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漢族與原住民學童自我概念之比較及其試題差異分析之探究 ; Examining Differential Item Functioning of the Self-Description Questionnaire I across the Indigenous and Han children
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Abstract:
本研究主要以國小原住民與漢族學童為受試者，針對自我描述量表（Self-Description Questionnaire I, SDQ-I）進行跨文化試題差異分析（differential item functioning；DIF），並比較原住民與漢族學童自我概念之差異性。經由向度檢驗，本研究將針對學業、非學業、父母三向度進行分析，研究結果發現： 首先，在SDQ-I-C學業向度，有關情意態度的試題利於原住民，有關實質能力的試題利於漢族；體能類的試題利於原住民，同儕關係以及與父母相處時間的DIF試題則利於漢族學童；其次，在族群自我概念差異，原住民與漢族學童在SDQ-I-C的三向度的自我概念特質能力未有差別，且跨文化的DIF試題也未影響兩族群自我概念差異之結果。 最後，本研究根據SDQ-I-C之DIF檢驗結果提出討論，並對未來研究方向、教育心理與諮商輔導實務工作提出建議。 ; The main aim of this study focused on examining differential item functioning (DIF) of the Chinese version of Self-Description Questionnaire I (SDQ-I-C) across the indigenous and Han children. DIF analyses were conducted in multidimensional model of the SDQ-I-C. Three significant findings were concluded as followings. First, there were 12 ethnical-related DIF items across the indigenous and Han children. Items related to attitude and physical ability favored indigenous children, while items associated with ability, peer-relations, and parent-relations favored Han children in the SDQ-I-C. Second, the differences on self-concept between indigenous and Han children were not significant. Third, the cross-cultural comparison of self-concept was not compromised by DIF items. Finally, this study yielded some suggestions for further research and practical implications for educators and counselors.
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Keyword:
item response theory;Rasch model;differential item functioning;Self-Description Questionnaire;self-concept; 試題反應理論;Rasch模式;試題差異分析;自我描述量表;自我概念
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URL: http://140.127.82.166/bitstream/987654321/16168/-1/102NPTT0328004-001.pdf
http://140.127.82.166/handle/987654321/16168
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