Examining the psychometric properties of the School Violence Inventory using item response theory

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" Examining the psychometric properties of the School Violence Inventory using item response theory "
Parisa C. Muller M. Wilson

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	53194
Doc. No	:	TL23148
Call number	:	‭3187111‬
Main Entry	:	Parisa C. Muller
Title & Author	:	Examining the psychometric properties of the School Violence Inventory using item response theory\ Parisa C. Muller
College	:	University of California, Berkeley
Date	:	2005
Degree	:	Ph.D.
student score	:	2005
Page No	:	101
Abstract	:	The purpose of this study was to explore the validity of the victim and aggressor scales of the School Violence Inventory using a multidimensional Rasch analysis approach. The sample was drawn from a four-year national study of 7676 secondary students in Israel and this project constituted a secondary analysis of the data. The first goal of this study was to test the construct validity of the original six-factor model as implied by the initial design of the instrument against the hypothesis that the victim-aggressor scales tapped into alternative structural models of victimization-aggression. The second goal of this study was to test for and identify measurement issues of the scales at the item level and to further explore dimensionality among the items. Finally, differential item functioning analysis investigated the assumption that the validity of the victim and aggressor scales was invulnerable to self-reporting bias in sub-samples of male and female respondents. The results suggested that a four-factor model more closely reflected the underlying traits of victimization and aggression than the original six-factor model. Item analysis showed an adequate fit of items to the constructs that the scales were designed to measure, with sexual victim and aggressor items showing a relative misfit. Item analysis also revealed conceptual problems with item response categories. Finally differential item functioning analysis revealed inconsistent patterns in the way that males and females responded to a few of the items on the victim and aggressor scales. The implications of these findings are discussed.
Subject	:	Education; Psychology; Item response; Psychometric; School Violence Inventory; Psychological tests; Educational evaluation; 0632:Psychological tests; 0288:Educational evaluation
Added Entry	:	M. Wilson
Added Entry	:	University of California, Berkeley