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Classification of loneliness using the T‐ILS: Is it as simple as it seems?
Scandinavian Journal of Psychology ( IF 2.312 ) Pub Date : 2020-12-15 , DOI: 10.1111/sjop.12697
Tine Nielsen 1 , Ida S. Friderichsen 1 , Signe Boe Rayce 2
Affiliation  

Student well‐being is a growing issue in higher education, and assessment of the prevalence of conditions as loneliness is therefore important. In higher education and population surveys the Three‐Item Loneliness Scale (T‐ILS) is used increasingly. The T‐ILS is attractive for large multi‐subject surveys, as it consists of only three items (derived from the UCLA Loneliness Scale). Several ways of classifying persons as lonely based on T‐ILS scores exist: dichotomous and trichotomous classification schemes and use of sum scores with rising levels indicating more loneliness. The question remains whether T‐ILS scores are comparable across the different population groups where they are used or across groups of students in the higher education system. The aim was to investigate whether the T‐ILS suffers from differential item functioning (DIF) that might change the loneliness classification among higher education students, using a large sample just admitted to 22 different academy profession degree programs in Denmark (N = 3,757). DIF was tested relative to degree program, age groups and gender. The framework of graphical loglinear Rasch models was applied, as this allows for adjustment of sum scores for uniform DIF, and thus for assessment of whether DIF might change the classification. Two items showed DIF relative to degree program and gender, and adjusting for this DIF changed the classification for some subgroups. The consequences were negligible when using a dichotomous classification and larger when using a trichotomous classification. Therefore, trichotomous classification should be used with caution unless suitable adjustments for DIF are done prior to classification.

中文翻译:

使用T-ILS进行的孤独感分类:看起来像它那么简单吗?

在高等教育中,学生的幸福感是一个日益严重的问题,因此,评估作为孤独感的条件的流行很重要。在高等教育和人口调查中,越来越多地使用“三项孤独感量表”(T-ILS)。T-ILS仅包含三个项目(来自UCLA孤独感量表),因此对于大型多主题调查很有吸引力。存在基于T-ILS分数将人归类为孤独的几种方法:二分和三分分类方案以及使用总分数递增的水平表示更多的孤独感。问题仍然在于,T‐ILS分数在使用它们的不同人群之间还是在高等教育系统中的学生群体之间是否具有可比性。目的是使用刚刚被丹麦22个不同学院专业学位课程录取的大量样本(N = 3,757),调查T-ILS是否遭受差异项功能(DIF)的影响,这可能会改变高等教育学生的孤独感分类。对DIF进行了相对于学位课程,年龄组和性别的测试。应用了图形对数线性Rasch模型的框架,因为这允许调整统一DIF的总和得分,从而评估DIF是否会改变分类。有两个项目显示了与学位课程和性别相关的DIF,并且对此DIF进行调整会更改某些子组的分类。使用二分分类时的后果可以忽略不计,而使用三分分类时的后果则更大。因此,
更新日期:2021-01-13
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