bluuebunny/crossref_metadata_2025 huggingface dataset:
Redundancy in the Comprehensive Tests of Basic Skills
Authors: Klein Alice E.
Published: March 2007

The Comprehensive Tests of Basic Skills (CTBS) Form S consists of 11 subtests, eight of which are combined to yield three subtotal scores and one Total Battery score. As part of the long term evalua tion of an early childhood preschool program, the CTBS was ad ministered to one sample of beginning fourth grade pupils and one sample of beginning sixth grade pupils. A factor analysis was per formed for the fourth grade sample on Level 1 and for the sixth grade sample on Level 2 of the CTBS. Results of both analyses showed but one common factor, with scant evidence for the useful ness of the eight different subtest or three subtotal scores produced by the CTBS.
Intercorrelations among the Slosson Intelligence Test, the Shipley-Institute of Living Scale, and the Intellectual Efficiency Scale of the California Psychological Inventory
Authors: Martin John D. , Blair Garland E. , Sadowski Cyril , Wheeler Karen J.
Published: March 2007

The California Psychological Inventory (CPI), the Slosson Intelligence Test (SIT), and the Shipley-Institute of Living Scale (SILS) were administered to 43 undergraduates enrolled in psychology classes at Austin Peay State University, Clarksville, Tennessee. The Intellectual Efficiency ( Ie) scale scores were correlated .52 with the SIT scores and .39 with the SILS scores. The coefficients were significant at the .01 and .05 levels, respectively. The correlation of .49 between SIT and SILS scores was significant at the .01 level. No significance was obtained when the SILS Abstraction scores were correlated with the CPI- Ie or with the SIT scores.
A Scoring Procedure for Sex-Role Orientation Based On Profile Similarity Indices
Authors: Motowidlo Stephan J.
Published: March 2007

This paper presents a scoring procedure for sex-role orientation that is based on indices of profile similarity reflecting how similar an individual is to androgynous, undifferentiated, masculine, and feminine sex-role types. Data is presented to show that the profile scores are reasonably reliable and consistent with a widely used typological scoring procedure in how sex-role types are defined. Because it yields continuous scores, the profile scoring procedure permits finer comparisons between individuals with different sex-role orientations and may therefore be useful in research in this area.
The Predictive Validity of the Kindergarten Teacher Rating Scale
Authors: Glazzard Peggy , Tollefson Nona , Selders Janet , Barke C. R.
Published: March 2007

This study assessed the predictive validity and classification accuracy of the Kindergarten Teacher Rating Scale (KTRS). The KTRS was a significant predictor of first grade reading achievement for three school districts. The KTRS also explained a significantly greater proportion of the variance in first grade reading scores than did the reading readiness tests used in the districts studied. Finally the percentages of correct classification for the KTRS were greater than the percentages of correct classification for the reading readiness tests.
Item Placement and Wording Effects on Overall Ratings
Authors: Ory John C.
Published: March 2007

The purpose of the studies was to investigate the influence of the placement and wording (either positively or negatively) of rating scale items on students' overall course and instructor ratings. In both studies six evaluation forms were administered wherein 0, 10 or 20 of 30 scale items were negatively worded and presented either before or after overall ratings were assigned by students. In study one, the six forms were randomly administered to students enrolled in a single course taught by one instructor. In study two, the six forms were randomly administered in 14 course sections taught by 7 instructors. Results of both studies indicated that the overall ratings of the course and instructor were not significantly effected by the positive or negative wording of the scale items. The placement of the scale items after rather than before overall ratings were assigned, however, lowered the global assessments of the course in study one but not in study two.
The Construct Validity of Higher Order Structure-of-Intellect Abilities in a Battery of Tests Emphasizing the Product of Transformations: A Confirmatory Maximum Likelihood Factor Analysis
Authors: Khattab Ali-Maher , Michael William B. , Hocevar Dennis
Published: March 2007

Within the context of a causal modeling system involving use of Joreskog's confirmatory maximum likelihood factor analysis in conjunction with the LISREL IV computer program devised by Joreskog and Sorbom an evaluation was made of the construct validity underlying the higher order factor structure of a given correlation matrix of 46 structure-of-intellect (SOI) tests emphasizing the product of transformations. The tenability of four alternative factor models was examined relative to their accounting for the intercorrelations among the 46 tests that had been hypothesized to represent first-order abilities involving one kind of operation, one type of content, and one form of product. The major elements of each of the three postulated dimensions of the SOI model (the five operations, the five contents, and the six products) were defined as the 16 possible third-order factors. The following conclusions resulted: (a) the five third-order SOI factors comprising operations of cognition, convergent production, divergent production, memory, and evaluation do not appear to be highly differentiated (with the cognition and convergent production factors being substantially correlated); (b) the two third-order factors of symbolic and semantic content are relatively discrete; (c) the third-order product factor involving the ability to complete tasks requiring hypothesized transformations is an identifiable construct; and (d) evidence of the construct validity of the third-order factors in the SOI test battery analyzed appears to be at best only equivocal. The predominance of tests intended to reflect the product of transformations (32 out of 46) very possibly created inflated levels of intercorrelations among SOI tests that prevented the emergence of distinct higher order dimensions. New confirmatory maximum likelihood factor analyses of correlational matrices derived from SOI tests in which a careful balance has been achieved in the representation of hypothesized third-order factors across the three basic dimensions of the SOI model are expected to demonstrate differentiability among the higher order constructs.
Personality Factors as Predictors of Grade Point Average and Graduation from Nursing School
Authors: Zagar Robert , Arbit Jack , Wengel Walter
Published: March 2007

For a sample of 570 female nursing students in a three-year, hospital-based, nursing diploma program, the predictive validity coefficients were determined for the ACT Assessment composite score, for ten subscales of the Edwards Personal Preference Schedule (EPPS), and for three scales (Lie, F, and Pd) of the Minnesota Multiphasic Personality Inventory (MMPI) relative to a criterion measure of grade point average (GPA) through graduation or point of withdrawal. The validity coefficient of .35 for the ACT Assessment composite score was statistically significant (p < .01). One of the validity coefficients for any other predictive variables (which ranged from -.09 to .08) was significant. The multiple correlation coefficient of .377, associated with 14 predictor variables, was not significantly larger than the zero-order coefficient afforded by the ACT Assessment composite score alone. A stepwise discriminant analysis, relative to a dichotomous criterion variable of graduation versus elimination from the program, yielded essentially parallel results to those provided by the multiple regression analysis. On the basis of these findings, it appears that personality scales hold little promise as predictive variables of academic success in a three-year, diploma nursing program, relative to which criterion measures (such as GPA) confound academic and patient care activities. Further study is needed in nursing programs for which criteria involve only one of these two areas of performance.
Should Taxonomic Levels be Considered in Developing Examinations?
Authors: Blumberg Phyllis , Alschuler Marjorie D. , Rezmovic Victor
Published: March 2007

This study investigates the relationship between cognitive taxonomic levels of multiple choice questions and student performance on basic medical sciences material. Parallel questions were developed testing the same factual information but at different taxonomic levels. First year medical students answered these questions as part of their diagnostic examinations. The results show that when content is held constant students perform as well on simple level questions, i.e., recall, as on more complex ones, i.e., interpretation and problem-solving. Also there was no relationship between student-ranking and performance on the different types of items. Several explanations of these results and recommendations are discussed.
The Predictive Validity of the Minnesota Reading Assessment for Students Inpostsecondary Vocational Education Programs
Authors: Brown James M. , Chang Gerald
Published: March 2007

The purpose of this investigation was to examine the predictive validity of the Minnesota Reading Assessment (MRA) when used as a means of projecting the potential performance of postsecondary vocational-technical education students. The MRA scores of 50 students randomly selected from those who had participated in the field-testing of the MRA were correlated with student grade point averages (GPAs), teacher ratings of students' overall performance and reading ability, standardized reading test scores, and disadvantaged status. Multiple regression analyses were performed by using scores from the MRA, Stanford TASK, and disadvantaged status for prediction of teacher ratings of students' reading abilty and student GPAs. Findings confirmed that the MRA was a valid predictor in determining postsecondary vocational-technical students' performance as reflected by GPA and teacher-rated reading ability, although the error in prediction varied between the criterion variables. The MRA did not seem to be as closely related to teacher ratings of overall student performance as was the Stanford TASK. TASK scores also tended to be more substantially correlated than the MRA with each of the criterion variables.
The Construct Validity of a Career Interest Inventory Representing Eight Major Clusters of Professional Level Occupational Activities
Authors: Knapp-Lee Lisa , Michael William B.
Published: March 2007

Within the conceptual framework provided by Roe's eight broad occupational classifications, an experimental form of a career interest inventory with items emphasizing job activities was constructed and administered to a sample of 654 students (268 males and 386 females) in a liberal arts college. From an initial pool of 336 items, 192 items were selected empirically to form 16 subscales (each of 12 items) corresponding to 16 hypothesized subclusters of job activities that had served to refine the presentation of the eight broad occupational categories. Within each of the subscales sets of three logically related items were chosen to permit the formation of 64 subtests, the intercorrelations of which were factor analyzed. Eight clearly defined orthogonally rotated factor dimensions were interpreted as describing quite accurately the eight postulated occupational classifications and as furnishing promising evidence for the construct validity of the inventory. Internal-consistency estimates of reliability ranging from .78 to .90 were found for the 16 subscales. Modest revisions of items are under way to be followed by cross-validation efforts with new samples from diverse populations.
Concurrent Validity of the Personal Attribute Inventory for Children with the State-Trait Anxiety Inventory for Children and the Behavior Rating Profile-Student Scales
Authors: Nunn Gerald D. , Parish Thomas S. , Worthing Ralph J.
Published: March 2007

The present study examined the relationships between the Personal Attribute Inventory for Children (PAIC) and each of two other widely utilized psychosocial indices, i.e., the State-Trait Anxiety Inventory for Children (STAIC) and the Behavior Rating Profile-Student Scales (BRPSS). A total of 628 children (352 males and 276 females), in grades 5 through 10, voluntarily participated in this study. The respondents' scores on the PAIC were found to be significantly correlated (p < .0001) with their scores on the two subscales of the STAIC as well as with the three subscales of the BRPSS. These results provide evidence of the validity in using the PAIC as an educational, clinical, and/or research instrument.
Sex and Ethnic Differences in Relationships of Test Anxiety to Performance in Science Examinations by Fourth and Eighth Grade Students: Implications for Valid Interpretations of Achievement Test Scores
Authors: Payne Beverly D. , Smith Janet E. , Payne David A.
Published: March 2007

Test anxiety scores from a 15-item internally consistent instrument (r,, = .73) were correlated with performances on an aggregate science test made up of items administered over an entire school year. Samples of 171 fourth-grade and 187 eighth-grade students were subdivided by sex and race. A tendency was noted for the magnitude of correlations to be (a) higher in grade eight than in grade four, (b) positive for blacks but negative for whites, and (c) about the same for males and females. The data are interpreted as possibly suggesting that test anxiety is operating differentially for black and white students. Implications for the making of interpretations of achievement test behavior are discussed.
Validity Analyses for the School Attitude Measures at Three Grade Levels
Authors: Dolan Lawrence J.
Published: March 2007

Concurrent validity studies are reported for the School Attitude Measures (SAM), a recently developed school affective assessment procedure. The SAM has five subscales (School Motivation, Academic Self Concept-Performance Based, Academic Self Concept-Referenced Based, Student Control over Performance, Student Instructional Mastery). The studies were conducted at three grade levels (5th, 8th, llth) with a total sample of 153 subjects. Four types of validity analyses were conducted. First the SAM was linked to measures of cognitive development (relative standing in class, standardized achievement, ability). Second, ratings from the students' significant others (teacher, parent, academic peers) were investigated. Third, an index of within class academic engagement was tested. Finally, the SAM subscales were correlated with a measure of general self-esteem. The results indicated that the SAM shows promising concurrent validity related to the criterion measures investigated.
The Factorial Validity of the Adult Selfexpression Scale with American Indians
Authors: Lafromboise Teresa D.
Published: March 2007

A commonly used self-report assertion measure, the Adult Self-Expression Scale (ASES) was factor analyzed to shed light on the structure of the instrument and dimension of assertion with an American Indian population. Data were analyzed using a principal factors solution. The occurrence of considerable unique factor variance differed from the findings of earlier factor analytic studies with non-Indian populations. The situation-specific theory of assertive behavior of previous validation studies was supported. Items comprising the factors of this analysis provide the clinician and social skills trainer with precise information of the salience of situationally-specific issues of American Indian assertion. The results not only support the use of the ASES as a screening and outcome instrument for assertion training with American Indian clients, but also point to the need for greater specificity concerning the ethnicity of the personal component of the scale.
Response Differences and Preferences for All-Category-Defined and End-Defined Likert Formats
Authors: Dixon Paul N. , Bobo Mackie , Stevick Richard A.
Published: March 2007

The question as to whether the format of a scale influences results has been examined infrequently and with conflicting answers. Two Likert-type formats, one with all choice points defined and the other with only end-points defined, were administered to 121 subjects. Each subject completed half of the items in the defined and the other half in the end-defined condition. Results were not significantly different between forms, nor did subjects indicate a format preference. Although the end-defined items exhibited greater variability than did the every-point defined items, the results suggest that minor Likert-type format changes do not critically affect outcomes.
The Effects of Stimulus Dimension and Mode of Exploration on Original Thinking in Preschool Children
Authors: Fu Victoria R. , Kelso Gail B. , Moran James D.
Published: March 2007

This study was concerned with the effects of stimulus dimension (two vs. three dimensions), mode of exploration (visual or haptic), and the combination of these two variables on preschool children's responses to pattern meanings and unusual uses tasks of original thinking. Eighty children (aged 4 years 10 months to 5 years 5 months) were randomly assigned to four task conditions. To determine the construct validity of each type of stimulus presentation, four criteria were identified and examined. The findings indicated that in measuring original thinking, in terms of ideational fluency, presentation of tasks in 3-D yields higher scores than in 2-D form and that permitting visual and haptic exploration does afford higher scores than does use of visual only. That is, the 3-D in comparison with 2-D tasks generated more responses overall and more unique high quality responses in particular. Furthermore, the combination of 3-D with visual and haptic exploration is the only condition studied to meet all criteria for construct validity as specified in this study. The occurrence of increased fluency and the relationship between fluency and high quality original responses are discussed in relation to Mednick's (1962) response hierarchy and to the creativity-intelligence distinction (Wallach, 1970, 1971).
Learning Strategies as Threshold Variables in the Prediction of Tertiary Grades
Authors: Watkins David
Published: March 2007

Data from two surveys of University students which utilised the Approaches to Studying inventory were analysed in order to test the hypothesis that a curvilinear relationship exists between learning strategies and academic grades. However, none of the non-linear regression models investigated improved significantly on the explanatory power provided by the linear model.
The Stability of a Partial Correlation Index for Identifying Items that Perform Differentially in Subgroups
Authors: Stricker Lawrence J.
Published: March 2007

The stability was evaluated of a partial correlation index and two other methods-comparisons of item characteristic curves and comparisons of item difficulties-in assessing race (white vs. black) and sex differences in the performance of verbal items on the GRE Aptitude Test. In general, the partial correlation index, like the other indexes, exhibited substantial consistency in identifying the same items in different samples from the same populations and displayed appreciable congruence in its values in these samples. The major exception concerned the general instability of the indexes in the analyses of sex differences for blacks, probably stemming from the small samples of blacks involved. It was tentatively recommended that all these indexes be restricted to samples of a least 1,500, with no fewer than 300 in the smallest subgroup.
Test-Completion Speed: Its Relationship to Performance on Three Course-Based Objective Examinations
Authors: Bridges K. Robert
Published: March 2007

This investigation was designed to: (a) resolve the contradictions raised in earlier research on the relationship between test-completion speed and performance and (b) to extend the range of inquiry from performance on one test to performance on all tests in a course of study. Test scores were obtained from 278 college students on three course-based objective examinations. Data analyses yielded no linear or curvilinear relationships between completion speed and performance on individual tests. Similarly, no relationship was found between average completion speed on three tests and total score. The results suggest that test-completion speed on an untimed test is unrelated to test performance. The implications of these findings and suggestions for future research are discussed.
Construct Evaluation of the Tennessee Self Concept Scale
Authors: Tzeng Oliver C. S. , Maxey William A. , Fortier Robert , Landis Dan
Published: March 2007

Fitts' (1965) Tennessee Self Concept Scale (TSCS) has been a commonly used test of "self-concept" over the past 15 years. However, no studies have conducted a systematic evaluation of the empirical constructs inherent in the TSCS. This study analyzed self concept scores on the TSCS from three groups of subjects-one clinical sample and two college samples. Five separate arrangements of item pools were organized from the TSCS for assessing the validity and related issues directed at the instrument. A general pattern of results predominated all separate analyses: (a) almost all alpha coefficients were above .80, (b) low inter-item correlations were prevalent throughout the separate item pools, and (c) the empirical dimensions identified by factor analyses were incongruent with the theoretical dimensions of the test at all levels of analysis. Discussions were made regarding the utility of the TSCS in an applied setting.
Dimensions of Delinquency
Authors: Wunderlich Richard A.
Published: March 2007

While a number of studies on the Jesness Inventory (Jesness, 1972), an instrument developed to both predict and differentiate delinquency, have shown positive results, the utility of the instrument has been questioned by (1) negative findings of some research and (2) challenges of the reliability and validity of the instrument (Shark and Handal, 1977). Because of the limitations of the original analytic method used by Jesness, the present study sought to isolate, by factor analysis at the item level, personality dimensions of 422 adjudicated, noninstitutionalized adolescents. Results revealed three factors: Mistrust, Social Pessimism, and Hypersensitivity. Comparison of these factors with those scales derived in an earlier factor analytic study was made.
The Stress Arousal Checklist: An Independent Analysis
Authors: Mccormick Iain A. , Walkey Frank H. , Taylor A. J. W.
Published: March 2007

The factor structure of the Stress Arousal Checklist (SACL) was examined using the responses of a New Zealand sample of 203 first and second year University students. The results produced an almost exact replication of the two bipolar factors claimed by the authors who developed the SACL. In addition the results support the circumplex model of affect in which mood states are viewed not as unipolar independent variables but as two dimensional bipolar variables that can be arranged in a circular form.
Fix-Count: A Program for Computing the Error-Success Transitions in Fixed-Trial Two-Stage Markov Learning Experiments
Authors: Kingma Johannes , Van Den Bos Kees P.
Published: March 2007

This paper describes a FORTRAN 77 program that computes both the different response success-error patterns and their summary statistics for learning and forgetting in fixed trial experiments in which a two-stage Markov model is used. The frequency counts of the different response success-error patterns are used to estimate the parameter of the two-stage Markov model for fixed trials.
A Comparison of Two Scales Measuring Attitudes towards Statistics
Authors: Roberts Dennis M. , Reese Clyde M.
Published: March 2007

The present investigation compared two statistics attitude scales, the Statistics Attitude Survey (SAS) by Roberts and Bilderback (1980) and the Attitudes Toward Statistics (ATS) by Wise (1985). Wise had claimed that the SAS was partially invalid because many of the items appeared to be achievement oriented rather than attitudinal in nature. The SAS and ATS were combined in one scale and administered to 280 introductory statistics students at the beginning of the course. Course grades were obtained at the end of the course. Analyses showed high reliabilities for both SAS and ATS but a correlation of nearly .9 between the two scales. In addition, none of the correlations between the two scales with several criteria, including course grades, were significantly different. It was concluded that the ATS was essentially an alternate form of the previously developed SAS.
The Meta-Analysis Effect Size Calculator: A Basic Program for Reconstructing Unbiased Effect Sizes
Authors: Curlette William L.
Published: March 2007

The Meta-Analysis Effect Size Calculator provides the user with many different ways to calculate an effect size depending on the information available in the original research report. In addition, the program computes an unbiased estimate of effect size.
The Effects of Altering the Ceiling Criterion on the Passage Comprehension Test of the Woodcock Reading Mastery Tests
Authors: Simpson Robert G. , Halpin Gerald
Published: March 2007

Forty adolescent subjects were administered the Woodcock Reading Mastery Tests. The Passage Comprehension Test for each subject was rescored using three different ceiling criteria: (a) five errors in six consecutive responses, (b) five errors in seven consecutive responses and (c) three consecutive errors. The three scoring methods were found to be equivalent to the scoring method recommended in the Woodcock Manual in terms of internal consistency reliability. Strong positive correlations were found between raw scores obtained by the four scoring methods and between each group of raw scores and an external measure. Analysis of variance revealed statistically significant differences between the raw score means. Bivariate regression equations were provided to allow raw scores obtained with each of the three scoring methods to be adjusted so they can be used to obtain percentile ranks and equivalent scores. Two alternative scoring methods reduced to a statistically significant degree the mean number of items administered with no loss in reliability or validity. Practical recommendations for diagnosticians are provided.
An Analysis of the Reliability and Validity of Procedures for Setting Minimum Competency Standards
Authors: Halpin Gerald , Halpin Glennelle
Published: March 2007

Pass/fail decisions for all two-method combinations of 10 standard-setting procedures were analyzed. The most reliable or equivalent methods were the practitioners—borderline group, Ebel—contrasting groups, and 33rd percentile—Angoff approaches. The least reliable or equivalent were the chance/ideal mean—masters group and Nedelsky—masters group approaches. The most valid of the 10 methods, as evidenced by correlations with an external criterion, were the practitioner and borderline group approaches while the least valid were the nonmasters, Nedelsky, and chance/ideal mean methods. Results of a more detailed study of the reliability and validity of the item-judgment methods are also reported.
Reliability and Validity of the Propositional Logic Test
Authors: Piburn Michael D.
Published: March 2007

This is a study of the reliability and validity of a measure of the ability to reason about logical propositions. The Propositional Logic Test is short, easy to administer, and highly reliable. Validity is demonstrated by correlations with other measures of logical reasoning and with success in science. Analysis of systematic error on this instrument reveals patterns that resemble those so clearly demonstrated through the application of more difficult clinical measurement techniques. The Propositional Logic Test can be used either for normative assessment of groups or for detailed analysis of individual difficulties with logical statements.
A Comparative Test of the Interval-Scale Properties of Magnitude Estimation and Case III Scaling and Recommendations for Equal-Interval Frequency Response Anchors
Authors: Schriesheim Chester A. , Novelli Luke
Published: March 2007

This study investigated three sources of differences between recommended sets of equal-interval response anchors derived from two scaling techniques. One set, produced by magnitude estimations, is compared with a set produced by Thurstone Case III pair-comparison treatment of complete ranks. Subjects from two universities (N = 95, N = 110) completed magnitude estimations and rankings of 20 frequency expressions. Divergences in the results between the two methods were apparently due to differences between the samples as well as to the tasks and computational algorithms employed in the two approaches. Consensus anchor labels are identified and modifications in the magnitude estimation technique are recommended to improve its usefulness.
Structure of a Short Form of the Questionnaire on Resources and Stress: A Bootstrap Factor Analysis
Authors: Scoyt Randall L. , Thompson Bruce , Sexton David
Published: March 2007

The psychometric integrity of a measure of ecological stress in families with children who are handicapped, the Questionnaire on Resources and Stress-Friedrich (QRS-F) short form, was investigated using bootstrap factor analytic logic. Three series of 100 factor analyses of random samples of different configurations of subjects (100, 200, or 600) were conducted. Results were generally supportive of a conclusion that the QRS-F is reasonably valid.
A Program for Calculating the Cochran-Orcutt Transformation
Authors: Brown R. L.
Published: March 2007

A review of the influence of an autoregressive one (ARI) process on ordinary least squares modeling is briefly explored. A Minitab macro is then discussed that provides diagnostics for the ARI process and iteratively transforms the data using the Cochran-Orcutt procedure.
Thurscal: A Program for Interval Scaling Using Paired Comparisons or Paired Comparison Treatment of Complete Ranks Under Case III Assumptions
Authors: Bradford John W. , Schriesheim Chester A.
Published: March 2007

A microcomputer program which performs interval scaling under Thurstone's Case III is reported. Data handled may be from pair comparison procedures or rank orderings (which are converted to their implied pair comparisons). The output includes intermediate proportions (for scaling Case V by hand, if desired), as well as computed scale values and standard deviations for each stimulus.
Phi/Phimax: Review and Synthesis
Authors: Davenport Ernest C. , El-Sanhurry Nader A.
Published: March 2007

This paper explores the phimax adjustment to phi. It shows phi/phimax to be a measure of relationship apart from its affiliation with phi. The adjustment when the variables are inversely related, phimin, is also considered. Next is a discussion of the relation between phi/phimax and kappa. The article ends with an analytical look at phi/phimax. Some findings of this exploration are: phi/phimax is an asymmetrical, equal-interval step function with ties to probability. Finally, phi/phimax is shown to be nonrobust in situations where it should be most useful.
A Revised Group Assessment Procedure for Predicting Initial Teaching Success
Authors: Shechtman Zipora
Published: March 2007

This study investigated the effectiveness of an abridged group assessment (GA) procedure in predicting initial teaching success, where success was measured largely on the basis of practice teaching evaluations. The sample included 247 graduates of a teacher training college who had been assessed by either the abridged GA (comprised of four dimensions) or the original procedure (nine dimensions) prior to admission. The revised version was found to consistently predict success as effectively as the original procedure, providing a unique contribution to the selection process. In contrast, other admission criteria, measuring intelligence and past scholastic achievement, produced inconsistent results. The dimension of Overall Rating alone best identified low teaching success. In light of these findings, it is recommended that the group assessment procedure be made an integral part of the admission process. The inconsistent contribution of the other admission criteria calls for further research, yet does not justify their omission.
Utility of Scales Derived from Teacher Judgements of Adolescent Academic Performance and Psychosocial Behavior
Authors: Baker Robert L. , Mednick Birgitte R. , Hocevar Dennis
Published: March 2007

Justification is presented for using teacher judgements of student achievement and psychosocial functioning as "indirect measures" of school-related outcomes. An 18-year follow up study of a Danish birth cohort (N=350), for whom no standardized or "direct" measures were available, was used as the context in which the BAMED Teacher Rating Form was designed and developed. The 106-item Form yielded 23 empirically and logically derived scales with alpha reliability coefficients ranging from .75 to .95. Sixteen of the scales most relevant to schooling were subjected to a factor analysis that yielded four reliable factors labeled: sociability; classroom functioning; academic performance; and behavior self-control (impulsivity). The findings indicated that teacher ratings of academic performance and psychosocial functioning were quite independent. Further, teachers were able to observe reliably and to rate behaviors representative of different classes within both the academic and psychosocial functioning domains. The BAMED instrument, including all 23 scales, is included.
Determining the Appropriate Correction when the Type of Range Restriction is Unknown: Developing a Sample-Based Procedure
Authors: Hanges Paul J. , Rentsch Joan R. , Yusko Kenneth P. , Alexander Ralph A.
Published: March 2007

Recently developed procedures correct range restricted correlations with information obtained solely from the restricted samples. However, these procedures can be used only when the type of range restriction that has occurred is known. A sample-based classification procedure was developed in an attempt to address this limitation. This new procedure was found to be relatively accurate and powerful in determining the appropriate range restriction correction.
Measuring Participation among Elementary Grade Students
Authors: Finn Jeremy D. , Folger John , Cox Deborah
Published: March 2007

Research on children at risk for school failure emphasizes the need to understand the ways in which pupils are engaged or disengage from class and school activities. This paper describes the development of a teacher rating scale that assesses the form and extent of participation among elementary grade pupils. The Student Participation Questionnaire was tested with a large sample of Grade-4 teachers and their pupils. Three reliable scales were obtained and labeled (a) Effort, (b) Initiative, and (c) Nonparticipatory Behavior, along with a short scale that reflects the extent to which the student values school achievement. Analysis of variance of the subscales indicated that females, pupils from homes with higher incomes, and nonminority pupils generally participate in the classroom more than their peers, although there is some confounding of the race and SES effects. The instrument should prove particularly useful in further research on student involvement.
Contrast Analysis in Repeated Measures Analysis of Variance Designs: A SAS Implementation
Authors: Walsh John F.
Published: March 2007

The use of contrast analysis has been emphasized as an alternative to the two-stage sequence of omnibus F test followed by post-hoc pairwise comparisons. Instead, user contrasts tailored to the research can be formulated. Expressing each cell in a contrast in terms of the parameters of the means model is the key to determine the coefficients of the contrast. A three-way ANOVA with repeated measures on two factors is used to illustrate the technique. The code for the SAS Procedure GLM provides examples.
Historical Views of Invariance: Evidence from the Measurement Theories of Thorndike, Thurstone, and Rasch
Authors: Engelhard George
Published: March 2007

The purpose of this study is to provide a historical perspective on the concept of invariance within measurement theory. Two major classes of invariant measurement are described—sample-invariant item calibration and item-invariant measurement of individuals. The work of Stevens is used to help clarify the concept of invariance. The importance of invariance as a key measurement concept is then illustrated with the measurement theories of Thorndike, Thurstone, and Rasch. A case is made for viewing invariance as a fundamental aspect of measurement in the behavioral sciences; invariance appears to be essential in order to realize the advantages of objective measurement.
Coefficient Alpha as an Estimate of Test Reliability Under Violation of Two Assumptions
Authors: Zimmerman Donald W. , Zumbo Bruno D. , Lalonde Coralie
Published: March 2007

Through use of computer simulation, the central tendency and variability of coefficient alpha were examined under violation of two assumptions made in the derivation of the formula. When assumptions were satisfied, the mean value of coefficient alpha was extremely close to the population reliability coefficient, but values were highly variable. This result was independent of the shape of the population distribution of test scores. Coefficient alpha underestimated reliability under violation of the assumption of essential tauequivalence of subtest scores and overestimated reliability under violation of the assumption of uncorrelated subtest error scores. In both cases, the bias of the estimates varied systematically with the degree of violation of assumptions, while the variability of the estimates remained constant. All these results were independent of the number of persons and the number of subtests.
The Metric Equivalence of the Ucla Loneliness Scale for a Sample of South African Students
Authors: Pretorius T. Brian
Published: March 2007

This article reports on the psychometric properties of the UCLA Loneliness Scale employed with a sample of South African students. Respondents consisted of 659 undergraduate students (39.4% males, 60.6% females) at the University of Western Cape, South Africa. The mean loneliness score for this group was slightly higher than those reported for North American college students, and slightly lower than those reported for Puerto Rican and Iranian students. This finding is consistent with previously reported cross- cultural variability in the experience of loneliness. Size of house- hold was significantly related to loneliness score which would suggest that the family plays a role in the experience of loneliness. The scale demonstrated adequate reliability (coefficient alpha = .81) and factor analysis confirmed the unidimensionality of the scale for this sample. Tests for sex differences indicated that males reported more loneliness than females which are also consistent with previous studies. The obtained results underline the utility of the UCLA Loneliness Scale for use with South African students.
How Similar are the Factor Structures of the Career Decision Scale, the Career Decision Profile, and the Career Factors Inventory?
Authors: Stead Graham B. , Watson Mark B.
Published: March 2007

A sample of 332 undergraduate psychology students completed the Career Decision Scale (CDS), the Career Factors Inventory (CFI), and the Career Decision Profile (CDP). Factor analyses were conducted and four stable factors emerged, namely: Indecision, Need for Self/Career Information, Career Choice Anxiety, and Indecisiveness. The CDP and the CFI both measured Need for Self/Career Information and Indecisiveness. The CDP overlapped in part with the CDS to form the Indecision factor, whereas certain CFI items formed the Career Choice Anxiety factor. The Career Decision Profile and the Career Factors Inventory appeared to be more multidimensional than the Career Decision Scale which was found to be unidimensional.
The Development and Validation of a Self-Report Measure of School Skills
Authors: Benjamin W. J. Jane , White Kinnard
Published: March 2007

The Students' Rating Scale of School Skills (SRSSS), consisting of 48 questions, is a self-report instrument designed to measure seven constructs, namely (a) attention, (b) memory, (c) language, (d) visual/spatial/sequential, (e) motor, (f) higher order cognition, and (g) social cognition. A total of 842 junior high school students completed the SRSSS. A confirmatory factor analysis was performed to examine the construct validity of this instrument. The result did not confirm the hypothesized 7-factor structure of the SRSSS. An exploratory factor analysis was then performed to examine the factor structure. The findings suggested that memory and language subscales may not be separable and some items should be deleted from the subscales. Although the results did not fully support the hypotheses, recommendations were made for future research on scales to measure these constructs.
Fisher'S Exact Test of Mutual Independence for 2 X 2 X 2 Cross-Classification Tables
Authors: Mielke Paul W. , Berry Kenneth J. , Zelterman Daniel
Published: March 2007

A subroutine to calculate Fisher's exact test of mutual independence in 2 x 2 x 2 cross-classification tables is presented. The subroutine's speed is due to use of an arbitrary constant for the initial table and recursively defined values obtained for all remaining tables.
Vanity-Motivated Overspending: Personnel Screening for Positions of Trust
Authors: Morris Scott B. , McDaniel Michael A. , Worst G. Jeffrey , Timm Howard
Published: March 2007

Background data concerning financial responsibility is used frequently in screening applicants for positions of trust in which integrity is particularly desirable. Many applicants for positions of trust do not have any credit history, due primarily to their age. The assessment of financial responsibility for young adults who lack credit histories is a major problem for employers. This article investigated the factor structure and predictive validity of a measure of vanity-motivated overspending based on a sample of 2,030 individuals. A confirmatory factor analysis supported the relationship between vanity and poor spending habits; however, further refinement of the scales is warranted. Criterion-related validity was supported for one of the scales.
Estimating the Benefits of Personnel Selection and Classification: An Extension of the Brogden Table
Authors: Alley William E. , Darby Melody M.
Published: March 2007

A Monte Carlo study was conducted to estimate the standardized performance gain (σ units) for personnel who have been optimally selected and classified as a function of (a) the number of alternative job assignments, (b) the applicant rejection rate, (c) the validity of the performance estimates, and (d) the intercorrelation among the estimates. The study extended the number of job assignment categories considered to 500 based on a general solution provided by Brogden for up to 10 jobs. Results indicated that adding job categories with zero applicant rejection improved expected performance from O.0σ units with 1 job to 3.03σ units with 500 jobs. For the highest level of applicant rejection (90%), corresponding gains were 1.75σ units and 3.78σ units, respectively. Implications for use of the table were discussed.
Confirmatory Factor Analysis of the Gibb Experimental Test of Testwiseness
Authors: Harmon Michelle G. , Morse David T. , Morse Linda W.
Published: March 2007

The purpose of the study was to assess the stability of a two-factor model recently proposed for the Gibb Experimental Test of Testwiseness using confirmatory factor analysis. Participants were 173 undergraduate volunteers. Confirmatory factor analyses using LISREL 8 were performed using total scores on the seven skills as data. One- and two-factor models were compared. Results indicated that the data fit the two-factor model and the simpler one-factor model. For this sample, the Gibb test could be characterized as tapping a general proficiency in testwiseness.
Parent Success Indicator: Development and Factorial Validation
Authors: Collinsworth Pat , Strom Robert , Strom Shirley
Published: March 2007

Responses from 612 Parent Success Indicators (PSI) by parents and children were subjected to factor analysis. Data were factor analyzed to determine if the underlying factor structure of the instrument fit the hypothesized dimensions suggested by the position of 60 items on six subscales. The principal components extraction analysis produced 13 factors with prerotation eigenvalues greater than 1.0. A principal component solution set at six factors yielded the best fit, accounting for 49.6% of the variance. The pattern of item-to-factor correlation suggested that the 60 items tended to fit the hypothesized pattern of subscales.
Measuring Students' Identification with School
Authors: Voelkl Kristin E.
Published: March 2007

This article describes the development of a student rating scale that assesses the degree to which students identify with or disidentify from school and whether there are gender or racial group differences in identification. The Identification with School Questionnaire was tested on a sample of 3,539 eighth-grade pupils. Confirmatory factor analyses of the data provided evidence that a unidimensional scale may better reflect the degree to which students identify with school than do separate measures of belonging and valuing. Analyses of variance of the scale indicated that female students exhibited higher degrees of identification with school than did their male peers, African American students were more identified with school than were White students, and White male youngsters had the lowest levels of identification with school.
Testing a Second-Order Multidimensional Model of Negative Affectivity: A Cross-Validation Study
Authors: Hochwarter Wayne A. , Harrison Allison W. , Amason Allen C.
Published: March 2007

A number of conceptualizations and subsequent measures of Negative Affectivity (NA) have been presented in the literature. However, very few studies have attempted to establish the dimensionality of the NA construct prior to its use. The purpose of this preliminary investigation was to explore both the lower order and hierarchical conceptualizations of NA using Stokes and Levin's scale. The NA scale contains lower order factors of nervousness, pessimism, and dissatisfaction. Two samples were used to assess the hierarchical structure of the scale. The first sample consisted of management students (N = 356) of a large southeastern university. The second study consisted of managerial employees of a large automobile distributorship (N = 102) located in the southeastern United States. In each sample, the data indicated that the most satisfactory representation of the underlying structure of Stokes and Levin's NA scale was that of a higher order model. Following Watson and Clark, the authors recommend that researchers assess both levels of hierarchical structure of NA when using the Stokes and Levin scale, as well as other subsequent measures of the construct.
Compu-Grid: A Windows-Based Software Program for Repertory Grid Analysis
Authors: Baldwin Dennis A. , Greene Joel N. , Plank Richard E. , Branch George E.
Published: March 2007

Numerous computerized repertory grid programs are available to researchers and clinicians. However, these programs operate in a DOS environment, and many are cumber some to use. This article introduces the first Windows-based repertory grid program, making the analysis of repertory grids easier and thus more useful for researchers and practitioners in the behavioral sciences.