Meta-analytic associations between the Student-Teacher Relationship Scale and students' social competence with peers.

According to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children's social behavior with peers both concurrently and in the future. This meta-analysis examined the association between teacher-student relationship quality, as measured by the Student-Teacher Relationship Scale (STRS; Pianta, 2001a), and social competence from early childhood through high school. Based on nearly 30,000 students from 87 studies, the weighted average association between teacher-student relationship quality and social competence with peers was = .

Toll-like receptor signaling in neurons modulates C. elegans feeding behavior in a hunger state-dependent manner.

Animals face the risk of encountering pathogenic microbes while foraging for resources. Assessing the risk of nutrition vs. infection can result in the behavioral regulation of immune processes.

A Comparison of Response Time Threshold Scoring Procedures in Mitigating Bias From Rapid Guessing Behavior.

Rapid guessing (RG) is a form of non-effortful responding that is characterized by short response latencies. This construct-irrelevant behavior has been shown in previous research to bias inferences concerning measurement properties and scores. To mitigate these deleterious effects, a number of response time threshold scoring procedures have been proposed, which recode RG responses (e.

Investigating the Effect of Differential Rapid Guessing on Population Invariance in Equating.

Score equating is an essential tool in improving the fairness of test score interpretations when employing multiple test forms. To ensure that the equating functions used to connect scores from one form to another are valid, they must be invariant across different populations of examinees. Given that equating is used in many low-stakes testing programs, examinees' test-taking effort should be considered carefully when evaluating population invariance in equating, particularly as the occurrence of rapid guessing (RG) has been found to differ across subgroups.

A Comparison of Robust Likelihood Estimators to Mitigate Bias From Rapid Guessing.

Rapid guessing (RG) behavior can undermine measurement property and score-based inferences. To mitigate this potential bias, practitioners have relied on response time information to identify and filter RG responses. However, response times may be unavailable in many testing contexts, such as paper-and-pencil administrations.

Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature.

Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for developing SEB problems. If ignored, SEB problems can lead to other negative outcomes, such as academic failure.

Assessing the Accuracy of Parameter Estimates in the Presence of Rapid Guessing Misclassifications.

The presence of rapid guessing (RG) presents a challenge to practitioners in obtaining accurate estimates of measurement properties and examinee ability. In response to this concern, researchers have utilized response times as a proxy of RG and have attempted to improve parameter estimation accuracy by filtering RG responses using popular scoring approaches, such as the effort-moderated item response theory (EM-IRT) model. However, such an approach assumes that RG can be correctly identified based on an indirect proxy of examinee behavior.

Quantifying the Distorting Effect of Rapid Guessing on Estimates of Coefficient Αlpha.

An underlying threat to the validity of reliability measures is the introduction of systematic variance in examinee scores from unintended constructs that differ from those assessed. One construct-irrelevant behavior that has gained increased attention in the literature is rapid guessing (RG), which occurs when examinees answer quickly with intentional disregard for item content. To examine the degree of distortion in coefficient alpha due to RG, this study compared alpha estimates between conditions in which simulees engaged in full solution (i.

Investigating the Impact of Noneffortful Responses on Individual-Level Scores: Can the Effort-Moderated IRT Model Serve as a Solution?

Suboptimal effort is a major threat to valid score-based inferences. While the effects of such behavior have been frequently examined in the context of mean group comparisons, minimal research has considered its effects on individual score use (e.g.

Is Differential Noneffortful Responding Associated With Type I Error in Measurement Invariance Testing?

Low test-taking effort as a validity threat is common when examinees perceive an assessment context to have minimal personal value. Prior research has shown that in such contexts, subgroups may differ in their effort, which raises two concerns when making subgroup mean comparisons. First, it is unclear how differential effort could influence evaluations of scale property equivalence.

Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations.

As low-stakes testing contexts increase, low test-taking effort may serve as a serious validity threat. One common solution to this problem is to identify noneffortful responses and treat them as missing during parameter estimation via the effort-moderated item response theory (EM-IRT) model. Although this model has been shown to outperform traditional IRT models (e.

Persistent Trigeminal Artery Playing a Protective Role in a Case of Vertebral Artery Dissection and Stenosis.

Several fetal anastomoses have been described between the carotid and vertebrobasilar circulations. These anastomoses usually revert while the P1 segment (posterior cerebral artery segment 1) develops. However, these primitive intracranial embryonic anastomes can occasionally persist in adult age.

Validity evidence based on internal structure.

Background: Validity evidence based on the internal structure of an assessment is one of the five forms of validity evidence stipulated in the Standards for Educational and Psychological Testing of the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. In this paper, we describe the concepts underlying internal structure and the statistical methods for gathering and analyzing internal structure.

Method: An in-depth description of the traditional and modern techniques for evaluating the internal structure of an assessment.