judith a. vessey, phd, mba, rn, faan rachel l. difazio, rn, phd(c) tania d. strout, phd, rn
DESCRIPTION
Increasing Meaning in Measurement: A Rasch Analysis of the Child Adolescent Teasing Scale (CATS). Judith A. Vessey, PhD, MBA, RN, FAAN Rachel L. DiFazio, RN, PhD(c) Tania D. Strout, PhD, RN. - PowerPoint PPT PresentationTRANSCRIPT
Increasing Meaning in Measurement: A Rasch Analysis of the
Child Adolescent Teasing Scale(CATS)
Judith A. Vessey, PhD, MBA, RN, FAANRachel L. DiFazio, RN, PhD(c)
Tania D. Strout, PhD, RN
Declaration: No conflicts of interest
Funding: National Institutes of Nursing Research, R01 NR 04838
Background Youth Teasing and Bullying are a major
public health problem ~20% of youths report being bullied or bullying
at school in a given year 160,000 on any given day Significant psychological and physical sequelae
Healthy People 2020 Objective – reduce bullying among adolescents
State legislation requiring teasing and bullying interventions
Teasing
Dynamic social interactions comprised of a set of verbal and/or non-verbal behaviors that occur among peers and that is humorous and playful on one level but may be annoying to the target child on another level.
Bullying
Repetitive persistent patterns of conduct by one or more children that deliberately inflict physical, verbal, or emotional abuse on another child and where a real or perceived power differential is in place.
Teasing & Bullying
as a Continuum
Mean-spirited bullying that is poorly
received;Objective bullying
Good-natured teasing that is poorly received;
Chronic teasing/Subjective bullying
Mean-spirited bullying that is well received;Builds resiliency to
bullying
Good-natured teasing that is well received
Need for Measurement Theory
Goal: to allow for a safe acquirement and reproducibility of measuring characteristics
Analysis of data should reflect reality rather than just the numbers
Classical Test Theory vs.Latent Trait Models CTT: has the test (not the item) as its
basis› Although the statistics generated are often
generalized to similar students taking a similar test; they only really apply to those students taking that test
Latent trait models: aim to look beyond that at the underlying traits which are producing the test performance› They are measured at item level and provide
sample-free measurement
Items Analysis
Latent Trait Models
Classical Test Theory
Item Response Theory
Rasch Models
3P
1P2P
4P
Goals of Rasch Analysis
To demonstrate the relationship between item difficulty and person ability› The latent variable is conceptualized as
existing along a continuum› Items can be hierarchically ordered along
the continuum The score provides information
regarding what it means to be at a specific place on the continuum
Results of the CATS CTT Analysis
Final instrument: 32 items and 4 domains
DOMAIN # of ITEMS
EXTRACTEDVARIANCE
CRONBACH’S
ALPHA
Personality & Behavior 13 18.4% .89
Family & Environment 8 12.4% .84
School-related 9 11.8% .85
Body Size 2 8.6% .82
Purpose
To evaluate the degree to which the CATS items have been developed in accordance with the assumptions of the Rasch measurement model
Methods Methodological study design It was hypothesized that teasing/bullying,
as measured by the CATS items, are: › unidimensional in nature › follows a hierarchical order in the way that the
items define the variable› a continuum along which the CATS items can be
ordered and people experiencing› various levels of teasing/bullying can be placed
Secondary data analysis
Sample: 666 children aged 11-15 years
Methods Each CATS subscale evaluated
independently Winsteps v. 3.69.0 for Rasch analyses Rasch Rating Scale Model:
Methods Person & Item Separation Statistics
› Hierarchical Order Analysis of Fit
› Fit to Ideal Rasch Model Principal Components Analysis of Rasch
Residuals› Dimensionality
Variable Maps› Hierarchical Order› Continuum
Results The current CATS subscales were not
uni-dimensional, did not strictly follow hierarchical order, and did not stretch along the entire continuum
DOMAIN Unidimen-sionality?
HierarchialOrdering?
CoversContinuum?
Fit to Rasch?
Personality & Behavior No No No 3 underfits
3 overfits
Family & Environment No No No 2 overfits
School-related No No No 2 overfits
Body Size Yew No No Good fit
Variable Map PERSON - MAP - ITEM <more>|<rare> 1 + | | | | | | | T| | | . | . | . |T Who I live with My jewelry/chains # |S Way I dress My money Brand of shoes I wear What my family is like Being a nerd My schoolwork My parents
0 .# +M Grades Talking Friends Act weird/diff. Not know answers How talk Trouble Gay Chicken How do school Stuff Be dork/loser Shy/quiet Weird/diff friends Sports .#### |S Smart I am Way I act Not good at sports Not being popular Music I listen to
######### S|T Way I look My body shape My weight .######## | ######### | .########### | ############# | .######## | ######## | .##### | .##### | .###### | ####### M| .## | ###### | -1 .## + .#### | | .####### | #### | | .###### S| | | .###### | | | | | .##### | -2 + T| | | | | | . | .######## | | | | -3 .############ + <less>|<frequ> EACH "#" IS 4. EACH "." IS 1 TO 3
Personality & Behavior
Family & Environment
School-related
Body size
Domain
PERSON - MAP - ITEM <more>|<rare> 1 + | | | | | | | T| | | . | . | . |T Who I live with My jewelry/chains # |S Way I dress My money Brand of shoes I wear What my family is like Being a nerd My schoolwork My parents
0 .# +M Grades Talking Friends Act weird/diff. Not know answers How talk Trouble Gay Chicken How do school Stuff Be dork/loser Shy/quiet Weird/diff friends Sports .#### |S Smart I am Way I act Not good at sports Not being popular Music I listen to
######### S|T Way I look My body shape My weight .######## | ######### | .########### | ############# | .######## | ######## | .##### | .##### | .###### | ####### M| .## | ###### | -1 .## + .#### | | .####### | #### | | .###### S| | | .###### | | | | | .##### | -2 + T| | | | | | . | .######## | | | | -3 .############ + <less>|<frequ> EACH "#" IS 4. EACH "." IS 1 TO 3
Mean-spirited bullying that is poorly
received;Objective bullying
Good-natured teasing that is poorly received;
Chronic teasing/Subjective bullying
Mean-spirited bullying that is well received;Builds resiliency to
bullying
Good-natured teasing that is well received
ConclusionThe divergent results between the CTT and Rasch analyses, while not completely surprising, underscore the need for continued refinement of an instrument’s psychometric properties to ensure that is measuring the concept of interest in the way that it was intended. Reference: Vessey, J. A., DiFazio, R. L., & Strout, T. D. (2012). Increasing meaning in measurement: A Rasch analysis of the CATS. Nursing Research, 69, 159-170.
Thank you!