bluuebunny/crossref_metadata_2025 huggingface dataset:
Content Analysis of the Rotter Incomplete Sentences Blank and the Prediction of Behavior Ratings
Authors: Rogers Gil
Published: March 2007

A computerized quantitative content analysis was performed on the Rotter Incomplete Sentences Blanks of 61 newly admitted male and female freshmen whose frequencies of word usages were then used to generate five discrete category scores. Regression analyses using these scores as predictor variates yielded significant initial sample relationships with each of two asocial behavior ratings obtained after a two-year interval. Of these two criterion measures, one labeled narcissism yielded upon cross validation a coefficient significant at the .05 level. All of the three rated behavioral dimensions, bizarre or extravagant religious behavior, post-drinking excessive-ness, and self-serving egocentricity were found to be independent of the standard RISB score in both the initial and validation sample.
Prediction of School Failure From Third-Grade Data
Authors: Lloyd Dee Norman
Published: March 2007

Background characteristics, school performance, and achievement test data were analyzed for 788 third-grade boys and 774 third-grade girls who were known later to have become high school dropouts or graduates. As early as the third grade, dropouts differed significantly from graduates in age, IQ level, marks received in course work, parent's occupational and educational level, family size, marital status of parents, and tested reading, arithmetic, and language skill achievement. A combination of predictors produced a multiple correlation with dropout or graduation of .51 for boys and .49 for girls. A discriminant function yielded an overall correct classification of dropouts and graduates of 75%. Although prediction was less accurate for dropouts than for graduates, 6 or 7 of every 10 later school failures were correctly classified by characteristics exhibited in the third grade.
A Preliminary Investigation of Computerized Patient Management Problems in Relation to Other Examinations
Authors: Skakun Ernest N. , Taylor William C. , Wilson Donald R. , Taylor Tom R. , Grace Michael , Fincham Shirley M.
Published: March 2007

In order to provide a better assessment of the performance of medical students, new testing devices have been introduced. One of these devices labelled as the computerized patient management problem has been used by the Royal College of Physicians and Surgeons of Canada as an additional examination in the final certifying process of pediatricians. The present paper uses factor analysis to determine whether computerized patient management problems span the test space spanned by multiple choice examinations and a rating scale. From the analysis it would appear that the computerized problems overlap with the multiple choice examinations to a certain degree and bear no relationship to the rating scale.
Validation of Two Subjective Rating Systems for Synchronized Swimming
Authors: Douglass Jacqueline A.
Published: March 2007

The purpose of this study was to investigate the validity of two subjective approaches to judging in synchronized swimming. Scores assigned by nationally accredited officials to 28 solo and 33 duet competitors at the 1977 Senior National AAU Outdoor Synchronized Swimming championships were examined through a multitrait-multimethod matrix. The use of one panel of 7 raters to award both execution and content scores to a performance was compared to an experimental method in which these scores were independently awarded by two panels of raters. An examination of the interrelationships between methods and scores revealed a tendency for the single panel to treat execution and content as one. Further attention to the proposal of two separate panels is recommended.
Predictive Value of Sat Scores and High School Achievement for Success in a College Honors Program
Authors: Mcdonald Rita T. , Gawkoski Roman S.
Published: March 2007

Records of 402 students (206 men and 196 women) in the Honors Program at Marquette University were studied. The Verbal and Mathematics portions of the College Board Scholastic Aptitude Test (SAT-V and SAT-M) and high school grade point average (HSGPA) were shown to have moderate predictive validity for the entire group. However, sex differences were seen. Only SAT-M for women was found to have practical usefulness in predicting success in the Honors Program.
Teacher Ratings From Incomplete Student Ranking Data
Authors: Kaiser Henry F. , Cerny Barbara A.
Published: March 2007

A method for obtaining teacher ratings from incomplete student ranking data is presented. The procedure involves finding the scores for the teachers on the first principal component of a student intercorrelation matrix, where the missing data are supplied by least squares.
Measuring Cognitive Complexity: Developing Reliability, Validity, and Norm Tables for a Personality Instrument
Authors: Schneier Craig Eric
Published: March 2007

An empirical investigation of the psychometric properties of a commonly-used instrument to measure cognitive complexity was designed. Bieri's (Bieri Atkins, Briar, Leaman, Miller, and Tripodi 1966) grid form of Kelly's (1955) Role Construct Reperatory (REP) Test was shown to have high and statistically significant test-retest reliability ( p < .001) and convergent and discriminant validities ( p < .05). These results reinforce the internal validity of cognitive complexity research using the instrument. Moreover, stable scores were found across student ( N = 176) and nonstudent ( N = 169) samples. Such characteristics as sex, level in the organizational hierarchy, year in college, and college major were not found to alter the distributions of scores. Thus, preliminary norm tables for scores were established which would be necessary in building arguments for external validity of research results.
Estimating the Correlation Between two Variables When Their Joint Frequency Distribution is Unknown
Authors: Aiken Lewis R.
Published: March 2007

Four cases pertaining to estimating the correlation between variables Y and Z from various amounts of information associated with the bivariate frequency distributions of X and Y and of X and Z are considered. A computer program for estimating the correlation between variables Y and Z when the joint frequency distributions of X and Y and X and Z are known is described. The estimates obtained by using this program have been very close to the actual values of ryz in situations where these were known.
Two: a Computer Program for Two-Way Analysis of Variance Based on Summary Data
Authors: Rimon Jonathan
Published: March 2007

A computer program written in BASIC is described which performs two-way analysis of variance based on the mean, standard deviation, and group size. Output lists a full analysis of variance table.
Item Intercorrelations, Item-Test Correlations, and Test Reliability
Authors: Silverstein A.B.
Published: March 2007

An alternative derivation was given of Gaylord's formulas showing the relationships among the average item intercorrelation, the average item-test correlation, and test reliability. Certain parallels were also noted in analysis of variance and principal component analysis.
A Comparison of Two, Three and Four-Choice Item Tests Given a Fixed Total Number of Choices
Authors: Straton Ralph G. , Catts Ralph M.
Published: March 2007

While measurement textbooks typically recommend the use of four or five alternatives with multiple-choice test items theoretical work by Tversky (1964) and some empirical studies indicate that three-choice items may be optimal under certain circumstances. In this study the characteristics of tests composed entirely of two, three or four-choice items were investigated given a fixed total number of alternatives across the whole test (Tversky's condition). Their relative merits were also estimated after allowing for differences in testing time. The results showed that number of alternatives per item was inversely related to item difficulty but directly related to item discrimination. Reliability and standard error of measurement of three-choice item tests was equivalent or superior to tests of four or two-choice items and these results held up after taking account of testing time. The use of three-choice items in typical classroom settings is recommended.
Studies of the Seriousness of Three Threats to Passage Dependence
Authors: Hanna Gerald S. , Oaster Thomas R.
Published: March 2007

The three studies presented are concerned with three kinds of multiple-choice reading comprehension questions that may be answered correctly at a higher-than-chance level when they are administered without the accompanying passage. An attempt was made to demonstrate that each of these kinds of high risk item does not necessarily lead to passage dependence invalidity. One study succeeded whereas two failed. The net results of these failures to show that the threats to validity are not necessarily damning was interpreted as evidence of the seriousness of the threats.
A Warning About Employing An Erroneous Procedure in Mixed Effects Multivariate Analysis of Variance (Manova) Based On the Use of Bmd12V
Authors: Gorman Bernard S. , Primavera Louis H.
Published: March 2007

The BMD12V MANOVA program does not compute the appropriate between-subjects tests in mixed effects designs. Although James (1979) recently suggested a technique for obtaining between-subjects tests, his formulas are shown to be incorrect. Suggestions are given for obtaining the appropriate statistics.
Disc—An Algorithm for Adjusting T2 Under the Condition of Heterogeneity of Covariance Matrices
Authors: Karpman Mitchell B.
Published: March 2007

This program calculates the adjusted T2 statistic and univariate unequal variance t statistics when unequal dispersion matrices are present for two groups.
On Interaction Classification
Authors: Leigh James H. , Kinnear Thomas C.
Published: March 2007

Further classification is made of Lindquist's dichotomy of inter action effects. The extension hopefully reduces errors of inter pretation and provides a simple, accurate means of summarizing in teractions obtained.
Choosing Minimum Passing Scores By Stochastic Approximation Techniques
Authors: Livingston Samuel A.
Published: March 2007

Often a written test is used as an inexpensive substitute for a per formance measure. A specified minimum performance level or prob ability of successful performance can be translated into a minimum passing score for the written test most efficiently by measuring the performance of students whose written test scores are near the de sired cutoff score. Stochastic approximation methods accomplish this purpose. The up-and-down method and the Robbins-Monro process are presented, discussed, and compared.
The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self- Concept Relative To Selected High School Achievement Criteria for Four Ethnic Groups
Authors: Lehn Thomas , Vladovic Richard , Michael William B.
Published: March 2007

For a total sample of 548 eleventh grade students (274 males and 274 females) in a completely integrated high school in a middle-class suburban neighborhood as well as for each of four subsamples from different ethnic and cultural backgrounds (292 Anglos, 28 Asians, 38 blacks, and 190 Latinos), intercorrelations were found among eight predictor variables (sex, a standardized reading test, and six aca demic self-concept measures) and four criterion measures (History grade, English grade, Science/Mathematics grade, and High School grade point average represented by a composite of the three course grades). Stepwise multiple regression analyses were completed for each sample with the High School grade point average serving as a dependent variable and with seven predictor variables (sex being ex cluded). Three major conclusions were reached: (1) With the pos sible exception of Asians, a standardized reading test can be ex pected to be a more valid predictor of academic success than can be an academic self-concept measure. (2) Irrespective of ethnicity two constructs reflecting (a) level of aspiration and (b) academic interest and satisfaction afford promise as valid predictors of school achieve ment. (3) An optimally weighted combination of a cognitive mea sure (a reading test) and one or more affective measures portraying
The Factorial Structure of the Raven Coloured Progressive Matrices Test: a Reanalysis
Authors: Carlson Jerry S. , Jensen C. Mark
Published: March 2007

Based on data from 783 primary-grade children, results of princi pal component factor analyses of the Raven Coloured Progressive Matrices are reported. Analyses were done using phi coefficients, phi/phi max ratios, and tetrachoric correlation coefficients. The re sults indicated that phi/phi max coefficients and tetrachoric correla tions yielded identical factor patterns that were not affected by item difficulty. Factors derived from phi coefficients tend to be, at least partially, an artifact of item difficulty. Regardless of the coefficient used, three factors were identified. For phi/phi max and tetrachoric correlation coefficients the three dimensions were identified as: Clo sure and Abstract Reasoning by Analogy (Factor I), Pattern Com pletion through Identity and Closure (Factor II), and Simple Pattern Completion (Factor III).
The Relationship of Performance in Professional Education Courses To National Teacher Examinations Scores
Authors: Merritt Ray
Published: March 2007

Scores on the National Teacher Examinations subtest in profes sional education for 55 secondary education majors were correlated with their grades in courses in educational psychology, secondary methods, and test and measurement. Findings revealed that differ ences existed in the strength of the relationships for males and fe males, but combining the subgroups resulted in stronger correlations for each of the three courses.
Significance Tests for the G-Index
Authors: Vegelius Jan
Published: March 2007

Some tests for the G-index are described. For each case an example is included.
Redundancy in the Iowa Tests of Basic Skills
Authors: Klein Alice E.
Published: March 2007

The latest revision of the Iowa Tests of Basic Skills (ITBS), Forms 7 and 8, consists of 11 subtests, nine of which are combined to yield three subtotal scores and one composite score. As part of one school district's testing program, the ITBS was administered to one group of beginning fourth grade students and one group of beginning eighth grade students. A factor analysis was performed for each of the two groups on Levels 10 and 14 of the ITBS. The intercorrelations provided by the 1977 fourth and eighth grade national standardization sample for these same levels were also factor analyzed. Results of all the analyses showed that there was essentially one common factor with little evidence that the user would gain much non-redundant information from the 15 scores yielded by the ITBS.
Validity Considerations in Acceptance of Personal Profile System Interpretations
Authors: Aamodt Michael G. , Kimbrough Wilson W.
Published: March 2007

The Personal Profile System is an extensively used self-inter-preting personality measure that is supported by the publicly undocumented statement that its profile interpretations are accepted by users as being 90 percent accurate, although such declarations are ambiguous and possibly misleading from the standpoint of validity. The present study found some support for the validity of the measure after the Barnum Effect had been controlled. Subjects receiving their own profile interpretations rated them as being more accurate than did subjects who received a profile interpretation for another person. These results were discussed in terms of the use of controlled face validity as a frequently used method of psychometric support for an instrument.
Some Cheap Tricks for Making Inferences about Distribution Shapes from Variances
Authors: Messick David M.
Published: March 2007

Formulae and graphs are presented that allow one to compute the variances of three prototypical distributions over a finite number of categories. The distributions are (1) the maximum variance distribution, (2) the uniform distribution, and (3) a unimodal triangular distribution. The use of the variances of these prototypical distributions to make inferences about distribution shapes is illustrated with several examples.
Coefficients of Correlation and Concordance for Sets of Triads Judgments
Authors: Degerman Richard
Published: March 2007

Coefficients of correlation and concordance are defined for profiles consisting of ensembles of partially ordered sets by extending Kendall's rank order correlation (tau) and Kendall's coefficient of concordance (W) to cases where Ss are asked to rank order, or to choose among, the given alternatives in multiple sets (ensembles) of items. Computational versions of each formula are given for the case of triad judgment ensembles.
The Development and Validation of a Measure of General Attitudes toward Computers
Authors: Reece Mary J. , Gable Robert K.
Published: March 2007

The development and factorial validity of an instrument to measure the attitudes of students toward the use of computers are described. A factor analysis of the intercorrelations of responses to 30 items for a sample of 233 seventh- and eighth-grade students in a white middle-class school revealed one identifiable factor dimension entitled General Attitudes Toward Computers with an estimated alpha internal consistency reliability of .87.
The Cross-Lagged Correlation Technique: Reconsideration in Terms of Exploratory Utility, Assumption Specification and Robustness
Authors: Locascio Joseph J.
Published: March 2007

The cross-lagged correlation technique (CLC) for assessing causality from passive observational data has been the subject of much recent criticism. CLC compares cross correlations between variables across time points of measurement and attributes differences in correlations to causal effects. Some of the major areas of criticism have to do with: (a) lack of a no-cause baseline, (b) spurious effects of mediating variables, and (c) obscuring effects of heterogeneous stabilities. The present author attempts to show that while these criticisms are valid, CLC should not be rejected outright as a tool in social science research. CLC has some utility as an exploratory technique. Furthermore, if certain assumptions are specified and these assumptions are correct, valid inferences can be made from CLC. Lastly, some assumptions for CLC are not as stringent as implied by critics and CLC is robust to minor violations of assumptions.
Ability Testing and Graduate Admissions: Decision Process Modeling and Validation
Authors: Youngblood Stuart A. , Martin Billy J.
Published: March 2007

The admissions process for a graduate Master of Business Administration (MBA) program was modeled for 406 applicants to a newly designed MBA program. The decision process model was then applied to a sample of students admitted to and enrolled in an old MBA program, where less stringent admissions procedures had been used. Results supported the adequacy of both Graduate Management Admission Test scores and undergraduate grades in the prediction of admissions officer decisions as well as the validity of such information in the prediction of graduate performance and turnover. The results are discussed in light of the recent criticisms of the use of standardized tests as admissions criteria for programs of higher education.
The Johnson-Neyman Technique Using SPSS or BMDP
Authors: Karpman Mitchell B.
Published: March 2007

When homogeneity of slopes, an assumption of analysis of covariance is not present, the Johnson-Neyman technique has been considered as an alternative to analysis of covariance. The limited use of the Johnson-Neyman technique is perhaps related to exclusion of an algorithm in BMDP or SPSS, two major statistical packages. The present paper describes how to apply the Johnson-Neyman technique for one or two covariates using SPSS and/or BMDP.
The Construct Validity of Three Self-Report Instruments Hypothesized to Measure the Degree of Resolution for Each of the First Six Stage Crises in Erikson's Developmental Theory of Personality
Authors: Caillet Kenneth C. , Michael William B.
Published: March 2007

For a sample of 160 university students (56 males and 104 females) the major purpose of this study was to obtain evidence for the construct validity of each of three self-report inventories that had been designed to reflect the degree of successful or unsuccessful resolution of each of the first six of Erikson's eight stage crises within a theory of psychosocial development. Intercorrelations among the 36 subscales (12 subscales from each inventory with 6 representing a positive resolution and 6 others portraying a negative resolution of six stage crises) were obtained and submitted to a principal factors solution followed by both orthogonal and oblique rotations. Class standing as either a freshman or a senior/graduate student was correlated with each of the 36 subscales. The empirical factor structure defined failed to support the construct validity of the three self-report inventories, but instead indicated the presence of dimensions associated with method or response set variance. The correlational data suggesting that age was associated with a successful or unsuccessful resolution of stage crises of Identity and Intimacy yielded some support for validity.
The Concurrent Validity of the Woodcock Reading Mastery Tests Relative to the Peabody Individual Achievement Test among Retarded Adolescents
Authors: Simpson Robert G. , Eaves Ronald C.
Published: March 2007

To investigate the concurrent validity of the Woodcock Reading Mastery Tests (WRMT) and the Peabody Individual Achievement Test (PIAT), both instruments were administered to 56 adolescents. Scores on the PIAT reading and spelling subtests were correlated with scores on the WRMT subtests which were designed to measure similar skills. Partial correlation coefficients were calculated for male, female, black, and white children as well as for the total group. The presence of relatively high and positive partial correlations between appropriate subtests supported the concurrent validity of the WRMT relative to the PIAT and to criterion variables. Grade equivalents were higher on the Peabody than on the Woodcock. Possible interpretations of the results were discussed.
The Factor Structure of Level I: Life Styles Inventory
Authors: Cooke Robert A. , Rousseau Denise M.
Published: March 2007

Level I: Life Styles Inventory is a personal assessment instrument which has been used as a diagnostic tool in various programs for organizational change and individual development. The inventory measures twelve different life styles that are postulated to fall into four general areas of concern: Task/satisfaction; people/satisfaction; task/security; and people/security (Lafferty, 1973). This four-factor model of personal life styles was derived by combining need theory (Maslow, 1954) with personversus task-centered models of leadership (Stogdill, 1963; Blake and Mouton, 1964). In this paper, Level I data from 1000 employees were factor analyzed to empirically test the validity of this four-factor model. Principal components analysis with varimax rotation yielded three factors: People/security; satisfaction; and task/security. While these factors generally are consistent with the underlying dimensions postulated by Lafferty, the second factor (satisfaction) includes both task and people concerns. Additional analyses show these three empirically-derived factors to be differentially related to the salary, organizational level, and managerial specialty of respondents. These results are discussed in terms of the possible effects of organizations on the personal life styles of their members.
Student Background and Quality of Effort Correlates of Reported Grades, Opinions about College, and Perceptions of Magnitudes of Cognitive and Affective Attainment by Students in a Public Comprehensive University
Authors: Michael Joan J. , Nadson Jennifer S. , Michael William B.
Published: March 2007

For a sample of 127 undergraduates at a major state university, an attempt was made to estimate the concurrent validity of Quality of Effort (QE) scales and background items from the College Student Experiences (CSE) questionnaire developed by Pace relative to criterion variables from the same CSE instrument that represented perceptions by students of grades earned to date and growth in selected cognitive and affective dimensions. In addition, the factorial validity of several subscales and items within the CSE was examined. Although it is possible that several of the validity indices might have been inflated by variance associated with one or more response sets, the QE scales appeared to display at least a moderate degree of concurrent validity not much less than the level of predictive validity realized by standardized scholastic aptitude tests. The factor analysis provided dimensions basically consistent with logical groupings of scales or items within given sections of the CSE. Multitrait-multimethod validation efforts are urged to separate method (format or instrumental) variance from trait variance as a means of clarifying the construct validity of the CSE.
Bias in the Validity of Predicted College Grades in Four Ethnic Minority Groups
Authors: McCornack Robert L.
Published: March 2007

Measures of high school achievement and scholastic aptitude are often used to predict college freshman grades. Are these predictions biased for members of ethnic minorities? Majority freshmen in a large state university in one year were used to develop a regression equation for predicting first-semester grade point average from high school grade point average and College Board Scholastic Aptitude Test scores. This majority-based equation was used to make predictions in ethnic minority groups of Asian, Hispanic, black, and American Indian students in two successive freshman classes. If unbiased, the predictions would have been (1) at the correct level of achievement in each group, and (2) of equal accuracy in each group. Predictive bias in the form of small but significant over prediction did occur, except among American Indians. Possible bias in predictive accuracy was made difficult to detect because the prediction error variances were moderately high in all ethnic groups in both years. Total error variances were slightly larger in the black and Hispanic minority groups than in the other minority groups, although only a single significant difference was found.
Imagery and Success: Are Dimensions of Mental Imagery Valid Predictors of the Accumulation of Wealth?
Authors: Friedman Jeffrey S. , Krus David J.
Published: March 2007

A short version of the 1909 Betts' Questionnaire Upon Mental Imagery was used to discriminate among four groups of subjects defined on the basis of earned income. The identified factors of mental imagery were valid in differentiating between low and high income groups with age, sex, and educational level partialled out.
Relationship of Copsystem Interest Inventory Scales to Vocational Preference Inventory (VPI) Scales in a College Sample: Construct Validity of Scales Based on Professed Occupational Interest
Authors: Omizo Michael M. , Michael William B.
Published: March 2007

The purposes of the present study were to (1) determine the relationship of scores on the COPSystem Interest Inventory and scores on similar constructs of the Vocational Preference Inventory (VPI) and (2) ascertain how frequently the three areas of interest on the COPSystem Interest Inventory receiving the highest scores by respondents corresponded to the three like-named areas of the VPI exhibiting the highest scores by the same respondents. The sample included 213 female undergraduate college students. Scales on both inventories were matched according to the name of the constructs and the theoretical assumptions of the constructs.

The results indicated high correlations between scales of the two instruments measuring similar constructs. Relative to the second purpose, for 50% of the sample, results were nearly identical for both instruments, and for all members of the sample at least one highest area of interest was the same.

It was concluded that some support is provided for the COPSystem constructs. Recommendations include future cross-validation studies with other college and non-college samples.
The Predictive Validity of the Star: A Need for Local Validation
Authors: Tsushima William T. , Onorato Vincent A. , Okumura Frederick T. , Sue Dalton
Published: March 2007

The Screening Test of Academic Readiness (STAR) was administered to 59 incoming kindergarten boys at a private school with superior academic standards. To assess the predictive validity of the STAR, the Metropolitan Readiness Test (MRT) and teachers' academic ranking of the students were obtained as criterion measures toward the end of the kindergarten year. Except for a low but significant correlation (.24) between the STAR and the MRT Numbers subtest, there was no substantial relationship between the STAR and MRT scores. The Spearman rank-difference correlation between the STAR and teachers' ranking of the kindergarten (.23) was statistically significant but low. The findings suggested that the STAR may not be an effective screening test for kindergarten pupils in a population of children with superior IQs. The results call for local validation of tests to be used for admissions purposes.
Measuring Attending Behavior and Short-Term Memory with Knox's Cube Test
Authors: Stone Mark H. , Wright Benjamin D.
Published: March 2007

Knox's Cube Test has been used in ability tests since 1915. Most of these test batteries are out of print or dated. A new revision was developed using Rasch psychometric techniques to build a KCT variable and item bank using the tapping series from all previous editions. This new KCT edition now links all previous versions. The report forms developed give a clear and straight-forward picture of the subject's performance set in a context which is both normative and criterion.
A Concurrent Validity Study of the Learning Ability Profile Against College Grade Point Average: Some Canadian Data
Authors: Fabi Bruno
Published: March 2007

The purpose of this study was to determine the concurrent validity of the Learning Ability Profile (LAP) by correlating the results obtained on the LAP with grade point average (GPA). The sample consisted of 80 French-speaking students in the bachelor's degree program in Business Administration at the Université du Québec a Trois-Rivières. Located in Canada, the institution is one constituent of a state-run university network. Scores on LAP, both weighted and non-weighted, were correlated .30 (p < .01) and .31 (p < .01), respectively, with GPA. It was concluded that learning ability measures obtained with this test could present an acceptable validity in academic contexts in which selection is concerned. It was recommended that further cross-validation investigations be conducted with individuals of other cultural groups or of other academic fields.
F- and H-Test Assumptions Revisited
Authors: Boehnke Klaus
Published: March 2007

The effects of some restraints not included in the classical assumptions of the F- and H-test (e.g., correlation of mean and sample size) were examined in a simulation design of 1000 samples per condition. Also simulated was a situation in which two assumptions were not met simultaneously. The major conclusions were: H was not an appropriate alternative for F with samples of N? 20; in all cases of unequal variances combined with unequal sample sizes H should be applied; and neither H nor F should be applied if more than one assumption of either test is not met.
Construct Validity of the Figural, Symbolic, and Semantic Dimensions of the Structure-of-Intellect Learning Abilities Tests
Authors: Roid Gale H.
Published: March 2007

The Structure of Intellect Learning Abilities (SOI-LA) tests are widely used in gifted screening and the diagnosis of learning difficulties. Although the Figural, Symbolic, and Semantic dimensions of the tests have been employed as a prescriptive tool for matching students to appropriate methods of reading instruction, the factorial validity of these dimensions has not been widely investigated. Using a normative sample of 2nd-grade pupils (N =364), this study relied upon multiple-group factor analysis to confirm the hypothesized dimensions. The dimensions were generally confirmed with the Figural factor being the most clearly defined.
Aggregating Scores: To Standardize or Not to Standardize?
Authors: Gardner R. C. , Erdle S.
Published: March 2007

This paper demonstrates that although aggregated standard scores can correlate substantially with aggregated raw scores, their correlations with an external criterion can differ markedly. This will occur when the variances of the components differ and these differences are related to the correlations of the components with the criterion.
Reliability and Discriminant Validity of Institutional Integration Scales for Disadvantaged College Students
Authors: Fox Richard N.
Published: March 2007

Pascarella and Terenzini (1980) developed five factorially derived institutional integration scales to operationalize Tinto's (1975) conceptual model of college student withdrawal. Some psychometric characteristics of these scales are estimated for disadvantaged students at an urban commuter institution. The results revealed suspected reading comprehension problems. After several items had been revised and retested, the scales showed improved characteristics. The scales were judged as exhibiting acceptable reliability and discriminant validity for the samples of students studied.
An Analysis of the Dimensionality of the Pupil Control Ideology Scale
Authors: Graham Steve , Benson Jeri , Henry Nick
Published: March 2007

The Pupil Control Ideology (PCI) scale is a unidimensional instrument which reportedly measures a respondent's pupil control orientation on a humanistic-custodial continuum. In a recent study examining the dimensionality of the PCI, Graham, Halpin, Harris, and Benson (1985) used exploratory and confirmatory factor analytic procedures to analyze the responses of 362 college students. Results of the analyses provided support for the contention that the PCI is unidimensional and that a reduced 10 item, one factor model provided the best description of the data. The present study replicated the Graham et al. (in press) investigation with a sample of practicing classroom teachers. The findings were congruent with the results obtained by Graham and his colleagues. Consequently, it was recommended that the PCI should be refined and that the 10 item, unidimensional scale should be used in future investigations.
A Reliability and Validity Investigation of the Multidimensional-Multiattributional Causality Scale
Authors: Powers Stephen , Cool Brent A. , Gose Kenneth F. , Douglas Peggy
Published: March 2007

A sample of 76 college students was administered the Multidimensional-Multiattributional Causality Scale (MMCS). Most of the 3-item subscales had adequate reliabilities. A factor analysis of theintercorrelations of responses revealed three pure factors andthree ambiguous factors. These results provide partial support forthe reliability and factorial validity of the MMCS.
Further Validation of the Arizona Heart Institute Cardiovascular Risk Factor Questionnaire
Authors: Diethrich Edward B. , Krus David J.
Published: March 2007

The Arizona Heart Institute Cardiovascular Risk Factor Questionnaire was validated with respect to dual criteria of electrocardiogram and treadmill examinations. The differential diagnostic properties of both criterion methods were discussed together with relative contributions from each of the predictor variables. The reported findings are relevant for efforts of the preventive medicine to lower the frequency of occurrence of heart disease.
Dimensions of Reading Attitude of Primary Students
Authors: Alexander Douglas G. , Engin Ann W.
Published: March 2007

The Survey of Reading Attitudes-Primary Level (SRA) was administered orally to 269 first-grade, 240 second-grade, and 236 third-grade students. The responses to the 85-item survey were factored separately by grade by using a principal factor method with varimax rotation. Five factor dimensions were obtained which could be equated to dimensions reported in studies with intermediate grade students who responded to an intermediate form of the SRA. These factor dimensions included: Expressed Reading Difficulty, Reading as Direct Reinforcement, Reading Enjoyment, Comics, and Alternative Learning Modes. The Expressed Reading Difficulty and Comics dimensions were obtained for all three grades. Although the Reading as Direct Reinforcement and Reading Enjoyment Dimensions were obtained for both the second- and third-grade samples, these two dimensions merged to form a single dimension for the first-grade sample. The Alternative Learning Modes dimension emerged only for the third-grade sample. The results provided evidence for the multidimensionality of primary students' reading attitudes. Grade differences in the obtained factor structures may reflect the differentiation of reading attitudes as a result of developmental processes and/or the greater differentiation of reading experiences as the student matures and progresses through school.
Validity of Jesness Inventory Classification with Nondelinquents
Authors: Jesness Carl F.
Published: March 2007

Jesness and Wedge (1984) presented validity data on a simplified hand-scorable method for classifying serious juvenile offenders into one of nine subtypes. The main hypothesis of the present study was that the classification procedure, which had its origins in the I-level system, was germane and valid when used with nondelinquent youths. Results showed that 99% of a sample of 1,626 junior school students received a classification, with 69% receiving a single classification. On retesting after one year, 48% of the 7th-grade students obtained the same classification. Analysis of variance and Sheffe tests revealed important subtype differences on a variety of demographic, achievement, attitudinal, and behavioral variables. These subtype differences were consistent with previous findings with delinquents, and indicated that the classification can be used with nondelinquents of both sexes.
Recovery of One- and Two-Parameter Logistic Item Parameters: An Empirical Study
Authors: Goldman Steven H. , Raju Nambury S.
Published: March 2007

Response data from 3,000 subjects to the SRA Attitude Survey (SRA, 1974) were analyzed using the one-parameter and two-parameter logistic latent trait models. The effects of varying sample size on the accuracy of estimating of person and item parameters were investigated. For both models, ability parameter estimates for all sample sizes (N = 1,000, 500, and 250) were nearly perfectly correlated with population ability parameters. For the item difficulty parameters, a sample of 250 subjects was found to be adequate for estimation in the one-parameter model; 500 subjects were found to be adequate for estimation in the two-parameter model. For item discrimination indices in the two-parameter model, samples of 1000 subjects were required for accurate estimation. These empirical results appear to support the Monte Carlo results from previous investigations dealing with the estimation of item and person parameters.
Convergent Validity of Five Locus of Control Scales
Authors: Goodman Sherri Hope , Waters L. K.
Published: March 2007

Coefficient alpha reliability estimates and interscale correlations were obtained for five locus of control scales for a sample of 131 male and 136 female college students. Only four scales or sub-scales emphasizing all, or in part, fate or chance orientation and items reflecting control over political institutions showed evidence for convergent validity.
Component Structure of a Measure of Job Facet Satisfaction: Stability Across Job Levels
Authors: Kerber Kenneth W. , Campbell James P.
Published: March 2007

The stability of the component structure of a measure of job facet satisfaction was examined across job levels at a large computer company. An internally developed questionnaire was completed anonymously by 4,130 employees (1,217 exempt and 2,913 nonexempt). Results support the internal consistency and construct validity of nine job facet satisfaction scales for both exempt and nonexempt employees: supervision, co-workers, pay, manager's manager, company, the work itself, promotion, working conditions, and benefits. Regardless of job level, the nine job facets formed two higher order components involving the economic and noneconomic aspects of the job. Satisfaction with the nature of the work was the most important facet for all employees, followed by satisfaction with pay and working conditions. Compared with nonexempt employees, exempt employees were more satisfied with their work, supervisors, co-workers, pay, and opportunities for promotion. Results confirm most of the major job facets identified in previous research but do not support theoretically based predictions regarding the structure of higher order compo-nents.
Internal Construct Validity of a College Admissions Test Across Handicapped and Nonhandicapped Groups
Authors: Rock Donald A. , Bennett Randy Elliot , Kaplan Bruce A.
Published: March 2007

This study investigated the comparability of SAT Verbal and Mathematical scores for nonhandicapped examinees taking standard administrations and handicapped populations taking extended-time, special administrations. A simple two-factor confirmatory model based on Verbal and Mathematical item parcels was posed and tested for invariance across two sets of handicapped and nonhandicapped samples, with each set taking a different form of the SAT. Results showed the two common-factor model to provide a reasonable fit in all populations with the mathematical factor generally fitting somewhat better than the verbal one. Compared with the nonhandicapped population, the factors tended to be less correlated in most of the handicapped groups. In addition, some evidence of verbal method factors defined by the antonym and reading comprehension item types was evident. Finally, there was some suggestion that one of the two Mathematical item types led to different observed score scale units for learning disabled students taking a cassette administration.
The Development of an Emotions Scale for Writers
Authors: Powell Jack L. , Brand Alice G.
Published: March 2007

The Brand Emotions Scale for Writers (BESW) is a 20-item scale designed to measure the emotions of writers (a) immediately before writing (state-before); (b) immediately after writing (state-after); and (c) during the process (trait). The present article describes the development of the BESW and the factor structure of these three different forms. Common factors analyses (orthogonal rotation), which yielded two factors for each of the three forms- state-before, state-after, and trait when writing-accounted for 36%, 42%, and 44% of the total variance, respectively. The item make-ups of the two factors, labeled positive and negative, were very similar across the three forms. In general, the BESW appears to be an internally consistent instrument capable of measuring positive and negative emotions before and after writing and of reflecting a trait when writing.
Stability and Criterion-Related Validity of the Estes Attitude Scales
Authors: Richards Herbert C. , Bear George G.
Published: March 2007

The purpose of the study is twofold: (a) to provide information about the cross-time stability of the Elementary Form of the Estes Attitude Scales; and (b) to provide additional evidence for the criterion-related validity of these scales. To meet these objectives, children who were third- and fourth-graders when the study began were administered the Estes scales during the spring semesters of three successive years. SRA Educational Ability Series Quotients and grades in math, reading, and science were also obtained for these same youngsters the last year of the study. Math, science, reading, and total attitude scores proved to be moderately stable across the two-year span of the study. The Estes scales were predictive of school performance, even when the effects of academic aptitude were controlled.
Using Lisrel to Evaluate Measurement Models and Scale Reliability
Authors: Fleishman John , Benson Jeri
Published: March 2007

The present paper demonstrates how LISREL can be used to examine measurement model assumptions and to assess the reliability of a scale. LISREL was used to investigate (a) the nature of the basic measurement model for a scale, (b) scale invariance across time, and (c) scale invariance across groups. Information obtained in such analyses helps to assess accurately the estimate of the reliability of the scale. As an illustration, responses of 722 elementary school students to the Coopersmith Self-Esteem Inventory (Form B) were analyzed. Results indicated that a congeneric measurement model with correlated errors was most appropriate. Internal-consistency estimates were not affected by correlated errors, within each of the two time points (pretest and posttest). However, correlated errors across time produced an overestimate of the stability coefficient. Further, the factor structure of the scale was invariant across three ethnic groups, an invariance that implied similar reliability estimates across groups.
Factor Structure of a Children's Health Locus of Control Measure: A Confirmatory Maximum-Likelihood Analysis
Authors: Thompson Bruce , Webber Larry , Berenson Gerald
Published: March 2007

The present study evaluated the validity of a revised version of the Multidimensional Health Locus of Control (MHLC) Scales when the measure is employed with older elementary school children. Confirmatory maximum-likelihood factor analysis employed data from 876 students. The factor structure of the measure matched expected structure fairly closely, although a few deviations from expectation were noted. Thus, the results supported the validity of the measure when it is employed with children.
A Comparative Study of the Reliability and Validity of the Degrees of Reading Power and the Iowa Tests of Basic Skills
Authors: Hildebrand Myrene , Hoover H. D.
Published: March 2007

This study compared the reliability and validity of two different measures of reading ability, the Degrees of Reading Power (DRP) and the Iowa Tests of Basic Skills (ITBS) Reading Comprehension test and the ITBS Vocabulary test. The data consisted of scores of 377 grade 5 and 6 students on these tests, assigned reading levels, and teacher-assigned grades. Intercorrelations, including disattenuated values, were the primary method of data analysis. The differences between the ITBS and DRP on the reliability and validity evidence presented were minor and appeared to be of limited practical significance.
The Distributional Properties of Rasch Standardized Residuals
Authors: Smith Richard M.
Published: March 2007

This study was concerned with an investigation of the distributional properties of the standardized residual that is commonly used in Rasch model calibration programs to develop various indices of item and person fit. There were two aspects of this study: (a) an investigation of the distributional properties of the standardized residuals when the data fit the model and (b) the power of the standardized residual to detect measurement disturbances. This study was based on simulated data to control for the presence of confounding factors, such as multi-dimensionality, differences in the slopes of item characteristic curves, and guessing. The results indicated that when that data fit the model the distributional properties of the standardized residuals were close to hypothesized mean and standard deviation and that it is possible to construct reasonable Type I error rates that can be used as a frame of reference when investigating the fit of actual data to the Rasch model. The analysis of the simulated measurement disturbance data indicated that although the shape of the standardized residual distribution reacts to the presence of the disturbance, the magnitude of the response is small and the residuals lack the power of the item or person fit statistics to detect measurement disturbances.