bluuebunny/crossref_metadata_2025 huggingface dataset:
The Concurrent Validity of a Behavioral Rating Scale for Assessing Attention Deficit Disorder (DSM III) in Learning Disabled Children
Authors: Ozawa Joseph P. , Michael William B.
Published: March 2007

For a total sample of 120 elementary school pupils that had been differentiated into three subsamples of 40 so-called normal children, 40 assigned to Resource program classrooms (for relatively less severe learning disabilities), and 40 placed in Special Day program classrooms (for relatively more severe learning disabilities), an attempt was made to demonstrate the concurrent validity of the Ozawa Behavioral Rating Scale that had been devised in terms of the diagnostic criteria for Attention Deficit Disorder Without Hyperactivity in DSM III published in 1980 by the American Psychiatric Association. Six of the rating scale items were intended to sample characteristics from DSM III related to distractibility, and nine items were designed to portray behaviors attributed in the same volume to impulsivity. Relative to five criterion measures afforded by (a) the Wechsler Intelligence Scale for Children-Revised (Arithmetic, Digit Span, Coding, and a Composite score) intended to represent a previously defined factor dimension termed Freedom from Distraction and (b) the Matching Familiar Figures test developed by Kagan to portray the construct of impulsivity, the newly designed rating scale showed statistically significant relationships. In addition, it was able to differentiate pupils classified as normal from those categorized as having differential levels of learning disability. It would appear that teachers have available to them a new scale that provides at least a modest degree of promise for the identification of a learning disabled pupil with a general attention deficit.
The Mathematical Definition of Test Validity
Authors: Zimmerman Donald W.
Published: March 2007

A definition of test validity as the ratio of a covariance term to a variance term, analogous to the classical definition of test reliability as the proportion of observed variance which is true variance, is proposed. This definition leads to simple validity formulas which do not depend on an assumption of experimental independence. When error scores on distinct tests are uncorrelated, the proposed definition coincides with the usual one, but it remains meaningful even when error scores are correlated.
Algorithm for Autocorrelation Analysis of Secular Trends
Authors: Krus David J. , Ko Hyon O.
Published: March 2007

An algorithm for autocorrelation analysis of time series data was presented and compared with two alternative computational methods. The algorithm was based on continuous variance adjustment following withdrawal of an element from the lagged series. The algorithm not only reduces the number of computations during the repeated passes through the data vector but also avoids a dampening effect toward the end of the series.
Recognizing a Violation of the Assumption of Local Independence in the Analysis of Test Data
Authors: Andrich David
Published: March 2007

A computer program for analysing test data according to a latent trait model which allows for dependencies among responses is described briefly. The model allows for dependencies among a subset of dichotomously scored items through a dispersion parameter associated with the subtest. The smaller the value for this parameter, the greater the dependence. In addition to the estimates of the difficulty and dependence parameters of subtests and the estimates of the abilities of persons, the program provides two indices of fit for each subtest and an index of fit for the response pattern of each person. It also furnishes an index of the degree of reliable separation among estimates of the abilities of persons in the sample analysed which is similar in value and interpretation to Cronbach's α.
A Factor-Analytic Study of Mathematics Anxiety
Authors: Frary Robert B. , Ling Jeanne L.
Published: March 2007

Responses from 491 university students largely from non-technical majors were obtained for 21 personality scales, five scales reflecting attitudes toward mathematics and six personal characteristics. Factor analysis of the personality and mathematics attitude variables revealed that scores on four of the five mathematics attitude scales (one of which was entitled Math Anxiety) were strongly related to a single, underlying attitude toward mathematics. This underlying variable was in turn substantially related to mathematics level attained in high school, general academic achievement (GPA) and current mathematics grade. This global mathematics attitude factor was essentially unrelated to sex or any of the personality variables. Sex was, however, weakly related to the fifth mathematics attitude variable, which reflected the degree of desirability which subjects assigned to personal success in mathematics. Females tended to be more negative in this regard.
Relationship of Elementary and Secondary School Achievement Test Scores to College Performance
Authors: Ansley Timothy N. , Forsyth Robert A.
Published: March 2007

This study investigated the relationship between achievement test scores on the ITBS and ITED and academic success in college. The basic population consisted of approximately 2000 students who entered the University of Iowa as freshmen in 1977. Achievement test scores obtained in grades 4, 6, 8, 9, 10, 11, and 12 were available for a substantial portion of the population. Three measures of academic success in college were used: (1) first semester grade point average (December, 1977); (2) grade point average as of December, 1982; (3) graduation status (graduated/not graduated) as of December, 1982. Correlations between the achievement test scores and measures of college performance were similar to those reported for tests of the college entrance type. This study provides support for the predictive validity of the ITBS and ITED achievement test batteries.
Rational Standard and Ability Adjusted Standard Transformed Score Models
Authors: Thomas Charles R.
Published: March 2007

A rational approach to standard transformed scores which always results in the numerical to letter grade correspondence A(90 & above), B(80-89.99), C(70-79.99), D(60-69.99), and F(59.99 & below) for any chosen hypothetical grade distribution model is developed. The basic model is extended to an ability adjusted standard transformed scores model with the same numerical to letter grade correspondence. Numerical examples are used to illustrate both models and to give insight into a number of other possible grade distribution alternatives.
The Validity of the Ball Aptitude Battery (BAB): II. Relationship to Training and Occupational Success
Authors: Dong Hei-Ki , Sung Yong H. , Goldman Steven H.
Published: March 2007

The Ball Foundation, Glen Ellyn, Illinois A number of studies describing the utility of the Ball Aptitude Battery (BAB) is presented. These studies, all of which were of the concurrent type (i.e., predictor and criterion data having been obtained at the same time), were conducted with carpenters (N = 184), horticulturists (N = 133), certified public accountants (N = 42), production workers (N = 67), and school teachers (N = 69). Validity coefficients represented by zero-order and multiple correlation coefficients are reviewed. Results showed that BAB tests demonstrated promising criterion-related validity relative to instruments of success in all five groups.
Evaluating Stressful Life Events
Authors: Sowa Claudia J. , Lustman Patrick J. , Day Richard C.
Published: March 2007

This research examines the effects of combining existing stress measures into one psychometric hybrid assessment tool. This process uses the severity of experienced life events and individual perception of those events to assess an individual's current stress level. This stress level is reflected globally in a Total Change Scale and delimited by three scales-Negative Change, Positive Change, and Impact. The psychometric hybrid significantly predicts measures of stress. Age and gender mediating variables are discussed.
Computer Programs for Calculating Meta-Analysis Statistics
Authors: Mcdaniel Michael A.
Published: March 2007

Computer programs to calculate meta-analysis statistics are described. The programs provide several statistics for the meta-analysis of Pearson correlation coefficients and of d effect sizes. Observed distributions of correlation coefficients and effect sizes are corrected for sampling error, as well as, optionally, for other statistical artifacts. Additional programs compute correlation coefficients and d statistics from other summary statistics.
Replication of Factors in Variations on a Synthetic Correlation Matrix
Authors: Walkey Frank H.
Published: March 2007

A factor replication procedure (FACTOREP) which provides a solution to the number of factors problem for multiple scale questionnaires was evaluated using four psychometrically equivalent synthetic correlation matrices containing an imposed three-subscale structure. Comparisons of the structure revealed by two, three, four and nine-factor rotations using the FACTOREP procedure, clearly showed that only the three factor solutions were replicable across all four matrices. An examination of the patterns of factor loadings themselves confirmed the superior replicability of the three-factor solutions and showed that in every case the three factors found were those originally imposed on the matrices.
Exact Chi-Square and Fisher's Exact Probability Test for 3 by 2 Cross-Classification Tables
Authors: Berry Kenneth J. , Mielke Paul W.
Published: March 2007

Subroutines to calculate exact chi-square and Fisher's exact probability tests are presented for 3 by 2 cross-classification tables. A nondirectional probability value for each test is computed recursively. The use of an arbitrary starting value in each recursion eliminates the cumbersome computation of initial probability values based on the hypergeometric distribution.
Significance Testing and Efficiency in Lisrel Measurement Models
Authors: Hocevar Dennis , Khattab Ali-Maher , Michael William B.
Published: March 2007

Traditionally, LISREL confirmatory factor analytic measurement models are tested against a null model of total independence. Using randomly generated factors in a matrix of 46 aptitude tests, this investigation has shown that this approach is unlikely to reject even random factors. An alternative null model, based on a single general factor, is suggested. In addition, an index of model efficiency is introduced as a helpful adjunct to contemporary indices of overall fit. The helpfulness of these procedures is demonstrated in a confirmatory factor analysis based on Guilford's structure-of-the-intellect model.
Detecting Item BIAS in Affective Scales
Authors: Benson Jeri
Published: March 2007

The purpose of the study was to demonstrate the use of confirmatory factor analysis to investigate the existence of item bias in an affective scale measuring self-concept. The data were collected from three ethnic groups (Black, Hispanic, and White) in grade eight (N = 1264). The factor structure and item uniqueness were simultaneously compared across ethnic groups by using the LISREL program. A differential response pattern found across the three groups indicated potential bias in score interpretation. The study illustrated that structural analysis may be a useful methodology in the investigation of item bias in affective scales.
Validity of Interval and Time Sampling Methods for Measuring Student Engaged Time in Physical Education
Authors: Silverman Stephen , Zotos Connee
Published: March 2007

The purpose of this study was to investigate whether interval and time sampling methods of measuring student engaged time are valid for estimating the actual time students spend engaged in relevant motor performance in physical education classes. Two versions of the interval Academic Learning Time in Physical Education (ALT-PE) instrument and an equivalent time sampling method were compared with actual time students spent in motor performance. Thirty-six students enrolled in six different university physical education classes were the subjects. The actual student engaged time and engaged time as estimated by the time sampling instrument were significantly lower than the time as estimated with the two ALT-PE instruments. In addition, a class type by coding instrument interaction occurred indicating that the difference was present for all classes except where activity is continuous. This result suggests that the popularity of the ALT-PE instruments should be reexamined.
How do Subjects Interpret Items in Olson's Family Adaptability and Cohesion Evaluation Scales (FACES)?
Authors: Kuehl Bruce P. , Schumm Walter R. , Russell Candyce S. , Jurich Anthony P.
Published: March 2007

Most items in the FACES inventories may, from a layperson's perspective, reflect an underlying linear model—the more cohesion or adaptability, the better for marital or family functioning. If so, modifying the FACES items to clearly place the balanced or functional response at the midpoint with the dysfunctional responses at both extremes might convey the intent of the circumplex model to subjects with less ambiguity. A comparison of modified and regular FACES II items yielded some support for the hypothesis that some subjects who saw themselves as having balanced levels of cohesion or adaptability on the modified format would report extreme levels of cohesion or adaptability on the regular format. Recent revisions of FACES that have attempted to improve the validity of the scales have failed to address this particular issue.
Variations on the Petrie Aftereffect Procedure for Measuring the Augmenter/Reducer Personality Dimension
Authors: Herzog Thomas R. , Vargo Michael C.
Published: March 2007

In Study I the kinesthetic aftereffect was assessed by using a wide inducing block and the Petrie (1967) measurement procedure without its initial 45-min rest period. In Study II the aftereffect was examined by employing a wide inducing block and the so-called traditional procedure (Herzog and Weintraub, 1982), following repeated inductions with a narrow inducing stimulus. In both studies, aftereffect scores generally were correlated as predicted with other indexes of the augmenter/reducer personality dimension, although the magnitudes of the relationships were somewhat lower when compared to those of typical findings. Based on research to date, suggestions are offered for increasing the magnitude of relationships between the aftereffect and questionnaire measures of augmenting/reducing.
A Reexamination of the Bogus Pipeline
Authors: Hill Peter C. , Dill Charles A. , Davenport Ernest C.
Published: March 2007

A variant of a technique developed to enhance the validity of self-reports, the generalized bogus pipeline (GBP), was investigated in three experiments reported in this paper. Empirical support for both the construct validity and the efficacy of the GBP was generally supportive for that manipulation. An important serendipitous finding, however, was that the GBP may be unnecessary when respondent anonymity is assured. Empirical support for the construct validity and efficacy of anonymity assuring procedures was much stronger. Meta-analyses across all three experiments suggests that the effect size of anonymity in obtaining more valid self-reports of sensitive behavior was larger than the effect size of the GBP and that the GBP did little to improve the veracity of self-reports beyond the effect of anonymity. Implications of the findings are discussed in terms of the relative merits of the bogus pipeline paradigm and anonymity procedures with suggestions to increase the validity of self-reports utilizing anonymity assuring procedures.
The Impact of Alternative Scoring Procedures for Multiple-Choice Items on Test Reliability, Validity, and Grading
Authors: Jaradat Derar , Tollefson Nona
Published: March 2007

This study compared the reliability and validity indexes of randomly parallel tests administered under inclusion, exclusion, and correction for guessing directions. It also compared the criterion-referenced grading decisions based on the different scoring methods. Inclusion and exclusion scores were not so highly correlated as theory would predict. There were no significant differences in the reliability and validity indices for the three scoring methods. However, the scoring methods differed substantially in the proportion of students assigned to different grade categories.
Program for Computing and Evaluating Reliability Coefficients for Criterion-Referenced Tests
Authors: Aiken Lewis R.
Published: March 2007

Program CRITREL, which is written in BASIC, FORTRAN, and PASCAL, is designed to compute the coefficient of agreement (pO) the kappa coefficient (k), and three linear transformations of these two coefficients, for estimating the reliability of a criterion-referenced test. The program also computes the right-tail hypergeometric and estimated normal curve probabilities of p o and k. The program is designed primarily for estimating reliability, but it can be used to compute a validity coefficient for a criterion-referenced test when the dependent (predicted or concurrent) variable is dichotomous.
Comparative Validities of Two Cognitive Ability Tests in Predicting Work Performance and Training Success of Psychiatric Aides
Authors: Distefano M. K. , Pryer. Margaret W. , Crotty Gregory B.
Published: March 2007

Two cognitive ability tests were evaluated using 98 state hospital psychiatric aides to determine if the use of both tests would improve the predictive validity. A verbal ability test used in the selection process correlated .20 (p < .05) with performance ratings and .36 (p < .05) with post-training job knowledge test scores. A vocabulary test given for research purposes correlated .18 (p < .05, one-tail test) with ratings and .49 (p < .01) with training scores. While both tests were valid predictors, the vocabulary test was a significantly better predictor of the training criterion. The multiple correlation of both tests with ratings was .20 (p > .05) and with training scores was .49 (p < .01), neither of which was larger than the correlation with the best single predictor. The results demonstrated the potential use of two cognitive ability tests in improving aide selection without increasing the adverse impact on minorities, but continuing research with such tests and other selection procedures appears important, especially in occupational groups where specific validity data are limited and the jobs less complex.
Cross-Validation of the Inventory of Learning Processes: Some Evidence from Israeli University Students
Authors: Kozminsky Ely
Published: March 2007

A cross-language and a cross-culture validation of the Inventory of Learning Processes (ILP) is presented. Developed by Schmeck, Ribich, and Ramanaiah (1977), ILP was translated into Hebrew and administered to 302 undergraduate students at an Israeli university. A factor analysis of the data was compared to ILP's Deep Processing, Methodical Study, Fact Retention, and Elaborative Processing factors. There was a reasonable agreement between the two sets of factors. The internal consistency and intercorrelations among ILP factors were comparable to those of Schmeck et al. (1977) data, except one correlation. An analysis of ILP scales' scores revealed no sex differences, and the differences among student groups were comparable to other ILP studies. An item analysis indicated possible linguistic and cultural bias in several items of the inventory. Several characteristics of the missing data in this study were related to the serial position of the items in the inventory and to the students' sex and study year at the university. A reinterpretation of the factors was proposed in terms of encoding, retrieval, and internal processing styles.
Classical Test Theory Methods for Repeated-Measures N = 1 Research Designs
Authors: Yarnold Paul R.
Published: March 2007

Classical test theory methods are derived to allow statistical evaluation of all KT(KT- 1)/2 unique, non-trivial difference scores that occur by comparing one or more variables (K) at two or more testings (1) for a single individual (or object of measurement). Future research needs are discussed.
Differences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children
Authors: Mason Elizabeth M. , Wenck L. Stanley
Published: March 2007

Previous empirical studies have been inconsistent in the identification of cognitive differences between learning disabled (LD) and emotionally handicapped (EH) children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the groups. This study investigated the cognitive differences between LD and EH children on a psychoeducational assessment battery including the WISC-R, WRAT Arithmetic, and PIAT Reading Recognition, Comprehension, and Mathematics subtests, typically used to identify the two exceptionalities. Differences in factor structures were investigated in an effort to clarify group differences in cognitive functioning and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children. The congruence coefficient was used to determine similarities between factors. The Verbal Conceptualization, Perceptual Organization, and Mathematics factors were found to be statistically similar in construct and interpretation. Differences were noted in the factor structures, however, involving the fourth factor, which for the LD group was Reading Achievement and for the EH group was Visual Motor Performance. As the results indicated the presence of heterogeneity in the matrices of LD and EH children, caution was suggested in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
The Relationship of Average Scores of Seniors in 172 Southern California High Schools on a Statewide Standardized Achievement Test to Percentages of Families Receiving Federal aid and to Percentages of Limited-English-Proficient Speakers
Authors: Wright Claudia R. , Michael William B.
Published: March 2007

In this study of 172 high schools, the relationship of the two demographic variables identified as (a) the percentage of families receiving federal aid (FAFDC) and (b) the percentage of students classified as limited-English-proficient (LEP) to two subsets of a standardized achievement test in English and mathematics administered statewide was investigated. Correlational data were obtained, and two multiple regression analyses were performed in which the two demographic variables constituted predictor variables of each of two criterion variables (average scores on either the English subtest or the mathematics subtest). Findings suggested that when the high school served as the unit of analysis, the FAFDC variable was a highly valid predictor of average achievement on both English and mathematics subtests.
Using "Teaching Items" on Ability Tests: A Nice Idea, but Does it Work?
Authors: Glutting Joseph J. , McDermott Paul A.
Published: March 2007

Attempts are being made to enhance the validity of aptitude and achievement tests by providing training experiences designed to elevate the scores of naive test takers. One such procedure incorporates "teaching items" that immediately precede parts of individually-administered tests. The potential benefits associated with teaching items are greatest for populations of preschool children who are naturally unaccustomed to testing situations. Preschool children between three and four years of age were randomly assigned to an experimental group (n = 30) administered standardized teaching items or to a control group (n = 30). Thereafter, all children were given the Vocabulary and Geometric Design subtests of the experimental edition of the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), followed by the McCarthy Scales of Children's Abilities-Short Form (MSCA-SF) as an external criterion measure. Research hypotheses anticipated relatively higher WPPSI-R ability scores and improved criterion validity for predicting MSCA-SF scores of children exposed to teaching items. However, equivocal support was found for both hypotheses, the most notable consequence being simultaneous decrements and increments in validity for the ability measures. Implications are discussed in the context of ability test theory and current practice.
Susceptibility of Wechsler Spatial Ability to Experience with Related Games
Authors: Longstreth Langdon E. , Alcorn Mark B.
Published: March 2007

Dirks (1982) reported that the WISC-R Block-Design subtest score is amenable to 30 minutes of practice effects transferring from a commercially available game. This claim is not without some theoretical significance in view of the evidence suggesting that spatial ability is relatively immune from such environmental effects. The Dirks study involved a game that is nearly identical to the BD subtest. The present experiment investigated two spatial games of lessor but more typical similarity by using the WPPSI. No transfer effects were found.
Assessing Sampling Variation Relative to Number-of-Factors Criteria
Authors: Lambert Zarrel V. , Wildt Albert R. , Durand Richard M.
Published: March 2007

Employment of the bootstrap method to approximate the sampling variation of eigenvalues is explicated, and its usefulness is amplified by an illustration in conjunction with two commonly used number-of-factors criteria: eigenvalues larger than one and the scree test. Confidence intervals for eigenvalues are approximated for sample correlation matrices that have ones and squared multiple correlation coefficients on the diagonals. The results demonstrate the usefulness of the bootstrap method in providing information about the sampling variability of eigenvalues-knowledge that affords a basis for more informed decisions regarding the number of factors when employing common criteria. Further, this information can be obtained with little difficulty, and the approach avoids tenuous assumptions of symmetric confidence intervals.
Development of the Farm Stress Survey: Factorial Structure, Reliability, and Validity
Authors: Eberhardt Bruce J. , Pooyan Abdullah
Published: March 2007

The purpose of the study was to develop and test a psychometrically sound measure of farm stress. The responses of 362 farmers were used to investigate the factorial structure, reliability, and validity of the Farm Stress Survey (FSS). A factor analysis of the survey's 28 items resulted in six interpretable, reliable factors. These factors were utilized in regression analyses to predict life satisfaction, emotional strain, and illness frequency. Personal finances and time pressures were the most significant predictors of the criterion variables.
Measurement Errors in the Behavioral Sciences: The Case of Personality/Attitude Research
Authors: Buckley M. Ronald , Cote Joseph A. , Comstock S. Mark
Published: March 2007

It has been established that construct measures often contain measurement error and method effects. However, the extent of these measurement problems and their effects on personality constructs has not been fully examined. In this study, an analysis of published data sets affords estimates of the amount of trait, method, and error variance of measures used in the social/behavioral sciences. It was found that traits accounted for less than 50 percent of the variance in construct measures among the entire group of data sets included in the study. Measures of attitudes and personality variables contain considerably less trait variance. Implications for theory testing are discussed.
A Multiple Group Confirmatory Factor Analysis Evaluation of Teachers' Work Related Perceptions and Reactions
Authors: Hofmann David A. , Mathieu John E. , Jacobs Rick
Published: March 2007

The examination of teachers' job-related reactions has recently become a popular topic of research investigations. However, strictly focusing on teachers' affective reactions (e.g., satisfaction) may provide a somewhat limited view with regard to improving teacher attitudes. Research has demonstrated that job perceptions act as a precursor to job satisfaction. Therefore, in order to obtain a broader view of teacher attitudes, one should assess both perceptions of, and affective reactions to, the work environment. A survey designed to assess both teacher perceptions and affective reactions is described and subjected to confirmatory factor analyses. An 11-factor solution provided the best fitting model to the data and was then tested using a multiple group comparison. The same 11-factor solution was identified in the second group, but the individual factor loadings were not found to be invariant across groups. Implications of the findings are discussed as well as potential future uses for the survey.
Construction and Preliminary Validation of a Learner Typology for the Canfield Learning Styles Inventory
Authors: Gruber Christian P. , Carriuolo Nancy
Published: March 2007

The report covers three studies. Study 1 documents the construction of a Learner Typology based on the Canfield Learning Styles Inventory (LSI). Study 2 reports a parallel Instructor Typology based on the Canfield Instructional Styles Inventory (ISI) that helps validate the Learner Typology and provides a convenient means for comparing the fit between learners' preferences and the settings instructors provide. Study 3 provides additional validity evidence for both typologies based on the typology results and informed judgments of expert instructors, administrators, and counselors in college developmental studies programs.
Bias Approximations for Complex Estimators: An Application to Redundancy Analysis
Authors: Lambert Zarrel V. , Wildt Albert R. , Durand Richard M.
Published: March 2007

In applied research designed to address conceptual as well as program and policy formulation issues, it is often important to assess the bias present in estimators of association and prediction stemming from the use of multivariate analytical procedures. However, the theoretic sampling distributions of these estimators are often unknown in applied research contexts because of their complexity and the inability to satisfy highly restrictive assumptions. Consequently, in many instances the amounts of bias and subsequent bias corrections have eluded analytic determination. This paper presents and illustrates a method for approximating the amounts of bias in estimators having complex sampling distributions that are influenced by a variety of properties typical of applied research data. The method, which appears to have broad applicability to many multivariate procedures, is illustrated in the context of redundancy analysis.
The Factor Structure of the Iowa Self-Assessment Inventory
Authors: Gilmer Jerry S. , Cleary T. Anne , Lu Der Fa , Morris Woodrow W. , Buckwalter Kathleen C. , Andrews Patricia , Boutelle Sandra , Hatz Deborah L.
Published: March 2007

This paper presents results of analyses related to the factor structure of the Iowa Self-Assessment Inventory (ISAI), an instrument measuring the following seven functional characteristics of the elderly: (a) economic resources, (b) cognitive status, (c) mobility, (d) physical health, (e) emotional balance, (f) social support, and (g) alienation. Prior evidence supporting these seven dimensions derived from two separate studies; one study supported the first four dimensions and a separate study supported the other three. Exploratory and confirmatory factor analyses provided support for the seven dimensions. Analyses were based on an administration of the complete ISAI to a single sample of 484 elderly. Scale means, standard deviations, reliabilities, and inter-correlations, also based on this administration, are consistent with previous research.
The Relationship between Three Multidimensional Locus of Control Scales
Authors: Hyman Graeme J. , Stanley Robb , Burrows Graham D.
Published: March 2007

A number of different multi-dimensional scales have been developed to measure the locus of control construct. This study examined three of these scales, Levenson's Locus of Control Scale (LOC), based on Social Learning theory, the Trent Attributional Profile (TAP) and Multidimensional-Multiattributional Causality Scales (MMCS) both based on the attributional perspective. A total of 161 undergraduate students with a mean age of 23.1 (SD = 8.19) provided responses to each of the three scales. Results revealed a number of psychometric problems with both the TAP and MMCS, along with small but statistically significant correlations between the equivalent subscales on both inventories. Overall, the LOC achieved statistically significant correlations with both the TAP and MMCS suggesting that although the scales were developed from different theoretical perspectives, they appear to measure similar constructs.
A Simple and Efficient Binary Coding Algorithm and "C" Computer Program that Facilitate Analysis of Categorical Data: Part II
Authors: Kunen Seth , Murphy Edward
Published: March 2007

An efficient method for coding, decoding, and analyzing categorical data is presented. The binary coding algorithm and computer program allow the researcher to simultaneously code category frequencies and frequencies of responses within categories. The computer program reads the binary code and produces: (a) a printed output consisting of a complete written record of all of the subjects' responses; (b) a data file consisting of category frequency counts; and (c) a second data file consisting of frequency counts of the different responses within each category. Both data files can be directly analyzed without modification by most major statistical software packages such as SPSSX and SAS. The coding algorithm and computer program significantly reduce the time and errors associated with data coding and entry, and facilitate statistical analyses of categorical data.
Relating the Internal Consistency of Scales to Rater Response Tendencies
Authors: Alliger George M. , Williams Kevin J.
Published: March 2007

The internal consistency of a scale (as indexed, for example, by coefficient alpha) is related directly to mean scale item intercorrelation. Various indices of rating scale response styles such as halo, leniency, and positive or negative response bias are also related to mean scale item intercorrelation. The nature of the consequent relationship between internal consistency and rating scale response styles is discussed.
The Detection of Fake Good and Fake Bad on the Mmpi-2
Authors: Austin J. Sue
Published: March 2007

The efficacy of the F, K, L, F-K, and O-S scales of the MMPI-2 in detecting fake good, fake bad, and honest profiles was investigated. A total of 110 undergraduate educational psychology students were administered the MMPI-2 under instructions to fake good, fake bad, or respond honestly. Multiple analysis of variance resulted in a significant (p < .001) difference on all validity scale scores of the three groups of respondents.
Testing the Robustness of the Progressive Phase Burnout Model for a Sample of Entrepreneurs
Authors: Gryskiewicz Nur , Buttner E. Holly
Published: March 2007

The robustness of the 8-phase model of burnout was tested by using the Revised Maslach Burnout Instrument (MBI) on a sample of entrepreneurs. The results are consistent with the model's proposition that mean scores on the subdomains of (a) depersonalization, (b) (lack of) personal accomplishment, and (c) emotional exhaustion, increase regularly and predictably as the-experienced level of burnout reported by respondents increases.
Conducting Meta-Analysis Using the Proc Means Procedure in Sas
Authors: Huffcuyt Allen I. , Arthur Winfred , Bennett Winston
Published: March 2007

The methodology for using the PROC MEANS procedure in SAS to perform the data computations called for by the Hunter and Schmidt approach to meta-analysis is presented. Using SAS for meta-analytic data analysis offers several potential advantages including ease of use, flexibility, and widespread availability. Specific procedures are presented for calculating summary statistics and then correcting these summary statistics for sampling error and other statistical artifacts such as range restriction and measurement error. One particularly attractive feature of this approach is the ease with which potential moderator variables can be analyzed simply by adding a few additional statements to the SAS program.
An Empirical Comparison of the Area Methods, Lord'S Chi-Square Test, and the Mantel-Haenszel Technique for Assessing Differential Item Functioning
Authors: Raju Nambury S. , Drasgow Fritz , Slinde Jeffrey A.
Published: March 2007

Data from a 45-item vocabulary test (tryout edition) were used to assess the degree of congruence between the signed area measure, the unsigned area measure, Lord's chi-square statistic, and the Mantel-Haenszel (MH) technique in identifying items with significant differential item functioning (DIF). In both the Black-White and Female-Male comparisons, the three methods based on item response theory (IRT) identified the same items as having statistically significant DIF. There was close agreement between the MH technique and the three IRT-based procedures only in the Female-Male comparison; different items were identified as biased in the Black-White comparison.
Monte Carlo Comparisons of Three Tests for Homogeneity of Independent Correlations
Authors: Cornwell John M.
Published: March 2007

A comparison of the power and Type I error rates of three tests of homogeneity for independent product-moment correlation coefficients (X;, Q, and LRS) were evaluated using Monte Carlo methods. Conditions simulated include data having varying sample sizes, reliabilities, and range restriction, with central and noncentral conditions, and having normal and nonnormal distributions. The LRS test almost always had a Type I error rate higher than the nominal alpha. Correspondingly, it was always more powerful than the other two tests given the same condition. The X2 and Q tests performed comparably regarding their Type I and Type II error rates. However, for all three tests power decreases substantially with the introduction of range restriction or measurement error when fewer than 18 correlations are being tested. Average Type II error rate for "perfect" data was less than .01 for both a = .05 and .01. The presence of range restriction and unreliability increased the average Type II error rate to approximately .56 for a = .05 and to .76 for a = .01 with no effect on Type I error rate. The Q test is recommended based on its performance in this paper and findings presented by Alexander, Scozzaro, and Borodkin (1989). A general computer program was used to generate these results which can be employed to estimate power for specific situations.
The Woodcock-Johnson Revised-Its Factor Structure
Authors: Sinnett E. Robert , Rogg Kirk L. , Benton Stephen L. , Downey Ronald G. , Whitfill Joleen M.
Published: March 2007

Data from the manual for the Woodcock-Johnson Revised Achievement Tests (WJ-R) were subjected to an exploratory factor analysis. Two highly correlated oblique factors were found rather than the multi-factor structure posited by the test authors. The major factor, use and comprehension of language, may represent general intelligence. The second factor, number skill, was relatively small. The use of discrepancies among WJ-R scores and between them and measures of intelligence is not warranted for the evaluation of learning disabilities.
Little Incremental Validity for a Special Test of Abstract Symbolic Reasoning in an Air Force Intelligence Career Field
Authors: Besetsny Leasley K. , Earles James A. , Ree Malcolm James
Published: March 2007

This study evaluated the predictive efficiency of the Radio Communication Aptitude Test (RCAT), a classification test used by the United States Air Force. Recruits are classified into two signals intelligence analyses jobs using this special test as well as scores from the general multiple aptitude test battery, the Armed Services Vocational Aptitude Battery (ASVAB), given to all Air Force applicants. Using a sample of 776 students, linear models analyses were conducted to evaluate incremental validity the RCAT added to the ASVAB or added to psychometric g in the prediction of technical training performance. Although the inclusion of the RCAT resulted in a statistically significant increase to validity of .0165 beyond g, it was not significant in incrementing ASVAB.
Identification of Nonuniform Differential Item Functioning Using a Variation of the Mantel-Haenszel Procedure
Authors: Mazor Kathleen M. , Clauser Brian E. , Hambleton Ronald K.
Published: March 2007

The Mantel-Haenszel (MH) procedure has become one of the most popular procedures for detecting differential item functioning (DIF). One of the most troublesome criticisms of this procedure is that whereas detection rates for uniform DIF are very good, the procedure is not sensitive to nonuniform DIF. In this study, examinee responses were generated to simulate both uniform and nonuniform DIF. A standard MH procedure was used first. Then, examinees were split into two samples by breaking the full sample at approximately the middle of the test score distribution. The tests were then reanalyzed, first with the low-performing sample and then with the high-performing sample. This variation improved detection rates of nonuniform DIF considerably over the total sample procedure without increasing the Type I error rate. Items with the largest differences in discrimination and difficulty parameters were most likely to be identified.
Construct Validity of Three Self-Report Measures of Creativity
Authors: Fleenor John W. , Taylor Sylvester
Published: March 2007

Relationships were examined among two measures of creativity level, the CPI Creativity Scale (CPI-CT) and the MBTI Creativity Index (MBTI-CI), and a measure of creativity style, the Kirton Adaption-Innovation Inventory (KAI). Scores on these scales from various managerial samples were used in the analyses. With sample sizes ranging from 431 to 12,115, significant intercorrelations were found among the three measures. Contrary to expectations, KAI scores were related to creativity levels as measured by the CPI-CT and the MBTI-CI. Additionally, gender was found to account for little variance in MBTI-CI scores.
Computer Studies Nonasymptotic Goodness-Of-Fit Tests for Categorical Data
Authors: Berry Kenneth J. , Mielke Paul W.
Published: March 2007

A FORTRAN-77 subroutine is presented to calculate two test statistics for assessing goodness-of-fit in categorical data. The test statistic inferences are based on the exact first three cumulants of the Pearson chi-square statistic and a recently published modification of the Pearson chi-square statistic.
Measurement of Tactical and Strategic Decision Making
Authors: Kline Theresa J. B.
Published: March 2007

In a series of three studies, the Decision-Making Questionnaire (DMQ) was developed, which assesses individuals on the basis of their effectiveness, confidence, and use of information when making tactical and strategic organizational decisions. In the first study, 28 managers were asked what they would do when confronted with 40 different organizational situations. In the second study, 8 managers rank ordered the appropriateness of the responses given by the managers in the first study. In the third study, 74 managerial and nonmanagerial personnel rank ordered their preferred response to the situations presented, rated their confidence with regard to the rank ordering they had used, rank ordered the importance of the information they used to make the decisions, and indicated the importance of the decision to the organization depicted in the scenario. A series of Friedman two-way ANOVAs was conducted to examine respondent agreement. The 5 tactical and 5 strategic scenarios that were most reliable were retained for further analyses. Tactical and strategic effectiveness scores derived from responses to the 10 scenarios were calculated and correlated with three managerial- and educational-related variables. Statistically significant, but low to moderate coefficients were obtained between the tactical effectiveness score and managerial level r = - .27, salary r = - .28, and education r = - .26. Further, it was shown that tactical and strategic effectiveness scores were unrelated to confidence scores as hypothesized.
A Microsoft Fortran 77 Program for Contrasting Part Correlations and Related Statistics
Authors: Httiner James B. , Finger Michael S. , Mancuso James P. , Silver N. Clayton
Published: March 2007

MALG.FOR is a Microsoft FORTRAN 77 program that provides tests of significance between dependent zero-order and part correlations, part correlations with different predictors and covariates, part correlations with the same predictor and different covariates, and part correlations with different predictors and the same covariate. For each application, parameter estimates are calculated via four sets of algorithms. These algorithms are based on Malgady's modifications of Hotelling's t, Williams's modification of Hotelling's t, Olkin's z test, and Meng, Rosenthal, and Rubin's normal curve Z test, respectively.
Internal Reliability of Rorschach Oral Dependency Scale Scores
Authors: Bornstein Robert F. , Hill Erica L. , Robinson Kerry J. , Calabrese Casey , Bowers K. Shannon
Published: March 2007

The internal reliability of Masling, Rabie, and Blondheim's Rorschach Oral Dependency (ROD) scale was assessed in a mixed-sex sample of 200 undergraduate subjects (100 women and 100 men). ROD scale scores had adequate internal reliability when reliability was assessed using traditional procedures (i.e., odd-even, coefficient alpha). Internal reliability, coefficients derived from recently developed "minimization" and "maximization" procedures differed from traditional internal reliability coefficients, with "minimized" coefficients being smaller than traditional indexes of internal reliability and "maximized" coefficients being larger than traditional internal reliability indexes. Implications of these results for the construct validity of ROD scale scores are discussed, and suggestions regarding the assessment of internal reliability for Rorschach-derived personality and psychopathology variables are offered.
Spector's Work Locus of Control Scale:Dimensionality and Validity Evidence
Authors: Macan Therese Hoff , Trusty Michael L. , Trimble Sheila K.
Published: March 2007

P. E. Spector developed the Work Locus of Control Scale (WLCS) to be used in work settings. The present study examines three aspects of the WLCS in three separate samples: (a) factor structure, (b) criterion-related validity, and (c) convergent and discriminant validity. The preponderance of evidence suggests that the WLCS consists of two factors: internal and external. In contrast to using an overall WLCS score as described in Spector's development of the measure, users of the scale are advised to compute separate subscales.
The Factor Structure of the Behavior Rating Scale of the Bayley Scales of Infant Development-II
Authors: Thompson Bruce , Wasserman John D. , Matula Kathleen
Published: March 2007

The authors investigated the construct validity of scores on the Behavior Rating Scale of the revised Bayley Scales of Infant Development (BSID-II). They employed national standardization samples of children ranging in age from roughly 1 to 42 months, and a variety of factor analytic methods. As might be expected, motor performance dominated the factor space, and structure became more complex at older ages as children became more heterogeneous.