[Analysis of the cognitive structure of scientific competence in PISA-2006 by means of the Least Squares Distance Method (LSDM): the Spanish case]. / Análisis de la estructura cognitiva de la competencia científica en PISA 2006 mediante el método de las distancias mínimo-cuadráticas: el caso español.

The cognitive diagnosis approach links Psychometrics and Cognitive Psychology in order to obtain detailed measurements of the processes and cognitive attributes required to solve test items. In this context, the Least Squares Distance Method (LSDM) employs item parameters, calibrated with any Item Response Theory (IRT) model, to analyze the attributes and provide evidence about the validity of the cognitive structure. The Organization for Economic Cooperation and Development (OECD) determines three cognitive attributes underlying students' performance in the PISA-2006 science items: a) identifying scientific issues, b) explaining phenomena scientifically and c) using scientific evidence. The aim of the present work is to analyze these processes and collect evidence of the cognitive structure proposed by the OECD, using the LSDM. A second aim is to compare the probabilities of mastering the attributes of the Spanish Communities. The results show that the proposed structure is appropriate to explain students' proficiency in the science items, and also, significant differences between three Spanish Communities were found.

Organizational Culture and Job Demands and Resources: Their Impact on Employees' Wellbeing in a Multivariate Multilevel Model.

(1) The present study aims to explore the impact of job demands and resources (JDR), personal resources, and the organizational culture on workers' wellbeing and health. (2) A cross-sectional survey of Spanish workers in small and medium-sized enterprises (SMEs) was conducted with a sample of 1599 workers from 154 SMEs. A multivariate multilevel analysis was performed to analyze the different relationships. (3) In light of the results obtained, we observed that job demands were negatively associated with workers' health, while job resources were positively correlated to workers' health and wellbeing. Secondly, the different types of identification at work are positively related to job satisfaction and organizational citizenship behaviors (OCBs), but the intensity of this association differs with the form of identification. Finally, at the organization level, the dimensions of organizational culture are related differently to employees' job satisfaction, OCBs, and health; (4) these results confirm the role of organizational culture and its association with desirable outcomes, allowing us to expand the JDR model.

Análisis de la estructura cognitiva de la competencia científica en PISA 2006 mediante el método de las distancias mínimo-cuadráticas: el caso español / Analysis of the cognitive structure of scientific competence in PISA-2006 by means of the Least Squares Distance Method (LSDM): the Spanish case

Los modelos de diagnóstico cognitivo integran la Psicometría y la Psicología Cognitiva con el objetivo de realizar mediciones detalladas de los procesos o atributos cognitivos requeridos para resolver los ítems de un test. Dentro de este contexto, el método de las distancias mínimo-cuadráticas (en inglés, LSDM) utiliza los parámetros de los ítems, estimados con alguno de los modelos de la Teoría de Respuesta al Ítem (TRI), para analizar los atributos y proporcionar evidencia sobre la validez de la estructura cognitiva. La Organización para la Cooperación y el Desarrollo Económico (OCDE) define tres procesos cognitivos subyacentes a la ejecución de los ítems de ciencias en PISA-2006: a) identificar cuestiones científicas, b) explicar fenómenos científicamente, y c) utilizar pruebas científicas. El objetivo del presente trabajo es analizar estos tres procesos y acopiar evidencia sobre la validez de la estructura propuesta por la OCDE, utilizando para ello el LSDM. Un segundo objetivo es comparar las comunidades autónomas participantes en cuanto al dominio de los tres atributos. Los resultados evidencian que la estructura propuesta explica adecuadamente la ejecución de los estudiantes en los ítems y que existen diferencias significativas entre tres comunidades autónomas en cuanto al dominio de los mismos (AU)

The cognitive diagnosis approach links Psychometrics and Cognitive Psychology in order to obtain detailed measurements of the processes and cognitive attributes required to solve test items. In this context, the Least Squares Distance Method (LSDM) employs item parameters, calibrated with any Item Response Theory (IRT) model, to analyze the attributes and provide evidence about the validity of the cognitive structure. The Organization for Economic Cooperation and Development (OECD) determines three cognitive attributes underlying students’ performance in the PISA-2006 science items: a) identifying scientific issues, b) explaining phenomena scientifically and c) using scientific evidence. The aim of the present work is to analyze these processes and collect evidence of the cognitive structure proposed by the OECD, using the LSDM. A second aim is to compare the probabilities of mastering the attributes of the Spanish Communities. The results show that the proposed structure is appropriate to explain students’ proficiency in the science items, and also, significant differences between three Spanish Communities were found (AU)