京:北京大学出版社 1995.
[24]丁秀峰 心理测量学 河北大学出版社 2001.
[25]戴忠恒 心理与教育测量 华东师范大学出版社 1987.
[26]顾海根 测验等值原理与方法 考试研究 2002-2.
[27]Amold S F .The Theory of Linear Models and Multivariate Analysis. New York: John Wiley & Sons,1981 .
[28]American Educational Research Association, American Psychological Association, National Council on Measurement in Education. Standards for Educational and Psychological Testing 1999 .
[29]Hambleton R K. Swaminathan H. Item Response Theory: Principles and A Plications. Boston: Klumer-Nijhoff Publishing 1985.
[30]Harwell M, Stone C A, Tse-Chi Hsu, and Levent Kirisci. Monte Carlo Studies in Item Response Theory. Applied Psychologicai Measurement, 1996-20(2) .
[31]Muraki E, Bock R D. PARSCALE:IRT Item Analysis and Test Scoring for Rating-scale Data. Chicago: Scientific Software, Inc,1997.