Pregled bibliografske jedinice broj: 1205332
“I don’t seem to do anything right!” Difficulties with processing negative items in psychological assessments: Evidence from Cambodian sample
“I don’t seem to do anything right!” Difficulties with processing negative items in psychological assessments: Evidence from Cambodian sample // 43rd Annual Conference of the International School Psychology Association. From stress to trauma...and all the way back!
Leuven, Belgija, 2022. str. 1-1 (poster, međunarodna recenzija, sažetak, znanstveni)
CROSBI ID: 1205332 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
“I don’t seem to do anything right!” Difficulties
with processing negative items in psychological
assessments: Evidence from Cambodian sample
Autori
Ćoso, Bojana
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Izvornik
43rd Annual Conference of the International School Psychology Association. From stress to trauma...and all the way back!
/ - , 2022, 1-1
Skup
43rd Annual Conference of the International School Psychology Association: From stress to trauma...and all the way back!
Mjesto i datum
Leuven, Belgija, 07.07.2022. - 10.07.2022
Vrsta sudjelovanja
Poster
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
assessments, BASC-3, negations, Cambodia
Sažetak
Experimental research in many languages has shown that different types of negation are processed slower and with a higher error rate than affirmation. Additional differences in negation processing, which might interfere with learning English as L2, were found in Chinese and Khmer participants. The study aimed to investigate to which extent these difficulties can affect the results of questionnaires used in psychological practice. Participants were all bilingual or multilingual, but the English language was their L1 for at least one language segment (spoken or written). Data from 30 psychoeducational assessments (BASC-3 and BYI-2) consisting of a high number of negative items were analyzed. The results show significant difficulties with comprehension of negative items in questionnaires, which led to (1) uninterpretable assessments ; (2) low validity, and reliability of test results, as well as (3) inconsistent results when different tools are used. Results of the study suggest that additional attention should be paid when using BASC-3 and BYI-2 on bilingual students in Asia, even when English seems to be their L1. In addition, it seems that negative items in standardized assessments should be adjusted for bilingual and multilingual students to prevent the omission of important findings.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
