网络成瘾的潜在结构:连续的还是分类的?

摘要/Abstract

摘要： 变量的潜在结构是连续的还是分类的不应被随意指定,错误的设定可能导致不正确的结论。本研究的目的在于从实证的角度探索网络成瘾的潜在结构。研究采用了来自中国杭州的2511名初中生对Young网络成瘾量表的有效作答数据,比较了Rasch模型、潜在类别模型和混合Rasch模型与数据的拟合情况。结果表明:2个潜在类别的混合Rasch模型可以最好地反映网络成瘾的潜在结构,说明网络成瘾包含两个存在着质的差异的群体,并且每个群体内的个体间存在量的差异。研究进一步比较了基于混合Rasch模型的分类与传统划界分数分类的区别,结果表明:Young的网络成瘾标准可能具有很小的误判率和较高的漏判率;基于Young网络成瘾测验的修订需要考虑有针对性地增加部分题目。

关键词: 网络成瘾, Rasch模型, 潜在类别模型, 混合Rasch模型

Abstract: Internet Addiction Disorder (IAD) is getting increasing concerns because it brings about many negative influences from both physical and mental aspects.However,an important but open question is whether the internal structure of IAD is dimensional or categorical.A false assumption of nature of latent variable is likely to cause biased results.This paper focused on the latent structure of IAD-categories,dimension or combination.We analyzed 2511 Chinese middle school students'responses in Internet Addiction Test (Young,1996) using the Rasch Model,Latent Class Model (LCM) and Mixed Rasch Model (MRM).To determine the appropriate number of latent classes,LCM and MRM with different numbers of classes were fitted to the data.The results show that MRM with two latent classes (MRM-2L) can fit data in terms of Q index (Rost & von Davier,1994) and is the best-fitting model according to information criteria (BIC and CAIC).Thus,the data of IAD should be described by MRM-2L allowing for qualitative differences between two groups (difference in kind) as well as quantitative differences in each group (difference in degree).Furthermore,the features of classification using MRM are discussed and comparisons are made with existing classification using cut-off raw scores.Finally,based on the new classification method,we provide some practical recommendations for assessment and treatment of IAD.

Key words: Internet Addiction Disorder, Rasch Model, Latent Class Model, Mixed Rasch Model

中图分类号:

B841

马文超, 边玉芳, 骆方. 网络成瘾的潜在结构:连续的还是分类的?[J]. 心理发展与教育, 2012, 28(5): 554-560.

MA Wen-chao, BIAN Yu-fang, LUO Fang. Internet Addiction Disorder: Categories or Dimensions?[J]. Psychological Development and Education, 2012, 28(5): 554-560.

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