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A Comparison of Graded Response and Rasch Partial Credit Models with Subjective Well-Being

Two multiple category item response theory models are compared using a data set of 52 mood terms with 713 subjects. Tellegen's (1985) model of mood with two independent, unipolar dimensions of positive and negative affect provided a theoretical basis for the assumption of unidimensionality.... Full description

1st Person: Baker, John G.
Additional Persons: Rounds, James B. verfasserin; Zevon, Michael A. verfasserin
Source: in Journal of educational and behavioral statistics Vol. 25, No. 3 (2000), p. 253-270
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Type of Publication: Article
Language: English
Published: 2000
Keywords: research-article
Item Response Theory
Multiple category models
Unidimensionality
Mood terms
Online: Volltext
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245 1 2 |a A Comparison of Graded Response and Rasch Partial Credit Models with Subjective Well-Being  |h Elektronische Ressource 
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500 |a Copyright: Copyright 2000 The American Educational Research Association and the American Statistical Association 
520 |a Two multiple category item response theory models are compared using a data set of 52 mood terms with 713 subjects. Tellegen's (1985) model of mood with two independent, unipolar dimensions of positive and negative affect provided a theoretical basis for the assumption of unidimensionality. Principle components analysis and item parameter tests supported the unidimensionality assumption. Comparative model data fit for the Samejima (1969) logistic model for graded responses and the Masters (1982) partial credit model favored the former model for this particular data set. Theoretical and practical aspects of the comparative application of multiple category models in the measurement of subjective well-being or mood are discussed. 
653 |a research-article 
653 |a Item Response Theory 
653 |a Multiple category models 
653 |a Unidimensionality 
653 |a Mood terms 
700 1 |a Rounds, James B.  |e verfasserin  |4 aut 
700 1 |a Zevon, Michael A.  |e verfasserin  |4 aut 
773 0 8 |i in  |t Journal of educational and behavioral statistics  |d Thousand Oaks, Calif : Sage  |g Vol. 25, No. 3 (2000), p. 253-270  |q 25:3<253-270  |w (DE-601)JST04711083X  |x 1935-1054 
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