bluuebunny/crossref_metadata_2025 huggingface dataset:
Academic Self-Concept Correlates of Potential Burnout in a Sample of First-Semester Elementary-School Practice Teachers: A Concurrent Validity Study
Authors: Gold Yvonne , Michael William B.
Published: March 2007

For a sample of 109 graduate students beginning their first semester of practice teaching at the elementary-school level the concurrent validity of each of five subscales of the measure of academic self-concept entitled Dimensions of Self-Concept (DOSC)-Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation-was found relative to each of three criterion scales of the Maslach Burnout Inventory (MBI) scored for both frequency and intensity of response: (a) Emotional Exhaustion, (b) Depersonalization, and (c) Personal Accomplishment. It was concluded that for the most part the subscales of the DOSC demonstrated promising concurrent validity relative to the criterion measures afforded by the MBI. Substantial evidence was present that those student teachers who exhibited scores on the DOSC indicative of a positive or facilitative academic self-concept tended to register scores on the MBI associated with minimal tendency toward burnout behaviors.
Discriminant Validity of the Windward Rating Scale: Screening for Learning Disabilities
Authors: Hamada Roger S. , Tomikawa Sandra
Published: March 2007

Local teachers and other school personnel in Hawaii expressed a need for guidelines in identifying children with learning disabilities. The Windward Rating Scale (WRS), a locally-developed teacher rating scale of student behavior, was evaluated for potential use as a screening measure. Pre-certification ratings of 720 learning disabled students and non-special education students in grades K-6 were analyzed. Psychometric properties and diagnostic efficiency of the WRS were examined. The WRS was able to accurately classify 78% of the students in a discriminant classification analysis with approximately 82% accuracy obtained using selected cutoff scores. Implications of the evaluation results for both theoretical and applied issues are discussed.
Stability of Recreation Experience Preference (REP) Ratings for Samples and Individuals Across Three Measurement Periods
Authors: Tinsley Howard E. A. , Driver B. L. , Ray Steven B. , Manfredo Michael J.
Published: March 2007

This study investigated the stability of REP items measuring the likelihood and importance of possible psychological outcomes of a recreational experience across the time and location of measurement and the instructional set used with the items. Adequate stability was observed for the total sample of respondents but the stability of individuals' responses was marginal.
Scale Bias as a Factor in Mood Adjective Checklists
Authors: Campbell J. F. , Tiller Dale K.
Published: March 2007

Two studies describe the development of a visual analogue mood scale which provides subjects with the options of indicating that they do not understand the meaning of particular adjectives, or that they have no affective referents for specific words. Thus, invalid data from forced-choice ratings are eliminated. The new scale provided reliable data. As expected, partialling acquiescence response bias from interitem correlation coefficients significantly increased the number of negative correlations. The content of the adjective list was found to affect subjects' responses significantly. This finding raises questions concerning the adequacy of recently proposed taxonomies of emotional experience which were based on restricted samples of emotion-descriptive adjectives.
An Equation to Simplify Correction of Range Restricted Standard Deviations and Correlations when the Population Variance is Unknown
Authors: Alliger George M.
Published: March 2007

Estimates of population, or unrestricted, variance are generally required to correct correlations for restriction in range. Several articles have been concerned with the advantages of being able to correct correlations for variables that are restricted in range but for which the population variance is not known. Methods previously suggested use a tabled function, as per Cohen (1959), to estimate the population variance. This article presents an empirically derived formula that permits an accurate determination of corrections without the use of a table.
Markov-Fixed: Four Programs for Computing the Parameters of One-Stage and Two-Stage Learning Models and Hypothesis Testing in Fixed-Trial Experiments
Authors: Kingma Johannes , Van Den Bos Kees P.
Published: March 2007

A complete package for Markov Model based fixed trial learning experiments contains four Fortran 77 programs. One program delivers the likelihood and parameter estimates of a one-stage learning model, another program computes these estimates for a two-stage learning model. The third program was designed for hypothesis testing of the parameter differences between experimental conditions, whereas the fourth program may be employed for hypothesis testing of parameter differences within a particular experimental condition.
Construct Validity of the OASIS Interest Schedule
Authors: Parker Randall M. , Green Donald
Published: March 2007

This study compared the Occupational Aptitude Survey and Interest Schedule (OASIS) scores of 135 community college students with different academic majors. Eighteen one-way ANOVAs were run with the OASIS subtests as the dependent variables and academic major as the independent variable. Students with mechanical-related majors scored higher on the Mechanical interest scale, students with business-related majors scored higher on the Business-Detail interest scale, and students with humanitarian-related majors scored higher on the Humanitarian interest scale than did other groups, providing evidence for the construct validity of the OASIS Interest Schedule.
Psychological Correlates of Success in College
Authors: Balkin Joseph
Published: March 2007

This study examined the relationship between the personality variables Achievement, Aggression and Deference, as measured by the Adjective Check List, and success in college. Also examined was the relationship between high school average and college success. It was found that the variables Achievement and Aggression accounted for 21% of the variance in grade point average, and that high school average accounted for 10% of the variance.
Extended Latent Partition Analysis
Authors: Hofmann Richard J.
Published: March 2007

Utilizing an empirical data set, this article demonstrates and briefly discusses a multivariate technique that represents an extension of Wiley's latent partition analysis, extended latent partition analysis.
Computation of Expected Normal and Half Normal Scores by a Recurrence Relation
Authors: Brophy Alfred L.
Published: March 2007

A recurrence formula enables efficient calculation of expected values of order statistics from the standard normal distribution (expected normal scores) and the standard half-normal distribution(expected half-normal, or absolute normal, scores). Computer programs that perform the calculations are described.
Construct Invalidity Comes from Method Effects
Authors: Fiske Donald W.
Published: March 2007

Method effects are the sources of the construct invalidity in social-behavioral measuring procedures. Some method effects come from inadequacies in the protocol-the sequence of behaviors that is selected and identified solely by the set of conditions under which it occurs. The protocol may be inappropriate to the construct as specified or it may be insufficient because its conditions restrict the range of possible manifestations of construct-relevant behavior. Other method effects are technique effects-errors of commission occurring when a measuring operation is applied to a protocol. These errors may come from the actor's reactions to being measured, from the data-producer, or from the instrument used by the data-producer. Although detecting the presence of method effects is relatively easy, identifying specific effects is more difficult. Such identification usually requires the rescoring or recoding of the data on attributes suspected of contributing systematic but unwanted effects. Method effects also can arise from interactions among such conceptually irrelevant variables or between one of them and the construct of interest. When investigators can understand and improve their methods, they can more adequately understand and interpret their empirical findings.
Correcting Point-Biserial and Biserial Correlation Coefficients for Chance Success
Authors: Carroll John B.
Published: March 2007

Formulas are provided for correcting point-biserial and biserial item-test correlations for the effect of chance success by guessing. It is pointed out that these chance-corrected correlations may sometimes exceed unity.
Acceptability and Reliability of Sensitive Information Collected via Computer Interview
Authors: Millstein Susan G.
Published: March 2007

The current study examined response bias in 108 female adolescents randomly assigned to one of three groups: (1) interactive computer interview, (2) face-to-face interview, or (3) self-administered questionnaire. Subjects interviewed by computer enjoyed the survey more than subjects in other groups; subjects completing questionnaires gave the least positive evaluations (p < .001). Results showed no significant differences between subjects in the three groups on reports of sexual behavior, substance use or symptomatology. Reporting of affective states differed by groups (p < .001); subjects in the computer group were more willing to acknowledge having positive affect than subjects in other groups. Current interest in the use of computers in clinical settings must be supported by controlled investigations of the validity of computer acquired information.
The Graphical Representation of Quantitative Research Synthesis Residual Variation
Authors: Ludlow Larry H.
Published: March 2007

In the process of fitting a quantitative synthesis model the assumption of homogeneous effect size variation is typically assessed through omnibus test statistics. Whether individual studies fit the model may be answered by testing the extent to which the sample estimates deviate from the modelled population estimate. It is proposed that graphical representations may facilitate the analysis of effect size residual variation. This strategy is applied to data concerning techniques for the teaching of writing composition skills.
Relationships of Myers-Briggs Type Indicator Personality Characteristics and Self-Reported Academic Problems and Skill Ratings with Scholastic Aptitude Test Scores
Authors: Schurr K. Terry , Ruble Virgil E. , Henriksen L. W.
Published: March 2007

The relationships of students' Scholastic Aptitude Test (SAT) scores with their Myers-Briggs Type Indicator characteristics, self-reported academic problems, and self-ratings in 14 skill areas were studied for 1,902 college students. The purpose was to determine if such personality variables could explain variability in the SAT scores that was independent of gender and high school and college classroom achievement. Results of multiple regression analyses indicated that, after controlling for classroom achievement and gender, the personality variables could explain 21% of the verbal score variance and 8% of the mathematics score variance. The implication is that the existence of personality differences is one reason for not using SAT scores in isolation from actual achievement data when the purpose is to describe the achievement or achievement potential of individuals or groups.
Validity of the American College Test in Predicting Success on the Pre-Professional Skills Test
Authors: Heard Sharon A. , Ayers Jerry B.
Published: March 2007

Scores derived from Pre-Professional Skills Test (PPST) are being widely used for screening students into teacher education programs. The purpose of this study was to examine the validity of the American College Test (ACT) in predicting success on the PPST. Significant correlations (p < .01) were obtained between scores from the ACT and the tests from the PPST. Regression equations using scores from the ACT and grades from college English courses were used to develop regression equations for the three tests of the PPST.
Do Zero Correlations Really Exist among Measures of Different Intellectual Abilities?
Authors: Alliger George M.
Published: March 2007

Whether measures of different intellectual abilities are positively intercorrelated has been a topic of interest and debate since the turn of the century. The data from an article by Guilford pivotal to this debate are reexamined. It is argued that, contrary to the original claim of the article, the data set of over 7,000 correlations does not provide support for the existence of zero correlations among tests of intellectual abilities.
A Structural Analysis of Behavior Ratings by Teachers
Authors: Angenent Huub , De Man Anton
Published: March 2007

Five factors consistently appear in behaviour ratings: extraversion or surgency, excitability-agreeableness, neuroticism or emotionality or emotional instability, superego strength or conscientiousness, and intellectual activity or culture. Using Cattell's reduced personality sphere, the behaviour ratings of 1,721 elementary school students by 47 first-grade and 47 sixth-grade teachers were analyzed. The analysis produced four of the five factors. The relation to age and gender of the children was explored, as was the semantic interpretation of the factors.
A Critical Examination of the "Reliability" and "Abnormality" Approaches to the Evaluation of Subtest Score Differences
Authors: Cahan Sorel
Published: March 2007

Two criteria for the evaluation of intra-individual subtest score differences have been suggested in the literature, namely "statistical significance" and "abnormality." The procedures for determining them involve a z-score transformation of the observed difference d—the division of d by the standard error of measurement of the difference (uMd) in the case of statistical significance, and by the standard deviation Cd of the observed differences in the case of abnormality. As oMd<od, statistical significance is usually a necessary but insufficient condition for abnormality and the two expressions are generally considered hierarchical criteria for the evaluation of the clinical significance of subtest score differences differing only in their stringency. This paper emphasizes that the criteria of statistical significance and of abnormality address two entirely different questions and shows that despite their hierarchial statistical relation, they can neither be considered alternatives nor be jointly used for the evaluation of score differences. Moreover, it is argued that statistical significance is conceptually inappropriate for this purpose and that abnormality has been applied to poor estimates of the true score difference (i.e., observed differences). Improved estimates of the true score difference are suggested, and applicability of the abnormality criterion to these estimates is discussed.
Score Distributions of the Job Descriptive Index: An Evaluation of the Effects of Transformation
Authors: Lee Rasmussen Jeffrey
Published: March 2007

Watson, Watson, and Stowe (1985) demonstrated that scores on some scales of the Job Descriptive Index (JDI) might not be normally distributed. As such, they recommended data transformation prior to parametric analysis of JDI scores. The present study used a Monte Carlo simulation to investigate the effect of data transformation on average correlations between JDI scores. Three degrees of nonnormality were investigated for different sample sizes and different magnitudes of correlation. In general, the results indicated that transformation of scores did not result in marked changes in the correlations. Contrary to the Watson et al. study, the present study revealed that transformation of JDI scores is probably not worthwhile.
Correlates of Need for Cognition Total and Subscale Scores
Authors: Waters L. K. , Zakrajsek Todd
Published: March 2007

In two samples, the total 34-item Need for Cognition scale (Cacioppo and Petty, 1982) and three subscales identified by Tanaka, Panter, and Winborne (1988) were intercorrelated and, in Study 1, correlated with gender, sex-role orientation, composite ACT, and cumulative grade point average. Coefficient alpha reliability estimates were consistent with previously reported values. The inter-correlations among the three subscales were generally in the .40 to .60 range and were consistent with the subscales being facets of a higher-order need for cognition construct. Osberg's (1987) finding that the 34-item Need for Cognition scale was related to masculine, but not feminine, sex-role orientation was replicated using a different measure of sex-role orientation. The subscales showed a similar pattern of relationships to sex-role orientation. The Need for Cognition total score had low, but significant, relationships to composite ACT and cumulative grade point average.
An Examination of Negative Halo Error in Ratings
Authors: Lance Charles E. , Fisicaro Sebastiano A. , Lapointe Julie A.
Published: March 2007

Several studies which have used correlational measures to compare levels of observed halo in ratings with true halo levels have found "negative halo error," or true halo that exceeds observed halo. The authors derived a causal model of halo error based on a widely accepted definition of halo error and, in the context of this model, formulated three hypotheses to explain findings of negative halo error. Reanalyses of data reported recently by Kozlowski and Kirsch (1987) and Murphy and Reynolds (1988) supported the hypothesis that "negative" halo error can be indicated when positive halo actually occurs along with imperfect correlational rating accuracy. It is suggested that positive halo rating error may be more pervasive a phenomenon than has recently been thought.
Management Selection by Multiple-Domain Assessment: II. Utility to the Organization
Authors: Hakstian A. Ralph , Woolley Ross M. , Woolsey Lorette K. , Kryger Barbara R.
Published: March 2007

The utility of a multiple-domain assessment approach to management selection was examined in detail. On the basis of concurrent validity results obtained in a recent large-scale validity study by the present authors, the issue of utility, or concrete gains, that the participating organization would realize was investigated from a number of different perspectives and through use of several different utility models. In addition, some new procedures were examined for estimating the variability of job performance, a quantity needed in the linear regression-based utility models. Empirical utility results are presented, and some methodological considerations connected with utility analysis are noted.
The Test Anxiety Scale for Children as a Generalized Measure of Academic Anxiety
Authors: Ludlow Larry H. , Guida Frank V.
Published: March 2007

The Test Anxiety Scale for Children (TASC) was developed to serve as a paper and pencil self-report assessment of test anxiety. Numerous studies have factor analyzed the TASC and the results have suggested that the TASC has a four-factor structure. The present study conducted a factor analysis and a Rasch model item response theory (IRT) analysis. The factor solution is consistent with previously reported results. The IRT analysis provides evidence that the TASC may be understood as a continuum defining an academic anxiety construct comprised of clusters of commonly related items.
An Examination of the Robustness of the General Utility Function
Authors: Anderson Sue M. , Muchinsky Paul M.
Published: March 2007

Two important parameters of the general utility function-SD,, the standard deviation of job performance, and 4/p, predictor performance-were examined in terms of their sensitivity to departures from underlying mathematical assumptions. Integral calculus was used to assess the effects of statistical violations of the assumptions underlying these parameters. The standard deviation of job performance was found to be robust, while the selection ratio was more grossly affected by departures from normality. The combined effects of these two parameters were assessed by simultaneously examining the effects of varying selection standards and varying job performance on the expected per-person increase in standardized job performance. It was found that such effects were nonsymmetrical and depended on base rates of job performance. Implications for the practical implementation of the utility function are discussed.
The Development of Three Scales to Measure the Supportiveness of Relationships between Parents and Child Care Providers
Authors: Caruso Grace-Ann L.
Published: March 2007

The Caregiver Support Appraisal Scale-V (CSA-V), the Caregiver Support Appraisal Scale-P (CSA-P), and the Caregiver Supportive Behavior Scale (CSB) are 9, 15, and 45 item scales, respectively, which were modeled after existing social support measures and were designed specifically to measure aspects of the supportive nature of parent-caregiver relationships, including parents' feelings of being supported and parents' identification of caregivers as supportive resources. The present article describes the development of the CSA-V, CSA-P, and CSB with a pilot group of 22 parents of preschoolers and a random sample of 96 parents of toddlers in various child care settings. Factor analyses provided evidence of construct validity; further evidence in the form of convergent and divergent validity correlations was obtained by contrasting caregiver support responses with responses on companion measures assessing social support from other sources. Scales and subscales were found to possess high alpha internal consistency and test-retest reliability over a 3-week period. Interview data obtained from extreme groups based on caregiver support scale responses further validated scores on the CSA-V, CSA-P, and CSB and resulted in four characterizations of the parent-caregiver relationship: custodial, business/professional, friend, and family.
Psychometric Data on the Statistics Anxiety Scale for a Sample of South African Students
Authors: Pretorius T. B. , Norman A. M.
Published: March 2007

Normative, reliability, and validity data are reported on the Statistics Anxiety Scale (SAS) (an adapted version of the Mathematics Anxiety Scale) for a sample of South African students. The respondents consisted of 337 third-year Psychology students engaged in statistics as part of the Research Methodology course at the University of Western Cape. The internal-consistency reliability estimate obtained was 0.90, while test-retest reliability was 0.75 over a 3-month interval, indicating that the SAS was highly reliable. Evidence for the validity of the scale is based on the results of a factor analysis which confirmed the existence of a single factor, the finding that SAS scores are related to achievement in statistics and anxiety, and that the SAS appears to be sensitive to changes in statistics anxiety resulting from intervention.
Item Structural Properties as Predictors of Item Difficulty and Item Association
Authors: Solano-Flores Guillermo
Published: March 2007

Logical Test Design (LTD) is a technique for developing test items that evaluate procedural learning. This research investigated the ability of LTD to predict student performance in reading Roman numerals. The study (a) compared item structural properties identified by LTD with item size and expert judgment, in their ability to predict item difficulty, and (b) investigated the consistency of students' performance on item pairs varying on their LTD structural similarity. Two hundred and eleven sixth-grade students were tested on Roman numeral items varying on LTD-related and LTD-non-related variables. An LTD-related variable, item iterativity, the number of iterations through the algorithm for decoding a Roman numeral, was found to be the best predictor of item difficulty. Furthermore, item association, the proportion of students that consistently performed correctly or incorrectly on any two items, was greater for those items identified by LTD as structurally equivalent. However, that expert judgment, almost independently of iterativity, predicted difficulty about as well, suggested a cognitive component not captured by the model. Strengths and limitations of LTD for test development are discussed.
A Spss/Pc Program Listing for Scoring the Leader Behavior Analysis Ii-Self Scale
Authors: Stone Romuald
Published: March 2007

A SPSS/PC+ program listing is reported to facilitate scoring the Leader Behavior Analysis II-Self instrument. Output provides scores for leadership styles, isolates primary leadership style, and calculates style effectiveness and flexibility scores.
Lispath: A Program for Generating Structural Equation Path Diagrams
Authors: Marcoulides George A. , Papadopoulos Dimos
Published: March 2007

This brief note describes a program that can be used to display and print structural equation path diagrams. The program requires as input the model structure statements from a LISREL command file.
More Evidence in Favor of Three-Option Multiple-Choice Tests
Authors: Landrum R. Eric , Cashin Jeffrey R. , Theis Kristina S.
Published: March 2007

Students from two consecutive semesters were given multiple-choice tests over five units of an undergraduate course in psychology. During the first semester, students were given five 50-question 4-option multiple-choice tests, and during the second semester students were given five 50-question 3-option multiple-choice tests. One-hundred and forty-four (57.6%) of the questions were identical between semesters except for second semester test items having only 3 options. Results indicate that students performed significantly better on 3-option items than on 4-option items (corrected for chance guessing), and that this improvement may be due to improved validity of the test items.
Selecting Weighting Schemes in Multivariate Generalizability Studies
Authors: Marcoulides George A.
Published: March 2007

This article examines the effects of different weighting schemes on selecting the optimal number of observations in multivariate-multifacet generalizability designs when cost constraints are imposed.
The Effect of Altering the Position of Options in a Multiple-Choice Examination
Authors: Cizek Gregory J.
Published: March 2007

Many testing programs rely on equating procedures to achieve comparability of scores on alternate test forms. One commonly accepted rule for developing equated examinations using the common-items nonequivalent groups (CINEG) design is that items common to the two examinations being equated should be identical. In test construction practice, this rule has been extended to include even the order in which options appear in the two examinations. The present study examined the performance of a common set of items on an examination in which the order of options for one test form was experimentally manipulated. The study sought to determine whether reordering multiple choice item options results in any significant effect on item difficulty. It was found that reordering options can have significant but unpredictable effects on item performance. A linkage is made to previous research and cautions are suggested regarding the effects of reordering options.
Identification of Factor Models for the Wisc-Iii
Authors: Kamphaus Randy W. , Benson Jeri , Hutchinson Susan , Platt Leslie Oliver
Published: March 2007

Confirmatory factor analysis was used to test three models of the WISC-III including Wechsler's original two-factor conceptualization, Kaufman's three-factor model, and the four-factor model proposed in the WISC-III manual. Correlation matrixes and standard deviations for the standardization sample for age groups 6 to 16 provided in the WISC-III manual were used as input to LISREL 7 to test the three models. Statistically, none of the models fit the data very well except for the three-factor and four-factor models for ages 6 and 9. However, incremental fit and cross-validation indexes showed the four factor model fit the data better for all age groups. Because there is no psychological theory to support the four-factor conceptualization of the new WISC-III, additional theoretical and empirical research is needed to clarify the third and fourth factors. Until such research is conducted, these factors remain enigmatic and bring into question their usefulness for clinical and research efforts.
Construct Validity of the Robson Self-Esteem Questionnaire in a College Sample
Authors: Addeo Russell R. , Greene Anthony F. , Geisser Michael E.
Published: March 2007

This study examined the construct validity of the multidimensional Robson Self-Esteem Questionnaire (RSEQ). The RSEQ and seven other scales measuring affect and self-esteem-related constructs were completed by 307 undergraduate students. Factor analysis suggested that the RSEQ has three factors, which were labeled Self-Deprecation, Attractiveness, and Self-Respect. Correlations between the RSEQ and related constructs provided strong convergent and discriminant validation that the scale measures self-esteem. Correlations between the factors and the constructs provided moderate support for the independent validity of each of the dimensions.
Why Multivariable Analyses?
Authors: Huberty Carl J
Published: March 2007

Following a brief interpretation of a multivariate analysis, purposes of such an analysis are reviewed. A discussion of two primary purposes, prediction and structure identification, and of the secondary purpose of response variable ordering is given. Concluding comments are made pertaining to the necessity of a sound initial choice of response variables and to the questionable use of a multivariate analysis preliminary to simpler analyses if the latter constitute the analysis of interpretive interest.
The Effects of Practice Administrations in Learning to Administer and Score the WAIS-R: A Partial Replication
Authors: Patterson Mike , Slate John R. , Jones Craig H. , Steger Helen S.
Published: March 2007

In this study, 149 WAIS-R protocols were analyzed that were completed by 22 graduate students enrolled in an individual intelligence testing course to ascertain the effectiveness of practice administrations in developing examiner competency. Students made numerous errors, such as assigning too few or too many points to responses and obtaining incorrect basals or ceilings. No improvement was noted over five practice administrations. Errors were reduced over 10 administrations, but students were still making 10.2 errors per protocol. Findings indicate that the standard practice of having students complete only four practice administrations of the WAIS-R does not reduce the number of examiner errors students make. Even completing as many as 10 practice administrations does not develop adequate examiner proficiency. Therefore, current methods for teaching assessment courses need to be modified in order to minimize examiner errors. Until such modifications are made, in-service training and careful interpretation of Full Scale WAIS-R scores are needed.
Generalizability Analyses of Work Keys Listening and Writing Tests
Authors: Brennan Robert L. , Gao Xiaohong , Colton Dean A.
Published: March 2007

In this article, univariate and multivariate generalizability theory is employed to examine psychometric characteristics of Listening and Writing tests developed by American College Testing (ACT) for its Work Keys program. For both of these tests, the same tape-recorded messages provide the stimuli for written responses that are evaluated by raters. Of particular concern are the numbers of messages and raters needed for adequate measurement precision. The occurrence of relatively large person-message interactions suggested that several (at least six) messages are probably required. Also, the analyses suggest that it is highly desirable to employ at least two raters. For these sample sizes, however, the multivariate results are less encouraging in part because of correlated errors.
Social and Behavioral Predictors of Popular, Rejected, and Average Children
Authors: Maag John W. , Vasa Stanley F. , Reid Robert , Torrey Gregory K.
Published: March 2007

The social status of a sample of fifth- and sixth-grade students was determined using the Coie, Dodge, and Coppotelli peer nomination method. Students were classified along three sociometric dimensions: 16 students were classified as Popular, 17 as Rejected, and 62 as Average out of an initial screening sample of 143 students. Teachers completed the Social Skills Rating System developed by Gresham and Elliott. A discriminant function analysis was employed to determine how accurately various dimensions of social behavior and demographic information (handicapping condition, gender, SES) classified students as Popular, Average, and Rejected. A combination of social behavior and demographic variables accurately classified students' social status. These findings underscore the importance of examining the predictive worth of variables contributing to categories of social status and the need for a multivariate approach.
A Meta-Analytic Assessment of the Predictive Validity of the Quantitative and Verbal Components of the Graduate Record Examination with Graduate Grade Point Average Representing the Criterion of Graduate Success
Authors: Morrison Todd , Morrison Melanie
Published: March 2007

A meta-analytic review was conducted on published studies examining the relationship between performance on the quantitative and verbal components of the Graduate Record Examination (GRE-Q and GRE-V, respectively) and graduate grade point average (GGPA). The weighted average effect sizes (d) for GRE-Q and GRE-V were .445 and .591, respectively, and their resultant correlation coefficients were .22 (GRE-Q and GGPA) and .28 (GRE-V and GGPA), p = n.s. Thus an average of 6.3% of the variance in graduate level academic achievement, as represented by GGPA, was accounted for by performance on the GRE-Q and GRE-V. The utility of this examination in the graduate admissions process is discussed.
A Rasch Analysis of Factors Derived from the Charles F. Kettering Ltd. School Climate Profile
Authors: Johnson William L. , Johnson Annabel M. , Ryan Joseph M. , Edens Kellah M. , Dixon Paul N.
Published: March 2007

A psychometric investigation using a factor analytic approach and latent trait analysis was made on the Charles F. Kettering Ltd. (CFK) School Climate Profile, a popular measure in the organizational climate literature. The results of the study suggest major revisions for the instrument. The factor analytic and latent trait analyses demonstrate that the subscales group in a different manner than was proposed by the scale's developers. The findings suggest that a school climate scale needs to separate affective-experiential features of the setting from the cognitive-managerial components. Furthermore, it may not be possible to develop a single scale appropriate for all members of a school setting.
The Development of an Instrument to Measure Attitudes toward Benefits
Authors: Hart Darren E. , Carraher Shawn M.
Published: March 2007

The dimensionality of a new multidimensional benefits satisfaction questionnaire called the Attitudes Toward Benefits Scale was examined using a principal components analysis with an orthogonal rotation, and the parallel analysis criterion was used to determine the number of components to retain. It was found that the items loaded on three separate components, as had been hypothesized, and that only one of the components, satisfaction with benefits, was statistically significantly correlated with the benefit subscale of the Pay Satisfaction Questionnaire.
Stepwise Regression and Stepwise Discriminant Analysis Need Not Apply here: A Guidelines Editorial
Authors: Thompson Bruce
Published: March 2007

Stepwise methods are frequently employed in educational and psychological research, both to select useful subsets of variables and to evaluate the order of importance of variables. Three problems with stepwise applications are explored in some detail. First, computer packages use incorrect degrees of freedom in their stepwise computations, resulting in artifactually greater likelihood of obtaining spurious statistical significance. Second, stepwise methods do not correctly identify the best variable set of a given size, as illustrated by a concrete heuristic example. Third, stepwise methods tend to capitalize on sampling error and thus tend to yield results that are not replicable.
Tests of Independence in Contingency Tables with Small Samples: A Comparison of Statistical Power
Authors: Parshall Cynthia G. , Kromrey Jeffrey D.
Published: March 2007

The chi-square test of independence is a frequently used nonparametric test. Although the Type I error estimates for small-sample chi-square statistics applied to 2 x 2 tables have been relatively thoroughly studied, the Type II error rate (or power) has not been as extensively investigated. Additionally, most of the previous research has been limited to 2 x 2 tables and has not been extended to tables of larger dimensions. The objectives of the present research were (a) to investigate the small-sample power of several statistical tests in 2 x 2 and 3 x 3 contingency tables, and (b) to examine the Type I error rates for these tests under studied conditions. Various marginal distributions, sample sizes, and effect sizes were examined.
A Modwied Scoring Algorithm for the PDQ-R: Psychiatric Symptomatology and Substance Use in Adolescents with Personality Disorders
Authors: Johnson Jeffrey G. , Bornstein Robert F. , Sherman Martin F.
Published: March 2007

A study was conducted to investigate the extent to which adolescents diagnosed with one or more personality disorders on a self-report instrument are at an elevated risk for psychiatric symptomatology and psychoactive substance abuse. A modified version of the Personality Diagnostic Questionnaire-Revised (PDQ-R), the Revised Hopkins Symptom Checklist (SCL-90-R), and a standard retrospective substance use diary were administered to 441 undergraduate students, 181 and 166 of whom participated in 1- and 2-month follow-up sessions at which the SCL-90-R and the substance use diary were read ministered. Results were that (a) personality disorder prevalence estimates produced by the modified PDQ-R approximated those obtained by previous researchers who have administered structured clinical interviews to general community samples; and (b) individuals diagnosed with one or more personality disorders by the modified PDQ-R manifested higher levels of psychiatric symptomatology and substance use at both baseline and follow-up than did nondiagnosed subjects.
Validity Studies Second-Order Structure Underlying the Hendrick-Hendrick Love Attitudes Scale
Authors: Murthy Kavita , Rotzien Andrea , Vacha-Haase Tammi
Published: March 2007

Loving is a fundamental aspect of being human. Yet knowledge of the nature of love remains primitive because until recentiy, it was not considered scientifically respectable to investigate love phenomena. The present study used hierarchical factor analytic methods to test the structure underlying data provided by 499 subjects on the 1990 version of the Hendrick and Hendrick Love Attitudes Scale. The results suggest that some variations in Lee's measurement model may result in an improved model fit.
Effect of Context in Rating of Mobility Activities in Children with Disabilities: An Assessment Using the Pediatric Evaluation of Disability Inventory
Authors: Ludlow Larry H. , Haley Stephen M.
Published: March 2007

The purpose of this article is to examine the extent to which environmental context influences the functional performance (caregiver assistance) ratings of children with severe disabilities. Specifically, we investigated differences in the ratings of functional performance when children were rated by their parents at home and by school rehabilitation personnel when reporting on the same children functioning in an educational setting. We examined the context effect (home versus school setting) as a facet in the multifacet Rasch model. The results indicated that the parents and rehabilitation personnel can both be trained to the level of making similar observational judgments, although the parents tended to be stricter in their ratings.
The Development and Validation of a Scale Measuring Desire for Control on Examinations
Authors: Wise Steven L. , Roos Linda L. , Leland Vicki L. , Oats Robert G. , McCrann Takako O.
Published: March 2007

The Desire for Control on Examinations (DCE) scale was developed as a brief measure of the desire for control that individuals feel in an examination context. Based on data from tiree independent samples, the 13-item DCE exhibited both acceptable levels of reliability and substantial construct validity evidence. In addition, the DCE was found to be a more sensitive measure of desire for control in an examination context than Burger's general desire for control scale.
The Development and Validation of an Instrument to Assess Attitudes toward Cultural Diversity and Pluralism among Preservice Physical Educators
Authors: Stanley Linda S.
Published: March 2007

The development and validation of an instrument to assess attitudes toward cultural diversity and cultural pluralism are described. The initial instrument consisted of 60 questions and was completed by 215 preservice teachers in physical education who were enrolled in the final 2 years of their program at 11 selected universities. Factor-analytic procedures produced a conceptually meaningful four-factor solution with internal consistency reliabilities in the range of .72 to .85 for the four factors. The final instrument, the Pluralism and Diversity Attitude Assessment (PADAA), consists of 19 statements. The PADAA measures the degree to which a respondent possesses positive attitudes toward cultural pluralism and whether an individual is comfortable or uncomfortable with diversity. The four scales are Appreciate Cultural Pluralism, Value Cultural Pluralism, Implement Cultural Pluralism, and Uncomfortable with Cultural Diversity.
Comparison of Two Indices of Answer Copying and Development of a Spliced Index
Authors: Frary Robert B. , Tideman T. Nicolaus
Published: March 2007

Two indices of answer copying, one using only identical wrong responses and the other using both right and wrong, were compared using naturally occurring test responses (no simulation of copying). Each index pointed to the existence of about the same number of exannnee pairs who had copied. However, index B implicated more higher scoring pairs that he g2 index, which, in turn, implicated more lower scoring pairs. An adaptation Of g2 using only wrong-answer correspondences was found to identify even more pairs of highly likely copiers than B among higher scoring examinees. A spliced index, the regular g2 for lower scoring pairs and g2 based on identical wrong responses for higher scoring pairs, was found to identify substantially more pairs of likely copiers than any single index. The methodological approach adopted made it possible to evaluate the indices without knowing which pairs of examinees actually copied.
Comparison of Two Measures of Motivation to Manage: Ethnic and Gender Diferences
Authors: Thornton George C. , Hollenshead Janet D. , Larsh Suzanne L.
Published: March 2007

Ethnic and gender differences in motivation to manage were studied using a sentence completion test and an in-basket exercise. Comparisons among White, Black, Hispanic, and Asian students revealed no statistically significant differences in total scores when motivation to manage was measured by either instrument, but Blacks displayed different attitudes from Whites on some components of motivation to manage when they were measured with the sentence completion test. Comparisons between males and females on the total score showed that males scored higher than females on the sentence completion test but not on the in-basket exercise. Gender differences for one dimension of motivation to manage were found using the in-basket exercise. Implications for the measurement of psychological constructs and the identification of management talent are discussed.
The Ethical Issues Rating Scale: An Instrument for Measuring Ethical Orientation of College Students toward Various Business Practices
Authors: Daniel Larry G. , Elliott-Howard Florence E. , DuFrene Debbie D.
Published: March 2007

The present study presents efforts to establish evidence for the construct validity of scores on the Ethical Issues Rating Scale, an instrument designed to measure respondents' assessment of the importance of various ethical issues. Factor-analytic results using data from a sample of students enrolled in university business courses (n = 213) supported the existence of five constructs: personal integrity issues, corporate integrity issues, individual rights issues, environmental issues, and international issues. Suggestions regarding the usefulness of the instrument and procedures for its further refinement are offered.
On the Derivation of Camp's Tetrachoric Correlation Approximation
Authors: Rae Gordon
Published: March 2007

Although Camp's tetrachoric correlation approximation has been shown to yield excellent results over a fairly wide range, its derivation remains something of a mystery. The present article shows how Camp might have arrived at his formula using a theoretical, rather than an empirical, approach.
The Effects of Sampling Model on Inference with Coefficient Alpha
Authors: Barchard Kimberly A. , Hakstian A. Ralph
Published: March 2007

The distinction between Type I and Type 12 sampling in connection with measurement data is discussed, and a method is presented for simulating data arising from Type 12 sampling. Next, an empirical study is described in which the perfornance of inferential procedures for coefficient alpha was examined when these procedures were applied with data arising from both kinds of sampling. The results indicate that as long as the data are drawn from a population exhibiting strict essential parallelism among the conditions (an assumption underlying the procedures), the methods maintain precise confidence level control under Type 12 sampling. For data departing from essential parallelism, however, these procedures are not robust under Type 12 sampling. In contrast, actual confidence coefficient values were close to nominal levels under Type I sampling. Implications are noted for practice and for future research on inference with coefficient alpha.
Construct Validity Evidence for Enrichment Clusters and Regular Classrooms: Are they Different as Students See them?
Authors: Gentry Marcia , Maxfield Lori R. , Gable Robert K.
Published: March 2007

The primary purpose of this study was to examine the dimensionality of students' attitudes toward regular classroom activities and enrichment clusters. The secondary purpose was to report the development of two student attitude surveys, one regarding regular classroom learning situations and the other regarding enrichment clusters. A total of 379 students involved in both regular classrooms and enrichment clusters completed parallel surveys designed to assess their attitudes toward these learning situations with respect to challenge, interest, meaning, choice, and enjoyment. Factor analytic procedures yielded four factors for each attitude survey with estimates of internal consistency ranging from .70 to .93. The analyses allowed examination of the construct validity of scores on both instruments while providing insight that the derived factors were not identical for the regular classroom activities and enrichment clusters.