bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparative Prediction of First Year Graduate and Professional School Grades in Six Fields
Authors: Baird Leonard L.
Published: March 2007

The validity of predictors of academic performance in six postgraduate fields were compared. The fields included three liberal arts areas and three professional areas: arts and humanities, biological and physical science, social science, law, medicine, and business. The predictors included information about students' backgrounds, self-conceptions, values, nonacademic achievements, and curricular patterns as well as admissions test scores and grades. In most fields, grades were predicted by academic ability and by prior achievement, self-confidence, and previous accomplishment in the field. Background variables predicted grades only in law and arts and humanities. The predictive power of admissions tests varied from field to field.
A Profile of the Validity of Postgraduate Psychology Examinations in Pakistan in Terms of Their Congruence With Educational Objectives
Authors: Ansari Z.A.
Published: March 2007

Within the framework provided by the six process-oriented cognitive categories in the Taxonomy of Educational Objectives by Bloom and his co-workers the essay-type items of postgraduate achievement examinations in psychology for students at the University of Peshawar were classified, and the relative frequencies of the items were compared with those for psychology examinations administered at a British university. Although the categories of Knowledge and Comprehension were amply represented, the dimensions of Analysis and Synthesis would appear to have been very much underrepresented at the University of Peshawar. Thus possible sources of invalidity in the achievement examinations were identified if the behaviors of the examinees both as students and as future psychologists demand abilities of Analysis and Synthesis in research endeavors, in report writing, and in oral communication as required in teaching or public service.
Analyzing Ratings With Correlated Intrajudge Measurement Errors
Authors: Werts C.E. , Jöreskog K.G. , Linn R.L.
Published: March 2007

A procedure is presented for the analysis of rating data with correlated intrajudge and uncorrelated interjudge measurement errors. Correlations between true scores on different rating dimensions, reliabilities for each judge on each dimension and correlations between intrajudge errors can be estimated given a minimum of three raters and two dimensions.
Measurement of Personality Change in an Alcoholic Treatment Program: Further Validation of the Personal Orientation Dimensions
Authors: Jansen David G. , Knapp Robert R. , Knapp Lila
Published: March 2007

This study was designed to examine the validity of the Personal Orientation Dimensions (POD) for measuring changes following an inpatient alcoholic treatment program and to describe these changes in terms of concepts of the actualizing person. Differences between pretest and posttest raw scores were significant for 9 of 13 POD scales. Eight of the changes were in the direction of greater actualizing and one in the direction of greater social conformity. It was concluded that the POD was sensitive to changes resulting from the present alcoholic treatment program and that these changes were generally in the direction of greater actualizing.
A Comparison of the Ability of the D-48 Test and the Ipat Culture Fair Intelligence Test To Predict SRA Achievement Test Scores for 8Th and 9Th Grade Students
Authors: Chissom Brad S. , Hoenes Ronald L.
Published: March 2007

Two culture free intelligence tests, the D-48 Test and the IPAT Culture Fair Intelligence Test, were correlated with composite scores on the SRA Achievement Test for groups of 150 8th grade and 173 9th grade students. The two tests were also correlated with ethnic identification of the subjects. Results showed that the two intended culture-free measures were valid predictors of the achievement test scores at both grade levels. Highly significant correlation coefficients were observed between ethnic membership and (a) each of the so-called culture free tests and (b) the achievement test.
A Comparison of the Validities of a Traditional Item-Allocation Method and of An Item-Sampling Procedure in the Construction of in-Class Examinations in Intermediate Algebra
Authors: Forester Donald Lee , Michael William B.
Published: March 2007

Basically a replication of an earlier investigation by Poggio and Glasnapp (1973), this study offered from the standpoint of several psychometric characteristics a comparison of a traditional mode of item assembly with one of item sampling employed in the construction of three in-class midterm achievement examinations in intermediate algebra for a sample of 101 community college students. For two of three in-class midterm examinations reliable differences existed between mean scores of constant-item (traditionally devised) test forms and those on corresponding item-sampled (content-sampled) test forms. Relative to performance on a final achievement examination of 60 multiple-choice items, the validity coefficients of scores derived from two of the three sets of the six item-sampled test forms employed were lower than those realized for the two corresponding single constant-item test forms. Furthermore, relative to the same criterion measure multiple correlation coefficients of .571 and .521, respectively, were found from optimally weighted composites of the three sets of in-class midterm examination scores on the constant-item test forms and on the item-sampled test forms. Thus the item-sampled midterm test forms appeared to be no more and perhaps slightly less valid than traditionally assembled constant-item test forms in the prediction of success on a final objective achievement examination in intermediate algebra.
National and Local Proficiency Tests: Their Validity for an Introductory Biology Course
Authors: White Gordon W. , Miller Donald M. , Matten Lawrence C. , Englert Duwayne C. , Scott M. Douglas
Published: March 2007

The study involved comparison of three proposed proficiency tests for a two-quarter introductory biology course. One of the tests was a nationally standardized examination; the other two were locally constructed. The three tests were administered as first course pretests and as posttests each quarter of the sequence. Course grades were determined independently of the proficiency test scores. The College Entrance Examination Board's College Placement Test for Biology (CEEB Biology) yielded the highest validity between pretest scores and first and second quarter grades. Posttest scores earned during both the first and second quarter on the locally constructed Berg-Miller Proficiency Examination (BMPE) were more highly correlated with final grade in both the first and second quarter than were posttest scores on either the CEEB Biology or the locally constructed Garoian Proficiency Examination (GPE).
Preliminary Evidence Regarding the Validity of the Personal Orientation Inventory as a Measure of the Construct Self-Actualization
Authors: Price Gary E.
Published: March 2007

This study was designed to compare scores on a pretest—the Personal Orientation Inventory (POI) (Shostrom, 1974)—taken immediately after a stressful experience (as inferred from measures on a polygraph) with scores on the posttest taken two weeks after the removal of the stressful condition. In this exploratory construct validity study the central objective was to ascertain whether hypothesized changes in the mean scores on the subscales of the POI would occur to a statistically significant degree in directions reflecting a higher degree of self-actualization after elimination of the stressful condition and after verbal reassurance of one's perceptual capabilities. The twenty-one subjects were randomly selected from one hundred-seventy graduate students enrolled in a school counseling-training program. Significant differences in the predicted direction were found on two of the twelve subscales, Self Regard and Self Acceptance on the POI.
Personal Traits and "Success" in Schooling and Work
Authors: Edwards Richard C.
Published: March 2007

The group peer rating technique is employed to develop highly reliable measures of 16 personality traits for 445 adult workers and 237 high school seniors. Several of these traits are found to have high predictive validity for pay differentials, supervisor's ratings, and school grades. Dimensions derived from multidimensional scaling of the traits explain between 19 and 43 percent of the variance in criterion variables, and the corresponding validity coeficients are extremely high compared to those given in Ghiselli's (1966) comprehensive review study. Moreover, the results are robust in multivariate regressions with a series of other variables.
GUIDCOUN: A Comprehensive FORTRAN IV Computer Program for Generating Item and Test Analyses as Well as a Complete Standard Scores Distribution
Authors: Noble Gilbert H.
Published: March 2007

With the literature containing many item analysis and test analysis computer programs as well as programs for computing standard scores, GUIDCOUN offers a comprehensive alternative. Completing its performance on one run, the present program, written in FORTRAN IV and emphasizing ease of use, integrates various statistical techniques for analyzing individual items and the overall test, in addition to generating a variety of standard scores. The item analysis section includes such statistics as corrected-for-overlap point-biserial coefficients and a response grid for A, B, C, D, and E alternatives as well as omits. The statistics given in the test analysis section range from mean to standard error of kurtosis. The standard scores section offers many popular grade assignment techniques, ranging from basic frequency to normalized stanines. Restrictions include a maximum of 150 items and a need for approximately 256K. Availability of program and documentation are offered at cost.
Equal and Unequal n and Equal and Unequal Intervals in Trend Analyses
Authors: Gaito John
Published: March 2007

Four possible cases in trend analyses are discussed: unequal n-unequal intervals, unequal n-equal intervals, equal n-unequal intervals, equal n-equal intervals. The presence of unequal n (with equal or unequal intervals) usually produces nonorthogonality of components, necessitating corrective procedures. The suggested procedure is the use of n in equations to derive the orthogonal polynomial coefficients. Unequal intervals (with equal or unequal n) requires that the orthogonal polynomial coefficients be derived because tabled coefficients are not appropriate.
Estimation of the Differences Between WISC-R and WISC IQS
Authors: Doppelt Jerome E. , Kaufman Alan S.
Published: March 2007

The purpose of the study was to estimate the magnitude of the differences between IQs obtained from WISC-R and those from the original WISC. The 1949 WISC and the 1974 WISC-R were reviewed to identify a common core of items. Regression equations were developed for the 1949 sample, by age level, to predict WISC IQs from the common core. These equations were then used to estimate the WISC IQs of those in the WISC-R standardization sample. In the age range 6½ to 15½ years, the Full Scale IQs on WISC-R were 4 points lower, on the average, than WISC IQs. The difference, however, varied with the particular IQ Scale (Verbal or Performance), age, and ability level.
The Urry Method of Approximating the Item Parameters of Latent Trait Theory
Authors: Schmidt Frank L.
Published: March 2007

This note demonstrates that the convenient and inexpensive procedure suggested by Urry (1974a) for approximating test models (i.e., the normal ogive and logistic models) tends to systematically underestimate ai (item discriminatory power) and overestimate /b i/ (item difficulty). A simple correction for error in estimated ability (θ) is presented which serves to eliminate these biases. Implications for item screening and for item parameterization via maximum likelihood methods and via Urry's more recently developed estimation procedure (1974b) are discussed.
A Program for Calculating the Exact Probability Along with Explorations of M By N Contingency Tables
Authors: Fleishman Allen I.
Published: March 2007

A program has been developed to test the significance of an m × n table by using an extension of the Fisher exact probability test. Theoretical corrections are made regarding the previous work by Bedeian and Armenakis (1977). Various methods of discovering the source of association at a cellwise level are given.
Stability and Concurrent Validity of the Career Ability Placement Survey (CAPS) Against the DAT and the GATB
Authors: Knapp Robert R. , Knapp Lila , Michael William B.
Published: March 2007

Test-retest reliability coefficients for the brief Career Ability Placement Survey (CAPS) and concurrent validity correlations against the DAT and GATB are presented for samples of ninth and tenth grade students. That reliability coefficients ranged from .70 to .95 is considered to reflect a satisfactory level of reliability for the CAPS. Correlations against conceptually similar tests for the DAT ranged from .47 to .77 and for the GATB from .63 to .80. The high test-retest reliability estimate and the generally high magnitude of correlations between CAPS tests and conceptually similar tests in the DAT and GATB suggest that the CAPS should be considered as a viable alternative to these longer batteries, especially whenever consideration of total administration time is an important factor.
Interpretation of the R2 Index in Regression Models of Judgment
Authors: Lindell Michael K.
Published: March 2007

Work on an artifact in the multiple correlation coefficient ( Rs) identified by Schenck and Naylor (1968) is extended. The direction and magnitude of the artifactual effect is shown to depend upon the nature of the experimental and task conditions. Use of an alternative index is recommended.
Reliability of College Grades From Longitudinal Data
Authors: Werts Charles , Linn R.L. , Jöreskog K.G.
Published: March 2007

Jöreskog's (1970a) procedure for the analysis of simplex models was used to test Humphreys' (1968) assertion that eight semesters of undergraduate grade-point averages have a simplex form. Not only was this assertion confirmed but precise estimates of reliability and of unattenuated correlations were obtained.
Individual Psychosocial Competence: a Personality Configuration
Authors: Tyler Forrest B.
Published: March 2007

Two investigations of students entering college ( Ns = 84 and 262), and one of the students completing high school (N = 147) explored the presence of a psychological competence configuration as a component of personality-functioning. That configuration was hypothesized to consist of self-attitudes (Rotter I-E), world attitudes (Rotter Trust), and behavioral attributes (Tyler, Behavioral Attributes of Psychosocial Competence). The configuration held across all 3 samples, with the self-attitudes-behavioral attributes relation strongest. Configural measures were independent of aptitude and grade point measures, but somewhat related to social desirability (Crowne-Marlowe). In the high school study, the BAPC significantly differentiated students selected by counselors as exemplary ("getting their lives and school together well" ) in contrast to those selected as marginal. The differentiating power of the BAPC proved to be completely independent of social desirability and aptitude effects and partially independent of grade point average. Thus these studies establish the presence of a functionally relevant behavioral attributes component of effectiveness.
The Effects of Repeaters on Test Equating
Authors: Andrulis Richard S. , Starr Larry M. , Furst Lawrence M.
Published: March 2007

Test fairness implies that successive forms of a test are equivalent in all key areas; since most forms cannot be precisely equivalent it is necessary to equate for scores on the forms to be directly equivalent. The effect of repeaters was explored empirically in the context of test equating for this paper. Results indicate that the group taking the test at different time periods was not a random sample drawn from an underlying population. This effect is due to the presence of repeaters in the second test administration. Determination of equating parameters resulted in different cut-off points for passing on the test. It is now clear that the performance of repeaters tends to move the passing score downward, allowing greater advantage to those who are repeating a test to do so when their numbers are greater.
Initial Validity and Reliability of the Trent Attribution Profile (TAP) as a Measure of Attribution Schema and Locus of Control
Authors: Wong Paul T.P. , Watters Derek A. , Sproule Catherine F.
Published: March 2007

Success and failure outcomes in three achievement-oriented common-life situations were simulated in the Trent Attribution Profile (TAP) with both self and others-orientations. The TAP provides measures of locus of control and stability dimensions which can be further partitioned into individual attribution elements (i.e., ability, effort, task difficulty, and luck) under four different conditions (self-success, other-success, self-failure, other-failure). The Internality dimension of the TAP was correlated significantly with Rotter's I-E Scale. The test-retest reliability coefficient was significant. Traditional success-failure and self-other biases were also obtained.
The Concurrent Validity of the Larsen-Hammill Test of Written Spelling in Relation to the California Achievement Test
Authors: Carpenter Dale , Carpenter Sue
Published: March 2007

The Larsen-Hammill Test of Written Spelling (TWS) scores were correlated with scores received on the California Achievement Test (CAT) by 45 fourth-grade pupils. The two subtest scores on the TWS were used as predictor variables in four multiple regression analyses in which combined Reading, Mathematics, and Language scores along with the Spelling score from the CAT were used as criterion variables. The linear combination of both the TWS predictor variables, Predictable Words and Unpredictable Words, most accurately forecast the CAT Language scores. CAT Spelling scores were significantly predicted by TWS Predictable Words scores, but not so accurately predicted by the addition of the TWS Unpredictable Words scores into the regression equation. The investigation did not lend support to the contention that the TWS yields the same results as the CAT Spelling subtest or other subtests of the CAT.
Predicting Freshman GPA of Law/Justice Students
Authors: Widerstrom A.H. , Jengeleski J.L. , Chansky N.M.
Published: March 2007

This study was concerned with the validity of the Verbal (V) and Mathematics (M) scales of the College Board Scholastic Aptitude Test (SAT) as predictors of college freshman grade point average (GPA) at Glassboro State College. A double cross validation was performed on data from 204 first-year law/justice students. Results indicated that SAT-V and SAT-M together were somewhat more valid predictors of GPA than was either score separately. Multiple Rs were .33 for the criterion group and .37 for the cross-validation group. Both SAT and GPA distributions were found to be skewed, the former positively and the latter negatively. This circumstance was a possible factor influencing the size of the correlation coefficients.
Validation of the Image of Science and Scientists Scale
Authors: Smith Jeffrey K. , Krajkovich Joseph G.
Published: March 2007

The Image of Science and Scientists Scale was developed to assess high school students' attitudes toward science as a field of study. Reliability and three types of validity evidence are reported for the scale.
A Reading Attitude Inventory for Elementary School Pupils
Authors: Lewis John
Published: March 2007

The item development, reliability, and validity of a scale to measure attitude toward reading among elementary school pupils are described. Results suggest that this scale will yield accurate and valid indications of reading attitude for third, fourth, and fifth-grade pupils.
A Computer Program for Calculating Power of the Chi-Square Test
Authors: Milligan Glenn W.
Published: March 2007

A simple FORTRAN program is provided for calculating the power of statistical tests based on the chi-square distribution. The program produces reasonably accurate approximations to the exact probabilities obtained from the noncentral chi-square distribution. The calculation of the noncentrality parameter is also discussed for tests of independence and goodness-of-fit.
Tables for Determining the Minimum Incremental Significance of the Multiple Correlation Coefficient
Authors: Dutoit Eugene F. , Penfield Douglas A.
Published: March 2007

Assuming a multiple linear regression model with q independent variables, a procedure is developed for determining the minimum statistically significant increase in the multiple correlation coefficient when an additional independent variable is considered for regression. The procedure is presented analytically as well as in table form. Examples are used to illustrate the process and describe table utilization.
National Educational Development Tests as a Predictor of College Entrance Examination Board Scholastic Aptitude Test Scores
Authors: Doebler L.K. , Foreman S.T.
Published: March 2007

The purpose of this study was to determine the predictive validity of composite scores on the National Educational Development Tests (NEDT-C) scores in the prediction of College Board Scholastic Aptitude Test (CEEB-SAT) total (T) scores. The subjects were 69 students in a private college preparatory school for girls. The data consisted of NEDT-C scores obtained during the subjects' ninth grade year and SAT-T scores obtained during the subjects' twelfth grade year. The NEDT-C yielded a correlation of .76 with the SAT-T. This correlation was statistically significant at the .01 level.
The Concurrent Validity and Factor Structure of Seventeen Structure-of-Intellect Measures Reflecting Behavioral Content
Authors: Favero Jane , Dombrower Jule , Michael William B. , Dombrower Edward
Published: March 2007

For a sample of 152 children (76 boys and 76 girls) in grades 2 to 6 without identifiable learning disabilities, interest centered upon whether measures of empathy and social sensitivity as conceptualized within the behavioral segment of Guilford's structure-of-intellect model would exhibit concurrent validities with a criterion measure represented by a standardized test of academic performance in basic skills and would provide identifiable factor dimensions within the behavioral domain. Although tests constructed to represent various hypothesized factors in cognition of behaviors tended to exhibit low correlations with measures devised to portray hypothesized factors of divergent production of behaviors, these cognition scales did display higher concurrent validity coefficients than those registered by divergent production measures. When heterogeneity associated with grade level (age) was statistically controlled, all six measures of cognition of behaviors continued to yield statistically significant validity coefficients (p < .01), but only two of the ten tests of divergent production of behaviors that had revealed significant (zero-order) validity coefficients provided statistically reliable (first-order partial) validity coefficients (p < .05). Factor analytic results afforded a separation of measures of cognition of behaviors from those of divergent production of behaviors.
The Invariance of the Factorial Validity of the Metropolitan Readiness Tests for Blacks, Whites, Males, and Females
Authors: Reynolds Cecil R.
Published: March 2007

The six subtests comprising the Metropolitan Readiness Tests were factor analyzed separately for white females, white males, black females, and black males. A single factor best described the structure of the test for each group. Coefficients of congruence for the factor between each pair of groups always exceeded .92. Thus, the factor structure of the Metropolitan Readiness Tests is essentially invariant with regard to race and sex variables.
An Investigation of the Predictive Validity of the Slosson Intelligence Test with Learning Disabled Kindergarten Children
Authors: Baum Dale D.
Published: March 2007

The purpose of this study was to investigate the predictive validity of the Slosson Intelligence Test (SIT) as a screening instrument in the identification of learning-disabled preschool children. The SIT scores of 98 "high risk" kindergarten children were correlated with the scores they obtained on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The SIT scores were correlated .56 with the WPPSI Verbal IQ scores and .53 with Performance IQ scores. The SIT mean was 107.3 whereas the WPPSI Full Scale mean was 94.2. It was concluded that the predictive validity of the SIT was very low and that results obtained with the instrument at the kindergarten level were highly inaccurate and very misleading.
Relationship of Work Values to Corresponding Academic Success
Authors: Knapp Lisa , Michael William B.
Published: March 2007

The present study examines the relationship of a measure of work values to academic success in school courses related to performance in actual work situations. Correlations were obtained between work values as measured by the Career Orientation Placement and Evaluation Survey (COPES) and course marks. The pattern of obtained correlations between school marks and those specific values hypothesized to correspond with occupations reflected in course content is generally consistent with expectations.
An Analytical Investigation of the Effects of Heterogeneous Regression Slopes in Analysis of Covariance
Authors: Hollingsworth Holly H.
Published: March 2007

The effects of violation of the assumption of homogeneity of regression on the Type I error rate and on the power of analysis of covariance (ANCOVA) were investigated. The study shows that the test statistic used to test the hypothesis of equal treatment effects has a non-central F-distribution with the non-centrality parameter equal to zero if and only if the regression slopes are homogeneous and/or the means of the covariables, computed on the entire sample, are all zero. Consequently, if the heterogeneous regression slopes are present, the likelihood of committing a Type I error is greater than what the researcher prespecified. The power function of the test of hypothesis was also determined. Results indicated that the power of ANCOVA was effected by heterogeneous regression slopes and furthermore it was found that the test does not maximize the power for all possible differences of the treatment effects as described by the alternative hypothesis.

The method of investigation was analytical and the results are general for any number of groups, any combination of group sizes and any number of covariables, provided the number of observations in each group is larger than the number of covariables.
On Using the Shewhart Control Chart To Display Item Analysis Data
Authors: Bradshaw Charles W.
Published: March 2007

A procedure was described by Rogers (1978) for using statistical control charts to display test item analysis data. Rogers' charts in volved plotting individual item difficulty indices with control limits and centerline values derived from an implicitly assumed mean item difficulty of 50%. The author of the present paper contends that a more useful representation of test item characteristics can be ob tained by adopting the usual control charting convention of allow ing the data itself to determine limit and centerline values. Then these values can be compared to any criterion difficulty level(s) deemed appropriate for a given set of test items. Although control charts cannot always be applied to item analysis, the author de scribes two specific situations where they can be used.
Predicting Academic Achievement Among Specially Admitted Black Female College Students
Authors: Houston Lawrence N.
Published: March 2007

Reports have indicated that minority students generally perform well in predominantly white colleges, in spite of low scholastic apti tude test scores. Although the cost of underpredicting their achieve ment has been discussed, the actual incidence of this under prediction seldom has been investigated. By means of stepwise multiple regression analysis, the relationship between college grade- point average (GPA) as the dependent variable and selection predic tor variables—high school rank, the Verbal score and Mathematics score on the College Board Scholastic Aptitude Test (SAT-V and SAT-M)—was evaluated in a sample of black female under graduates who initially had not been accepted by but later were ad mitted to a predominantly white liberal arts college. Results showed that after 8 semesters, 19 percent of the students withdrew or were transferred to another institution, 52% were graduated and 27% were dismissed for academic reasons. Stepwise regression analysis, using SAT-M, SAT-V and high school rank as predictors revealed a coef ficient of multiple determination ( R2) of .22. High school rank con tributed the greatest proportion of the variance to R2 (.14). SAT-V and SAT-M scores furnished increments of .07 and .01 respectively. The need to identify predictors other than high school rank and SAT-V or SAT-M scores is stressed and the injustice of under prediction is emphasized.
Max: a Computer Program for the Validation of Learning Hierarchies
Authors: Owston Ronald D.
Published: March 2007

A FORTRAN IV computer program which yields maximum likelihood estimates of the parameters in the White and Clark (1973) response model is described. The estimate of the proportion of the population possessing only the superordinate skill in a pair of hierarchical skills and its variance estimate are used to determine the validity of the hierarchical relationship.
Precision of Various Formulas for the Standard Deviation in IBM 360 Fortran
Authors: Jaspen Nathan
Published: March 2007

In order to compare the relative precision of four formulas for calculating the standard deviation through using one of the IBM 360/ 370 family of computers and a program written in FORTRAN, various sets of test scores were employed. Each set consisted of approximately 5000 scores. Two of the formulas were in raw score form; one formula was the definitional deviation score formula; and the fourth was a modification of the latter. All four formulas are algebraically equivalent. The modified deviation score formula in every instance yielded the most nearly exact results. The raw score formula for the standard deviation that is most often used in computer programs often yielded the results with greatest error. Implications for the computation of other statistics are discussed, and recommendations are offered.
Applications of Quasi-Markov Simplex Models Across Populations
Authors: Werts C.E. , Pike L.W. , Rock D.A. , Grandy J.
Published: March 2007

A linear structural model for comparing quasi-Markov models across populations is demonstrated. A confirmatory factor analysis formulation of the simplex model is also developed for between group comparisons. A variety of possible applications of this approach are suggested.
Factor Stability of the Comrey Personality Scales
Authors: Booth Richard F.
Published: March 2007

Using Comrey's units of trait measurement, Factored Homogeneous Item Dimensions, the factorial composition of the eight personality scales was determined for two samples of Navy personnel— 663 enlisted men and 666 enlisted women. Comrey's original factor loadings for male and female samples were essentially replicated. Deviations in factor loadings on the Masculinity-Femininity Scale suggested that the composition of this scale should be reevaluated.
The Development and Validation of an Entrance Examination in a Mexican University
Authors: Alvidres Maria D. , Whitworth Randolph H.
Published: March 2007

A review of the literature reveals no published research on the use of college entrance examinations in Mexico. A validity study on a locally developed college entrance examination at the Autonomous University of Chihuahua, Mexico was conducted on the entire freshman class entering the college of Accounting and Business Administration. The entrance examination scores, secondary school grades, Beta IQs, and other variables were subjected to multiple regression analysis to predict university grade point average (GPA). Results indicated that all 13 variables combined accounted for only 20% of the total variance in the criterion measure with only two variables, mathematics and secondary school grades, explaining most of the total variance. A critical analysis of the entrance examination and the university selection procedures is discussed and contrasted with data from United States colleges.
A Path Analytic Model of the Direct and Indirect Effects of Mathematical Aptitude and Academic Orientation on High School and College Performance
Authors: Burke Michael J.
Published: March 2007

A path analytic model was proposed to examine the direct and indirect effects of mathematical aptitude and academic orientation on the high school and college performance of 339 male and 75 female college students. Scores on the Academic Orientation Scale of the Strong Campbell Interest Inventory were used as an indicator of academic orientation, whereas scores on the Mathematics Placement Test (Part B) were employed as the definition of mathematical aptitude. The calculated path coefficients did not strongly support the model and indicated that mathematical aptitude exerted most of its effect on college performance directly, whereas the effect of academic orientation on college performance was mediated by high school performance and mathematical aptitude. Both high school performance and mathematical aptitude revealed significant (p < .01) direct effects on college performance. In addition, mathematical aptitude and academic orientation had significant (p < .05) direct effects on high school performance.
Validity of a Statistics Attitude Survey: A Follow-Up Study
Authors: Roberts Dennis M. , Saxe Joseph E.
Published: March 2007

The validity of the Statistics Attitude Survey (SAS) was further examined in the present study. Students were assessed on a number of pretest and posttest cognitive and non-cognitive variables, including the SAS. SAS scores were found to be significantly related to such cognitive variables as basic mathematics skills, statistics preknowledge, and course grades. Non-cognitive factors with which SAS was significantly correlated were sex, the degree to which students indicated that they had wanted to take the course and that they were glad they had taken the course, number of previous mathematics courses completed, the status of a course being required or elective, calculator attitudes, and course and instructor evaluations. In addition, SAS scores showed a significant positive change from the beginning to the end of the course.
Table for Converting the Point Biserial to the Biserial
Authors: Terrell Colin D.
Published: March 2007

It is often considerably easier to obtain the value of the point biserial correlation coefficient for a given set of data than it is to obtain the biserial correlation coefficient. A table is presented that directly converts any known point biserial coefficient to the biserial coefficient providing the largest proportion of the dichotomous variable is also known.
Concurrent Validity of a Written Test for Entry Level Social Workers
Authors: Cope Ronald T.
Published: March 2007

Scores on three pretest forms of a content-validated multiple-choice test for entry level social workers were correlated with job performance ratings by social worker supervisors. Generally positive but mixed correlations were found between scores on the Social Work subtest and performance ratings. For social workers who deal mainly with urban clients, correlations between Reading-English subtest scores and performance ratings tended to be slightly positive but markedly lower than those for Social Work subtest scores. Correlations of Social Work subtest scores with ratings of empathy and creativeness were among the higher ones obtained. Women pretest examinees had significantly higher Social Work subtest scores than did men on two of the three pretest forms. Test scores predicted the job performance ratings of workers who were employed in urban settings much more accurately than those of workers who were located in rural settings. The existence of differences in knowledge held by supervisors of their workers was offered as a possible explanation of this finding of differential validity.
SDS-SAS: Using SAS for Scoring Holland's SDS Interest Inventory
Authors: Peiser Carlos , Pinkus Rachel
Published: March 2007

This program scores Holland's (1979) SDS interest inventory using SAS (Helwig et al., 1979) statements. Further analysis of the data can be obtained with SAS's statistical procedures.
Correlation of the Scores on Barron's Ego Strength Scale with the Scores on the Conformity Scale of the Jackson Personality Inventory
Authors: Martin John D. , Blair Garland E. , Rudolph Linda B. , Morrissey Lou Ann
Published: March 2007

The purpose of the present study was to determine the degree of relationship between the scores on Barron's Ego Strength Scale and those on the Conformity scale of the Jackson Personality Inventory. The total N of 45 consisted of 33 females and 12 males. The mean age for the entire sample was 23.13. The obtained coefficient of -.63 was significant beyond the .01 level.
Convergent and Discriminant Validity of the Iowa Social Competency Scale for Preschool Children
Authors: Wirth Sharon , Pease Damaris
Published: March 2007

Convergent and discriminant validity of the Iowa Social Competency Scale-Preschool form (ISCS-P) was investigated by using the Campbell and Fiske validity model. The methods involved were observer, mother, father, and teacher ratings whereas the traits were the three factors of the ISCS-P (Social Activator, Reassurance, and Hypersensitivity). Subjects were 92 preschool-age children, their parents, and teachers. Data were subjected to pooled within teacher correlations and reported in the form of a multitrait-multimethod matrix. Results confirmed convergent and discriminant validity for the Social Activator factor. For the Reassurance factor, convergent and discriminant validity was demonstrated for mother, father, and teacher ratings but not for observer ratings. Neither convergent nor discriminant validity was demonstrated for the Hypersensitivity factor.
The Predictive Validity of the Stanford Mathematics Test Across Race and Sex
Authors: Powers Stephen , Thompson Douglas , Azevedo Barbara , Schaad Olivia
Published: March 2007

The predictive validity of the Stanford Mathematics Test was examined across race and sex. This investigation included 426 students equally divided between black and white students in two separate cohorts. The Stanford Mathematics Test (Intermediate II) was administered in the sixth grade and the Stanford Mathematics Test (Advanced) was administered in the eighth grade. The criterion was the California Achievement Test (Mathematics) given to one cohort in the eighth grade and to the other cohort in the ninth grade. Regression equations were employed to predict criterion performance and residuals were calculated. Residuals were examined with analyses of variance. No significant differences were found in mean residuals by race. Differences of small magnitude occurred by sex in one cohort which indicated underprediction for females and overprediction for males.
A Computer Program for Combining Probabilities
Authors: Edgington Eugene S. , Haller Otto
Published: March 2007

Probabilities from separate studies can be combined by relatively simple procedures if they are all from continuous probability distributions. If some or all of the probabilities are from discrete distributions, however, the combining may involve considerable computation. The FORTRAN program described in this paper is a general-purpose program that combines probabilities when (a) all are from continuous distributions, (b) all are from discrete distributions, or (c) some are from continuous and some from discrete distributions.
Role Conflict and Ambiguity Scales: An Evaluation of Psychometric Properties and the Role of Social Desirability Response Bias
Authors: Rosenkrantz Stuart A. , Luthans Fred , Hennessey Harry W.
Published: March 2007

A comprehensive evaluation is made of the widely used role conflict and ambiguity scales (RCA) developed by Rizzo, House and Lirtzman (1970). Data on the factor structures, means and standard deviations, internal consistency reliability, and discriminant validity were analyzed and compared to other studies on RCA scales. There are generally consistent positive results across the studies on the psychometric properties of RCA scales. However, this latest study reveals the possibility of social desirability bias in the role ambiguity responses.
An Illustration of the Multivariate Case of the Shine-Bower Single-Subject ANOVA
Authors: Shine Lester C.
Published: March 2007

Basic multivariate procedures are illustrated on artificial data for a one-way Shine-Bower single-subject ANOVA with two dependent measures. All the fundamental multivariate formulas are given for this case. The reader may easily generalize the procedures and formulas for this case to other cases of interest.
Sex-Role Egalitarianism as a Moderator Variable in Decision-Making: Two Validity Studies
Authors: King Daniel W. , King Lynda A.
Published: March 2007

Two validity studies tested the proposition that the extent to which a decision-maker holds a sex-role egalitarian attitude moderates the tendency to evaluate males and females differentially. In Study 1, 109 undergraduate students evaluated the qualifications of male or female applicants for stereotypically male or female jobs. In Study 2, another 109 undergraduate students expressed agreement! disagreement with decisions made by a committee; decision outcomes were varied to favor males, females, or neither. In both studies, participants were also administered the Sex-Role Egalitarianism Scale. Study I results indicated the predicted three-way interaction between egalitarianism, applicant sex, and job type for qualifications ratings. Study 2 results consistently demonstrated the moderating effect of egalitarian attitude across repeated measures of the dependent variable.
On the Scaling of Factor Matrices
Authors: Kaiser Henry F. , Derflinger Gerhard
Published: March 2007

It-is suggested that orthonormal factor matrices be row-normalized and oblique factor matrices be column-standardized.
The Factorial Validity of the Dimensions of Self-Concept (DOSC) Measure for a Sample of Eighth-Grade Children and for One of Community College Adults
Authors: Michael William B. , Kim Im Kyu , Michael Joan J.
Published: March 2007

In this investigation attention was directed toward whether the five hypothesized constructs of Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification vs. Alienation that have been translated into five subscales of a secondary school version (Form S) of the Dimensions of Self-Concept (DOSC) scale, a measure of academic self-concept, could be identified for a college sample of adults as well as for a sample of eighth-grade students. Factor analyses of the intercorrelations of the same 20 subtests of the DOSC (four subtests of three to four items per factor subscale) revealed a relatively high degree of factorial invariance (congruence) across the two samples. It was concluded that the DOSC measured essentially the same constructs for the two samples and that it showed at least limited promise as a valid indicator of the hypothesized dimensions of academic self-concept for college-level students.
PCOM: A Microcomputer Program that Performs a Principal Components Analysis
Authors: Powers Stephen
Published: March 2007

This paper describes a microcomputer program that extracts principal components from a correlation matrix and rotates them to a varimax solution. Eigenvalues, variances associated with each component, unrotated component loadings, and varimax rotated loadings are output by the program.
The Use of the American College Testing Proficiency Examination for Advanced Upper Division Placement of Nursing Students Graduated from Hospital-Based (Diploma) Nursing Programs: A Validation Study of Retention
Authors: Suddick David E. , Collins Burton A.
Published: March 2007

At an upper-division university, students entering the Bachelor of Science in Nursing (BSN) program were graduated from Associate Degree in Nursing (ADN) programs or graduated from hospital-based (diploma) programs. The admissions criteria for both groups of students were identical with one exception. Diploma nurses were required to pass three ACT Proficiency Examination Program (PEP) tests with a standard score of at least 45. Thus, the hospital-based graduates, although awarded credit to increment their transfer hour credential, had also validated their prerequisite for some of the advanced nursing curriculum. Past research was confirmed by this inquiry; the ensuing academic success of the diploma nurses was significantly higher than that of their ADN peers. Regarding retention, the rate for hospital-based graduates was significantly higher than that for those graduated from junior and community colleges. Thus, the PEP credit-by-examination testing program to place diploma nurses into the BSN program at an upper division university was found to be successful by two criteria: academic success and retention.
Factorial Invariance of the California Achievement Tests Across Race and Sex
Authors: Powers Stephen , Jones Patricia B.
Published: March 2007

The six subtests of the California Achievement Tests were factor analyzed separately for black males, black females, Hispanic males, Hispanic females, white males, and white females in the fifth- and seventh-grades. One factor best described the factor structure of the test of each group. The structures of each group were compared by using coefficients of congruence. The California Achievement Test was found to be essentially invariant with regard to race and sex.
Validity and Reliability of True-False Tests
Authors: Grosse Martin E. , Wright Benjamin D.
Published: March 2007

A model of examinee behavior based on knowledge and random guessing is used to generate hypotheses about how true-false scores work. Although others have expressed reservations about the simplicity and utility of such a model, it leads to informative ideas. The confirmation of six hypotheses forms a network of support for the contention that true-false scores contain an error component (due to guessing) that makes these scores less reliable than those based on 5-choice items. Examinee response style, a propensity to favor the selection of true or false responses when the answer is unknown, can invalidate a total true-false score. When the answer key for items unknown to an examinee is unequally split between those keyed true and false, this interaction produces scores inaccurate by as much as a sample standard deviation.
Divergent Thinking and Creative Performance in Gifted and Nongifted Children
Authors: Runco Mark A.
Published: March 2007

Because intellectual measures often have idiosyncratic psychometric properties in exceptional populations, the relationship between divergent thinking test scores and creative performance was evaluated and compared in gifted and nongifted children (N = 212). The criterion of creative performance was a self-report which estimates the quantity and quality of extracurricular activity in seven domains. Results of canonical and bivariate analyses indicated that divergent thinking and creative performance scores were moderately related in the gifted sample, but unrelated in the nongifted sample. Additionally, the quantity of extracurricular performance was more predictable than its quality. Finally, there were particular areas of performance (e.g., writing and art) that were more strongly related to divergent thinking than other areas (e.g., music and science). These results are discussed in the context of the criterion-related validity of divergent thinking tests.