縱貫性研究中度量化的一些議題：以症狀檢核表SCL-90-R為例

Scaling Issues in Longitudinal Studies: The Symptom Checklist-90-Revised as an Empirical Example

10.30074/FJMH.200309_16(3).0001

王文中(Wen-Chung Wang)；吳齊殷(Chyi-In Wu)

Rasch模式 ； 試題反應理論 ； 心理症狀 ； 改變測量 ； 差異試題功能 ； Rasch model ； item response theory ； psychological symptom ； change measurement ； differential item functioning

中華心理衛生學刊

16卷3期（2003 / 09 / 01）

1 - 30

繁體中文

本研究利用Rasch模式(Rasch, 1960)及其延伸模式，分析吳齊殷(1997, 1998, 1999)所蒐集的SCL-90-R之縱貫性資料，以說明如何確保縱貫性研究心理變項的等距特性，以及變項意義在不同時間點的穩定性。該研究持續追蹤了1101位學生達五年之久，每年利用SCL-90-R的四個分量表以調查其心理症狀的變化。受試者每年受測的題目不盡相同。結果發現這四個分量表大致吻合Rasch模式，因此可以獲致等距量尺。不過題目的閾值過高，因此信度不佳。五點的量尺可以簡化成為兩點，而不失其信度。測驗建構基本上保持著時間的穩定性，因此可以進行改變的測量。研究並發現受試者在體化症、焦慮上，國二比國一時來得低一些，但到國三時又揚升起來。在憂鬱程度上，國一和國二沒有差別，到國三時則稍微增加。敵意的變化在國二時略微揚升。一旦國中畢業（第四個時間點），受試者在這四種心理症狀上，均大幅的減輕，尤其敵意降得最為明顯。除此之外，這四個時間點的相關為中度相關，介於.42至.76之間。

This study demonstrates how to obtain an interval scale and to check whether test construct remains stable over time in longitudinal studies through analyzing a longitudinal dataset of the SCL-90-R collected by Wu (1997, 1998, 1999), where 1101 seven-graders took four subtests of the SCL-90-R in four years, once a year. Items administered were not identical over the four time points. To obtain an interval scale for each subtest and to put scores of the four time points onto the same scale so that changes in psychological disorders could be measured, the Rasch model (Rasch, 1960) as well as its extensions was employed. Generally, the four subtests fitted the model's expectation fairly well so that interval scales could be obtained. However, the items were far too difficult for these subjects, which reduced test reliability. Five-point scales could be collapsed to two-point scales without scarifying their reliabilities substantially. The test construct remained unchanged over time so that change measurement was applicable. On Somatization and Anxiety, the mean magnitudes were reduced from seven- to eight-grade, but were increased from eight- to nine-grade; On Depression, thy remained unchanged from seven- to eight-grade but were increased from eight- to nine-grade; On Hostility, thy were increased from seven- to eight-grade and then remained unchanged from eight- to nine-grade. After graduation from junior high schools (the fourth time point), the mean magnitudes on all the four subtests were decreased significantly, especially on Hostility. The correlations between the four time points for the four subtests were all positively moderate, ranging from .42 to .76.

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