中文網路成癮量表之等級反應模式分析

An IRT Study of Graded Response Model on the Chinese Internet Addiction Scale

10.7108/PT.200712.0331

黃安宇(Hung-Yu Huang)；洪素蘋(Su-Ping Hung)

差異試題功能 ； 等值測量 ； 等級反應模式 ； 試題反應理論 ； 網路成癮 ； Differential Item Functioning ； Graded Response Model ； Internet Addiction ； Item Response Theory ； Measurement Invariance

測驗學刊

54卷2期（2007 / 12 / 01）

331 - 353

繁體中文

試題反應理論(item response theory, IRT)具有試題與能力不變的心理計量特性，能克服傳統測量模式中樣本依賴的限制，置於同一量尺的能力與試題參數可相互比較。而本研究旨在應用多元計分的「等級反應模式」進行中文網路成癮量表品質與網路成癮潛在特質的分析，以提升臨床診斷上的效率。研究樣本來自北部三所綜合型大學，以網路問卷方式蒐集資料，有效樣本為987名。 研究結果發現，中文網路成癮量表品質符合本質上單向度之假設，證實測量單一潛在構念；在測量恆等性的檢驗方面，共有7題在男性與女性群體中產生差異試題功能的情形，其中以「網路成癮耐受性」的試題居多，顯示這類試題具有個別差異，須要仔細審視；試題各選項的閩難度可以涵蓋輕微至嚴重之網路過度使用情形，而其中的第15、16、19、24題第三階閾難度偏高，可提供臨床診斷上的依據。最後，本研究提出數項建議供未來研究改進之參考。

Unlike classic test theory (CTT), item response theory (IRT) has the benefit of population-free item and trait estimation that could be compared to each other since persons and items are placed on a common scale. Before comparing groups of individuals with regard to their trait level, one must confirm that the numerical values under consideration are on the same measurement scale, and that is ”measurement invariance”. Differential item functioning (DIF), defined as when the probability of endorsing an item depends on both individual's trait level and other factors such as gender, is usually used to assure measurement invariance and pure anchor items for the purpose of linking several examinee's group membership. Based on graded response model, this study is aimed to analyze the quality of Chinese Internet Addiction Scale (CIAS) and facilitate clinic diagnosis efficiently. By conducting a questionnaire survey on a website, nine hundred and eighty seven samples were selected from students in three universi ties of northern Taiwan. The findings are as follow. First, CIAS is congruent with essentially unidimensionality and fit the assumption of IRT. Second, there are seven of the total items with DIF and the remaining items with equivalence are used as anchor items to link gender groups. Besides, most of the DIF items belong to the domain of ”Internet addiction tolerance”. Third, the item discrimination parameters are so large that most items are strongly related to the latent trait and the category difficulties would cover all the range of Internet addiction levels. We also find there are four items which have large values in the third category difficulty and conclude that these items could be efficient for clinic diagnosis. Finally, researcher provides several suggestions for the future.

1. Adams, R.J.,Wilson, M.R.,Wang, W.-C.(1997).The multidimensional random coefficients multinominal logit model.Applied Psychological Measurement,21,1-23.
2. Andrich, D.(1978).A rating formulation for ordered response categories.Psychometrika,43,561-573.
3. Beard, K.W.,Wolf, E.M.(2001).Modification in the proposed diagnostic criteria for Internet addiction.Cyber Psychology and Behavior,4,377-383.
4. Birnbaum, A.,F.M. Lord,M.R. Novick(Eds.)(1968).Statistical theories of mental test scores.Reading, MA:Addison-Wesley.
5. Bock, R.D.(1972).Estimating item parameters and latent ability when responses are scored in two or more nominal categories.Psychometrika,37,29-51.
6. Caplan, S.E.(2002).Problematic Internet use and psychosocial well-being: Development of a theory-based cognitive-behavioral measurement instrument.Computers in Human Behavior,18,553-575.
7. Cohen, A.S.,Kim, S.H.,Wollack, J.A.(1996).An investigation of the likelihood ratio test for detection of differential item functioning.Applied Psychological Measurement,20(1),15-26.
8. Davis, R.A.(2001).A cognitive-behavioral model of pathological Internet use.Computers in Human Behavior,17,187-195.
9. Internet addiction: Is it real?
10. Embretson, S.E.(1991).A multidimensional latent trait model for measuring learning and change.Psychometrika,56,495-516.
11. Embretson, S.E.,Reise, S.P.(2000).Item response theory for psychologists.Mahwah, NJ:Lawrence Erlbaum Associates.
12. Internet addiction disorder
13. Hambleton, R.K.,Swaminathan, H.(1985).Item response theory: Principles and applications.Norwell, MA:Kluwer Academic.
14. Holland, P.W.,Thayer, D.T.,H. Wainer,H.I. Braun(Eds.)(1988).Test validity.Hillsdale, NJ:Lawrence Erlbaum Associates.
15. Huang, H.-Y.,Lin, S.S.J.(2005).Compositive model of pathological Internet use and Internet hostility: A SEM test.Paper presented at the 113th annual convention of American Psychological Association,Washington, DC, USA:
16. Kelloway, E.K.(1998).Using Lisrel for structural equation modeling: A researcher`s guide.Thousand Oaks:Sage.
17. Kim, S.H.,Cohen, A.S.(1995).A comparison of Lord`s chi-square, Raju`s area measures, and the likelihood ratio test on detection of differential item functioning.Applied Measurement in Education,8,291-312.
18. Lord, F.(1980).Applications of item response theory to practical testing problems.Hilisdale, NJ:Lawrence Erlbaum Associates.
19. Master, G.N.(1982).A Rasch model for partial credit scoring.Psychometrika,47,149-174.
20. McDonald, R.P.,Mok, M.M.C.(1995).Goodness of fit in item response model.Multivariate Behavioral Research,30,23-40.
21. Mellenbergh, G.J.(1982).Contingency table models for assessing item bias.Journal of Educational Statistics,7,105-118.
22. Rasch, G.(1960).Probabilistic models for some intelligence and attainment tests.Chicago:University of Chicago Press.
23. Reckase, M.D.(1997).The past and future of multidimensional item response theory.Applied Psychological Measurement,21,26-36.
24. Reise, S.P.,Widaman, K.F.,Pugh, R.H.(1993).Confirmatory factor analysis and item response theory: Two approaches for exploring measurement invariance.Applied Psychological Measurement,114,552-566.
25. Samejima, F.(1969).Estimation of latent ability using a response pattern of graded scores.Psychometrika Monograph,17
26. Shaffer, H.J.,Hall, M.N.,Vander Bilt, J.(2000)."Computer addition": A critical consideration.American Journal of Orthopsychiatry,70,162-168.
27. Smith, E.V., Jr.,Smith, R.M.(Eds.)(2004).Introduction to Rasch measurement theory models and applications.Maple Grove, MN:JAM press.
28. Smith, L.L.,Reise, S.P.(1998).Gender differences on negative affectivity: An IRT study of differential item functioning on the multidimensional personality questionnaire stress reaction scale.Journal of personality and social psychology,75(5),1350-1362.
29. Stout, W.(1987).A nonparametric approach for assessing latent trait unidimensionality.Psychometrika,52,589-617.
30. Swaminathan, H.,Rogers, J.J.(1990).Detecting differential item functioning using logistic regression procedures.Journal of educational measurement,27,361-370.
31. Thissen, D.(1991).MULTILOG user`s guide: Multiple categorical item analysis and test scoring using item response theory.Chicago:Scientific Software Inc.
32. Thissen, D.,Steinberg, L.,Wainer, H.,P.W. Holland,H. Wainer(Eds.)q(1993).Differential item functioning.Hillsdale, NJ:Lawrence Erlbaum Associates.
33. van der Linden,Hambleton, R.K.(1997).Handbook of modern item response theory.New York:Springer.
34. Wainer, H.,Kiely, G.(1987).Item clusters and computerized adaptive testing: A case for testlets.Journal of Educational Measurement,24,185-202.
35. Wang, X.,Bradlow, E.T.,Wainer, H.(2002).A general Bayesian model for testlets: Theory and applications.Applied Psychological Measurement,26,109-128.
36. Whitely, S.E.(1980).Multicomponent latent trait models for ability tests.Psychometrika,45,479-494.
37. Wilson, D.T.,Wood, R.,Gibbons, R.(1991).TESTFACT: Test scoring, item statistics, and item factor analysis.Mooresville, IN:Scientific Software.
38. Young, K.S.(1996).Psychology of computer use XI: Addictive use of the Internet: A case study that breaks the stereotype.Psychological Reports,79,899-902.
39. Young, K.S.(1998).Internet addiction: The emergence of a new clinical disorder.Cyber Psychology and Behavior,1,237-244.
40. 王文中(2004)。Rasch測量理論與其在教育和心理之應用。教育與心理研究，27(4)，637-694。
41. 林珊如、黃宏宇(2002)。網路敵意及網路沈迷：兩種去社會抑制行為之相關研究。2002年台灣網際網路研討會，新竹市:
42. 林珊如、黃宏宇(2004)。網路敵意及網路沈迷－兩種去社會抑制行為之相關研究。教育與心理研究，27(2)，325-352。
43. 林珊如、蔡今中(1999)。國科會「教育政策研析：網路科技對教育的影響」計畫成果。國立台灣師範大學。
44. 陳淑惠(1999)。國科會「教育政策研析：網路科技對教育的影響」計畫成果。國立台灣師範大學。
45. 游森期(2000)。碩士論文(碩士論文)。彰化市，國立彰化師範大學教育研究。
46. 黃宏宇(2003)。碩士論文(碩士論文)。新竹市，國立交通大學教育研究所。

1. 陳彥君,洪素蘋(2019)。中學生現代公民核心素養之測驗編製。教育實踐與研究，32(2)，39-79。
2. 許清芳、洪素蘋、李炯方(2018)。Mokken量尺分析的實務運用：以「英語閱讀能力測驗」與「英語口說情緒反應量表」為例。測驗學刊，65(2)，181-215。
3. 葉嘉楠、陳欣瑤(2017)。高中學生智慧型手機使用行為與成癮之研究─以新竹市完全中學為例。中華行政學報，20，129-149。