bluuebunny/crossref_metadata_2025 huggingface dataset:
A Computer Program for Assessing Specific Category Rater Agreement for Qualitative Data
Authors: Cicchetti Domenic V. , Lee Chinyu , Fontana Alan F. , Dowds Barbara Noel
Published: March 2007

This program computes specific category agreement levels for both nominally and ordinally scaled data. For ordinally scaled data, an option is available for collapsing the original scale to a smaller number of categories, with the goal of improving the level of inter-rater reliability for the rating scale.
MAPP: a Mathematics Placement Program
Authors: Doblin Stephen A.
Published: March 2007

MAPP (A Mathematics Placement Program) is used to place entering freshmen in mathematics courses which are commensurate with their backgrounds and abilities. It consists of two COBOL programs. The first descrambles information from an optical scanner tape, while the second uses built-in variables to set up a counter, to grade a mathematics placement examination, to check biographical data, and to select an appropriate course. The course in which each student is recommended to enroll is based upon ten different (weighted) factors. Having been used for three years, the program is considered to be a viable alternative to the traditional mathematics placement process.
Factorial Validity of an Instrument Designed to Assess Staff Training Needs in an Ethnically and Culturally Diverse School District
Authors: Middleton Ernest J. , Mason Emanuel J.
Published: March 2007

The factorial validity of a 55 item instrument designed for use in a recently desegregated school district to assess staff needs as a basis for training was investigated. The instrument was designed to help determine needs in five areas: (1) multicultural awareness, (2) instructional leadership, (3) discipline strategies, (4) communication skills, and (5) instructional strategies. It was administered to 204 elementary school teachers and principals from the district. In a principal components factor analysis of the intercorrelation of item responses followed by varimax rotation, five empirical factors were identified which correspond to the five hypothesized categories of items. Therefore, the instrument appeared useful for determination of levels of five different needs, for training of school staff, and for assessment of the effectiveness of training programs intended to meet the five needs categories represented by the instrument.
The Development and Validation of a Life Experience Inventory for the Identification of Creative Electrical Engineers
Authors: Michael William B. , Colson Kenneth R.
Published: March 2007

The construction and validation of the Life Experience Inventory (LEI) for identification of creative electrical engineers is described. For an initial-validation sample of 100 electrical engineers in a large industrial corporation, a point-biserial correlation coefficient of .82 was found between inventory scores and a dichotomous criterion of possession or lack of possession of one or more patents (held or pending), whereas in a cross-validation sample of 98 electrical engineers from the same firm, the corresponding coefficient was .62. Application of an approximate median cutting score on the LEI for the cross-validation sample revealed for the group above the median score a success rate of about 83% in terms of those electrical engineers who would meet the patent criterion at a cost of losing within the group placing below the median score about 29% who would have met the patent criterion. It was concluded that life experiences (as sampled by items emphasizing factual information rather than those reflecting attitudes or opinions) may be used to differentiate the creative from the noncreative electrical engineer.
An Investigation of Some Distributional Characteristics of the Measure of Sampling Adequacy
Authors: Dziuban Charles D. , Shirkey Edwin C. , Peeples Thomas O.
Published: March 2007

The distributional characteristics of Kaiser's Measure of Sampling Adequacy (MSA) were investigated in sample matrices generated from multivariate normal populations of specified correlation levels (LC). Systematic variation of sample size (SS) and number of variables (NV) revealed the overall MSA to be most influenced by NV. The implications of these findings for use of the index were discussed.
Convergent and Discriminant Validation of Chartered Life Underwriter (CLU) Examinations by the Multitrait-Multimethod Matrix
Authors: Bajtelsmit John W.
Published: March 2007

This study used a validational procedure involving a matrix of intercorrelations among tests representing four areas of Chartered Life Underwriter (CLU) content knowledge, each measured by objective multiple-choice and essay methods. The results indicated that the two methods of measuring the same trait yielded fairly consistent estimates of content knowledge. Thus support was lent to the constructs and to the methods for measuring them. The use of multitrait-multimethod procedures with other samples and measures is encouraged in order to provide continuing evidence for the validity of evolving American College examinations.
Stability of Factorial Validity of the Iiq (Instructional Improvement Questionnaire) Over Three Years
Authors: Woehlke Paula , Ohara Takeshi
Published: March 2007

For the years of 1973, 1974, and 1975, the Instructional Improvement Questionnaire (IIQ) was used as the campus-wide teacher and course evaluation instrument at Southern Illinois University at Carbondale. In order to assess the stability of the factors being measured by the instrument, separate factor analyses were run on the 40 questionnaire items for the years of 1973, 1974, and 1975, from which the variables of expected grade by a student, percent of students taking the course as an elective, and student's year were partialled out. The factors yielded by the analyses were remarkably stable over the three years. Canonical correlational analyses were done to investigate factorial similarities among the years.

Results indicated substantial agreement among the factor structures for the three years taken individually and combined.
Discriminant Validity of Career Development Inventory Scales in Grade 10 Students
Authors: Kuhlman-Harrison Judy , Neely Margery A.
Published: March 2007

An aspect of construct validity of the six scales of the Career Development Inventory was investigated with 312 tenth-grade students. The subscales were found to demonstrate adequate discriminant validity except for that among certain cognitive subscales.
Construct Validity of the Mccarthy Scales of Children's Abilities: Regression Analysis With Preschool Children
Authors: Watkins Ernest O. , Wiebe Michael J.
Published: March 2007

A sample of 240 preschool children was used to assess the con struct validity of each of the McCarthy Scales of Children's Abilities (MSCA). Individual subtests were used in a stepwise regression analysis of MSCA scales. This analysis supported McCarthy's con struct of the General Cognitive Index (GCI) as well as the Verbal and Perceptual-Performance Scales. Construct of the Quantitative Scale was vague. For this sample, neither the Memory or Motor Scale construct was documented. This study indicated that clinical interpretation of the GCI may be warranted, but diagnostic use of the Memory or Motor Scales with preschool children should be avoided.
Generalizability of Performance-Scores on Embedded Figures Material
Authors: Ippel M.J.
Published: March 2007

Various tests with hidden figures material (e.g., EFT, CFT and HFT) are used as empirical indicators for field dependence-independence. This study investigates whether generalizing performance-scores of the various hidden figures tests is justifiable. To do this the test characteristics of embeddedness and norm figure uncertainty were systematically varied following a repeated measurement design. The generalizability of these test characteristics appeared to be limited. Properties of norm figures and search figures appeared to have a great influence on the performance-score variance.
Segmented Polynomial Models in Quasi-Experimental Research
Authors: Wasik John L.
Published: March 2007

An introduction to the use of segmented polynomial models in behavioral science research is presented. Examples of suitably defined design matrices of dummy variables are given for the least squares analyses of time series and discontinuity quasi-experimental research designs. Linear combinations of dummy variable vectors are shown to provide tests of effects in the two quasi-experimental designs. Interpretation of results from the segmented polynomial analyses is also demonstrated.
The Development and Validation of an Instrument to Assess Student Attitudes towards Work
Authors: Maguire Thomas O. , Romaniuk Eugene W. , Macrury Katherine A.
Published: March 2007

A 75 item instrument was developed to assess Student Attitudes Towards Work. Fifteen scales were derived, each based on 5 items in a Likert format. Analysis of responses from 1035 students in the ninth and twelfth grades showed what were judged to be high reliabilities (ranging from .46 to .70). Group differences based on age, sex, previous work experiences, and vocational ambitions lent support to the validity of the scales.
Assessing Magnitude of Effect from Rank-Order Correlation Coefficients
Authors: Strahan Robert F.
Published: March 2007

While Spearman's rho (ri) and Kendall's tau (t) are equally powerful rank-order correlation coefficients under conditions of normality, they have quite different metrics. When applied to the same data set, t typically is smaller in absolute value, often no more than two-thirds the size of r,. Although these facts are duly stated in a number of works on nonparametric statistics, they are omitted in many other, less detailed presentations. Given increasing concern with the degree to which a statistical effect existsrather than just whether an effect is present at all—this difference in correlational metric appears to need emphasis.
UTIL: A BASIC Program for Determining Optimal Cutting Scores Adjusted for Base Rates and Classification Utility
Authors: Berger Dale E. , Tsujimoto Richard N.
Published: March 2007

An interactive menu-driven BASIC program calculates the cutting score or scores for classifying cases into two groups to maximize classification utility. The user can specify base rates, means, and variances on the test score distributions, as well as the utility for each possible decision outcome. An interactive feature facilitates sensitivity analyses.
The Long-Term Comparative Predictive Validities of Standardized Measures of Achievement and Academic Self-Concept for a Sample of Secondary School Students
Authors: Darakjian Gregory P. , Michael William B.
Published: March 2007

For a sample of 147 secondary school students (73 females and 74 males) who persisted for seven semesters within the same school district, comparative predictive validities were examined for six subtests of the SRA Assessment Survey and for five subscales of the Dimensions of Self-Concept relative to overall GPA earned and to GPA achieved in English and in mathematics courses. For every criterion measure the subtest in the SRA Assessment Survey dealing with mathematics and the subscale from the Dimensions of Self-Concept pertaining to the aspiration level held by students were the most valid predictor variables. With respect to overall GPA, a multiple correlation coefficient of .698 was obtained for an optimally weighted composite of these two measures (as compared with zero-order validity coefficients of .52 and .56, respectively, for the mathematics and level of aspiration predictors).
Stability of Factor Structure on the Semantic Differential: Retest Data
Authors: Piotrowski Chris , Dunham Frances Y.
Published: March 2007

Previous research on the semantic differential technique has found evidence for variance in Osgood's original formulation of three dimensions of connotative meaning: namely, Evaluation, Potency, and Activity. Piotrowski (1983a) reported on the inconsistency in factor structure with the exception of the Evaluative dimension. The present investigation reports retest data based on Piotrowski's original sample, after a 6-month time span. Three concepts (Hurricane, My City, and Myself) were analyzed in a fifth grade population. The results indicated support for the stability and consistency of the Evaluation dimension only. There was moderate consistency in scales which comprised the Potency and Activity dimensions. Researchers were cautioned about utilizing scales found valid in previous investigations.
Intercorrelations of Some Measures of Self-Concept
Authors: Martin John D. , Coley Leslie A.
Published: March 2007

Fifty undergraduate psychology students (11 males, 39 females) comprised the sample used in the present study. The scores derived from the Coopersmith Self-Esteem Inventory (SEI), Tennessee Self-Concept Scale (TSCS), Slosson Intelligence Test (SIT), and Rotter's Internal-External Locus of Control (LOC) Scale were analyzed by using the Pearson product-moment correlation technique. Significant correlations were obtained between scores on the following instruments: SIT and LOC, LOC and TSCS, LOC and SEI, and SEI and TSCS. Additionally, both race (white or black) and SIT scores and age and LOC scores were significantly correlated.
A Computer Program for Assessing the Reliability of Nominal Scales Using Varying Sets of Multiple Raters
Authors: Cicchetti Domenic V. , Heavens Robert , Didriksen James , Showalter Donald
Published: March 2007

This program computes multiple judge reliability levels under the following conditions: different sets of judges perform the ratings; the number of judges is a constant; and the scale of measurement is nominal.
Concurrent and Predictive Validity of the Battelle Development Inventory at the First Grade Level
Authors: Guidubaldi John , Perry Joseph D.
Published: March 2007

Concurrent and predictive validity of the Battelle Developmental Inventory (BDI) was investigated. A random sample (N = 50) of 124 children comprising a total grade level in a school district was evaluated during both the kindergarten and first grade school years by using a comprehensive battery of assessments. Results indicated a consistent pattern of relationships between separate BDI domains and assessments that purport to measure similar constructs. An especially salient finding was that the BDI evidenced higher predictive values of achievement at the first grade than did other established assessments. The data were interpreted to support the BDI as a valid multifactored assessment for use in educational, clinical, and/or research endeavors with young children.
The Factor Structure of the Mikulecky Behavioral Reading Attitude Measure
Authors: Hawk Jane W. , Roberson Terry G. , Ley Terry C.
Published: March 2007

The Mikulecky Behavioral Reading Attitude Measure (MBRAM) was designed to measure secondary and postsecondary respondents' attitudes toward reading based on Krathwohl's model of affective development. In the present study, 411 gifted junior high school students were administered the MBRAM, and their responses were examined via a series of factor analyses. Results indicated that the instrument appears to measure one general dimension of attitude. This dimension accounted for 34. 1% of the total variance. Moreover, the observed factor solution did not validate the hierarchical nature of the items in terms of Krathwohl's five affective stages. Estimates of internal consistency for the scores of the MBRAM were promising for the total instrument as well as for the 15-item scale corresponding to the one-factor solution.
Press for Achievement and School Grades: A Filipino Study
Authors: Watkins David , Astilla Estela
Published: March 2007

This research, based on data from 411 Filipino secondary school students, tested the hypothesis that press for achievement from parents, peers, and teachers mediates the relationship between school grades from one year to the next. No support was found for this contention after both linear and various curvilinear regression models were examined.
The Auditory Selective Attention Test: A Review of Field and Laboratory Studies
Authors: Doverspike Dennis , Cellar Douglas , Barrett Gerald V.
Published: March 2007

The present review describes a test of selective attention known as the Auditory Selective Attention Test (ASAT). The origin of the test is described and a description of the test is given. Research is reviewed on the reliability, criterion-related validity, and construct validity of the test. The test has been shown to be a valid predictor of flying performance, driving performance, and monitoring. Further research is needed on the reliability and construct validity of the instrument.
One-Way Anova from Summary Statistics
Authors: Rossi Joseph S.
Published: March 2007

Equations given by Gordon (1973) are corrected and revised. An example of the use of these equations is given.
The Relationship between Correlational and Internal Consistency Notions of Test Reliability
Authors: Krus David J. , Helmstadter Gerald C.
Published: March 2007

The Spearman-Brown formula for correction of the split-half coefficient of reliability was discussed as a conceptual precursor of modern formulations of internal-consistency reliability. An alternative expression of the Spearman-Brown formula was suggested. Derived from the principal components of the product moment coefficient of correlation, this formulation facilitates understanding of the meaning of internal-consistency reliability. It also is conducive to classroom discussion of the key concepts of the classical theory of tests and measurements.
School-Related Variables as Predictors of Achievement on the National Council Licensure Examination (Nclex-Rn) for a Sample of 418 Students Enrolled in a Diploma Nursing Program
Authors: Crane Phyllis , Wright Claudia R. , Michael William B.
Published: March 2007

For a total sample of 418 students pursuing the diploma program in nursing and for each of four ethnic subgroups comprising 272 Whites, 67 Hispanics, 34 Blacks, and 20 Asians (an undeclared group of 25 students not being considered), this investigation was concerned with the validity of each of 12 predictor variables representing age, high school grade point average (HS-GPA), GPA in three prerequisite courses and in a composite of these three courses, scores in three reading measures, and scores in three mathematics measures relative to each of two criterion variables reflecting (a) cumulative grade point average in required courses taken in a school of nursing (SN-GPA) and (b) standing in the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Parallel information also was sought for eight intermediate variables represented by scores on standardized achievement tests of the National League of Nursing (NLN) corresponding to the content of key academic courses and administered at the end of each course. Selected conclusions were that (a) SN-GPA is a highly valid predictor of NCLEX-RN scores for members of the White and Hispanic subgroups, but only a modestly valid predictor for those in the Black and Asian subgroups, (b) HS-GPA affords little, if any, predictive validity of either criterion measure for any ethnic group, (c) prerequisite coursework taken primarily in a community college affords moderate predictive validity for White, Hispanic, and Asian subgroups but high validity for the Black subgroup, in the prediction of SN-GPA, but reduced if not marginal validity for all ethnic subgroups relative to standing on the NCLEX-RN, (d) standardized achievement tests in reading and mathematics provide somewhat mixed validity promise across the various ethnic subgroups, (e) the NLN measures, with a few noteworthy exceptions, furnish consistently high validity coefficients across all subgroups for both criterion measures.
A Comparison of the Orthogonal and the Oblique Factor Structures of Correlation Matrixes of Individual Items and of Composites of Items (Subtests) Derived from a Standardized Affective Measure
Authors: Michael William B. , Bachelor Patricia
Published: March 2007

For a 90-item standardized affective measure containing six factor scales (with 15 items per scale) that in its original form of 150 items (25 items per subscale) had undergone three item-analysis studies (with two representing cross-validation efforts) to achieve a relatively higher degree of homogeneity than that in the orginal scales, the major purpose of this investigation was to compare both an orthogonally and obliquely rotated factor structure of a correlation matrix of individual items with that of sets of composites of five items (three subtests per factor scale). The two groups of tenth and eleventh grade students employed in this study came primarily from middle-class families: (a) a suburban Anglo sample of 337 subjects (170 males and 167 females) and (b) a rural Anglo sample of 146 (74 males and 72 females) with fewer than two percent of the participants in either sample representing minorities. The orthogonally rotated factor solution was achieved from use of the varimax procedure, and the obliquely rotated factor solution was effected from employment of the promax method. The two major conclusions suggested by the data analyses were that (a) both an orthogonally rotated (varimax) and an obliquely rotated (promax) factor solution can be expected to yield meaningful psychological dimensions that can be interpreted as corresponding to the scales of the instrument irrespective of whether an item correlation matrix or subtest correlation matrix has been analyzed and (b) the orthogonally rotated and obliquely rotated factor solutions afford comparable structures that permit inferences regarding what are readily interpretable or identifiable latent traits underlying a test that has been designed to operationalize a given psychological domain. The outcomes of these exploratory factor analyses are being used in several confirmatory factor analyses with various data bases to test a number of alternative hypotheses regarding the factorial structure of the affective measure employed.
Students' Attitudes toward and Use of Written Justifications for Multiple-Choice Answers
Authors: Gorrell Jeffrey , Cramond Bonnie
Published: March 2007

The current study was concerned with the participation patterns and attitudes of college students who were encouraged to write justifications of their answers in order to gain credit for responses that would otherwise be incorrect throughout a semester's worth of multiple-choice tests. Subjects were 134 students enrolled in undergraduate educational psychology and tests and measurement courses. Attitude measures indicated uniformly positive attitudes toward the use of this technique as well as a general belief in the technique as a means to improve reasoning and scores on the tests, whether the students wrote justifications or not. General conclusions obtainable from the study were that use of the technique is beneficial, not only in terms of student scores but also in terms of student satisfaction with the tests taken.
Measuring Computer Anxiety: The Computer Anxiety Scale
Authors: Marcoulides George A.
Published: March 2007

The Computer Anxiety Scale (CAS) is a measure of perceptions by students of their anxiety in different situations related to computers. Involving 225 college students, this study examines the reliability and factorial validity of the CAS. The data suggest that the CAS is an effective and reliable means of measuring student anxiety toward computers.
Computerized vs. Experimenter Controlled Administration of the Matching Familiar Figures Test: Mean Test Scores and Reliabilities
Authors: Van Merriënboer Jeroen J. G. , Jelsma Otto , Timmermans Jacintha , Sikken Jakob
Published: March 2007

The Matching Familiar Figures Test (MFFT) is a well-known instrument designed to measure the cognitive style reflection impulsivity. In the present study, a computerized MFFT version for the Apple MacIntosh (MacMFFT) is compared to the traditional, experimenter controlled MFFT. For a group of 80 subjects, age 17-21, no differences were found between internal consistencies and test-retest reliabilities of the MacMFFT and those of the MFFT. However, subjects took longer times and made less errors for the MacMFFT than for the MFFT, which suggests a more `reflective' approach. As both reflectives and impulsives tended to behave more reflectively when tested with the MacMFFT, and because the inter-test correlations between the MFFT and the MacMFFT agreed with MFFT test-retest reliabilities, it is never—the less concluded that both tests measure the same construct. The more reflective approach to the MacMFFT is discussed as a novelty effect. Based on our results, the MacMFFT seems to offer a reasonable alternative to traditional MFFT administration to late adolescents and young adults.
The Factorial Structure of the North Carolina Teaching Performance Appraisal Instrument
Authors: Swartz Carl W. , White Kinnard P. , Stuck Gary B. , Patterson Toni
Published: March 2007

The factorial structure of the performance ratings of 27 teaching practices contained on the North Carolina Teaching Performance Appraisal Instrument (TPAI) is reported in this paper. As currently used, ratings using the TPAI yield five scores: (a) Management of Instructional Time, (b) Management of Student Behavior, (c) Instructional Presentation, (d) Instructional Monitoring, and (e) Instructional Feedback. This five function scoring scheme is based on logical judgement and not empirical evidence. The results a study using factor analysis procedures suggest that a five factor solution that paralleled the current scoring scheme was not as parsimonious as a two factor solution. The clarity and meaningfulness of the interpretation of the two factor solution provides supportive evidence for the construct validity of the TPAI as well as suggestions for a more utilitarian procedure for using the instrument in large scale teaching performance assessment programs.
A Revalidation of the Use of the American College Testing Proficiency Examination Program for Admission to the Masters Degree of Nursing Program
Authors: Woodard Peggy G. , Lawrence Annie L. , Suddick David E.
Published: March 2007

At an upper-division university, students entering the Master of Science in Nursing (MSN) program hold the Bachelor of Science in Nursing (BSN) degree, but not all the students met the minimum undergraduate grade point average (UGPA) criterion. Students who would have not been normally admitted demonstrated their academic potential by successfully challenging five ACT Proficiency Examination Program (PEP) tests. The first term grade point average of the masters course work of the students having acceptable UGPAs and of those admitted by the PEP testing alternative were compared. No significant difference was found; a finding reported in prior research. Thus, the continued use of the PEP testing program for admission of BSN students with unacceptable UGPA to the MSN program was supported.
The Relationship of Scores on the Educators Survey, a Modified Version of the Maslach Burnout Inventory, to Three Teaching-Related Variables for a Sample of 132 Beginning Teachers
Authors: Gold Yvonne , Roth Robert A. , Wright Claudia R. , Michael William B.
Published: March 2007

For a sample of 133 beginning teachers, the relationship of three teaching-related variables identified as (a) the extent to which the teacher perceived teacher-training courses prepared him or her for the first years of teaching, (b) the level of workload experienced during the first three years of teaching, and (c) if an individual were to begin his or her career again, would he or she select teaching as the first career choice to three measures of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). Correlation data were obtained and a series of multiple regression analyses were conducted in which the three teaching-related variables served as predictors. Findings indicated that, for a subsample of female beginning teachers, two of the three variables (perceived adequacy of training and choosing teaching as a career) served as moderately valid predictors of emotional exhaustion and depersonalization measures.
Measuring Second-Order Factors Using Confirmatory Methods: An Illustration with the Hendrick-Hendrick Love Instrument
Authors: Thompson Bruce , Borrello Gloria M.
Published: March 2007

The present study illustrates the application and the utility of confirmatory second-order factor analytic methods. Factor analysis is central to concerns regarding measurement validity. Confirmatory methods are especially useful, because they explicitly consider measurement error influences, and because the methods are inherently theory-driven and theory-oriented. Second-order confirmatory methods, not applied with great frequency in the literature, offer the promise of allowing the researcher to explore more thoroughly a reality which many see as being just as complex as some of the models that researchers have been led to formulate. To make the explanation of applying confirmatory second-order methods more concrete, a data set involving responses of 487 subjects to the Hendrick-Hendrick love instrument is analyzed for heuristic purposes.
Fisher's Exact Probability Test for Cross-Classification Tables
Authors: Mielke Paul W. , Berry Kenneth J.
Published: March 2007

Algorithms and associated FORTRAN subroutines for the Fisher exact probability test are presented. R by C cross-classification tables up to five degrees of freedom are considered. These include the 2 × 2, 3 × 2, 4 × 2, 3 × 3, 5 × 2, and 6 × 2 tables. The use of recursion and an arbitrary initial value ensures computational efficiency.
Psychometric Effects of Altering the Ceiling Criterion on the Passage Comprehension Test of the Woodcock Reading Mastery Tests-Revised
Authors: Simpson Robert G. , Halpin Gerald
Published: March 2007

The Woodcock Reading Mastery Tests-Revised was administered to 59 adolescent subjects. For each subject, the Passage Comprehension test was scored using the ceiling criterion recommended in the test manual (i.e., six consecutive errors ending with the last item on a test page). The Passage Comprehension test was then rescored using three alternate ceiling criteria: (a) five consecutive errors, (b) five errors in six consecutive responses and (c) five errors in seven consecutive responses. With regard to internal consistency reliability, all three scoring methods were found to be equivalent to the scoring method recommended in the test manual. Strong positive correlations were found between raw scores obtained by each of the four scoring methods, and between each group of raw scores and an external measure, full scale intelligence quotient. Statistically significant differences were found between raw score means for each scoring method. Bivariate regression equations were provided so that scores obtained by employing the alternate scoring methods can be adjusted and used to obtain percentile ranks and equivalent scores from the existing WRMT-R norm tables. Two of the alternate scoring methods resulted in a statistically significant reduction in the mean number of test items administered, with no accompanying loss in reliability or validity. Practical applications were provided.
Obtaining Information about Learners' Thinking Strategies from Wrong Answers on Multiple-Choice Tests
Authors: Powell J. C. , Shklov N.
Published: March 2007

An age-dependent answer-selection sequence was inferred from earlier studies (Powell, 1968, 1970, 1976 and 1977). These earlier studies suggested, from self-report, interview data, and distractors designed from logic errors, that content-independent thinking strategies (generalized procedures used to solve problems) were employed by students to select their answers to a multiple-choice test when they did not recognize the "correct" answer. The present study replicated the results of previous ones by capturing this developmental sequence using statistical rather than clinical means. The same multiple-choice reading-comprehension test (Gorham, 1956) used in some of these previous studies (Powell, 1968, 1976 and 1977) was administered twice to 2810 students aged 8- to 19+, with a five-month elapsed time between these two administrations. Using a statistical procedure based on the multinomial distribution to interpret single cells in the resulting contingency tables, this set of data was studied for evidence of this systematically-connected age-dependent sequence. It reappeared for all anticipated events within an error factor of less than five months.
Nontraditional Validity Calculations and Differential Interviewer Experience: Implications for Selection Interviews
Authors: Gehrlein Thomas M. , Dipboye Robert L. , Shahani Comila
Published: March 2007

The traditional way to calculate the criterion-related validity of selection interviews was compared to two nontraditional techniques. College admissions interview ratings were the predictors, and college GPAs were the criteria. Traditional interview-GPA correlations usually were not significant, whereas statistical techniques set forth by Dreher, Ash, and Hancock (1988) and Kenny and La Voie (1985) usually yielded significant validities. The differences were more pronounced when separate analyses were conducted for groups of experienced and inexperienced interviewers. Only the latter ratings provided valid predictors of GPA, and other analyses suggested that the underlying judgments were more complex.
Relations among Dimensions of Statistical Knowledge
Authors: Huberty Carl J , Dresden Janna , Bak Byung-Gee
Published: March 2007

Ways of knowing statistical concepts are reviewed. A general three-category structure for knowing is proposed: (a) calculations, (b) propositions, and (c) conceptual understandings. Test items were developed that correspond to the first category and to a partitioning of the two latter categories into words and symbols. Thirty-one items covering the five types were administered to 57 graduate students. Correlation of student scores on the 10-item calculations subtest and the 10-item propositions subtest was .61, whereas the other two intercategory correlations were .40 (Calculations vs. Conceptual Understandings) and .37 (Propositions vs. Conceptual Understandings). The results suggest that students should be tested in more than one domain, and that instructors should expect students to develop conceptual understanding in addition to skills in computation.
Graduate Record Examination Scores and Academic Background Variables as Predictors of Graduate Degree Completion
Authors: House J. Daniel , Johnson James J.
Published: March 2007

The purpose of this study was to investigate the predictive validity of Graduate Record Examination (GRE) scores and academic background variables for graduate degree completion in psychology. Stepwise logistic regression procedures were used to analyze the relative contribution of each GRE score and academic background variable toward explaining subsequent degree completion. GRE Verbal scores entered the prediction equation first as the best predictor of degree completion for students in professional psychology areas but entered the equation last for students in general/ experimental psychology. The results of this study indicated that the predictor variables did not predict similarly for all graduate students in psychology. The results of this study have implications for faculty involved in the selection of students for graduate study in psychology.
An Examination of Ipsative and Normative Versions of Kolb'S Revised Learning Tyle Inventory
Authors: Geiger Marshall A. , Boyle Edmund J. , Pinto Jeffrey K.
Published: March 2007

The construct validity of Kolb's revised 12-item Learning Style Inventory was examined by comparing results of the standard ipsatively scored version to an alternate normative version that was scored on a Likert Scale and consisted of 48 (12 statements x 4 endings) separate items. Findings of the study on the ipsative version were similar to those reported in prior research. Two strong bipolar dimensions were identified running from feeling to watching and from doing to thinking. These dimensions, however, are in contrast to Kolb's theorized bipolar dimensions of thinking to feeling and watching to doing. Additionally, only the thinking ability was supported as a separate learning construct by the ipsative inventory. The analysis of the normative instrument did not produce any bipolar dimensions, but did produce strong support for the four separate learning abilities theorized by Kolb and the Experiential Learning Model. While strong evidence was found to support the four separate learning abilities, the normative instrument did not indicate any relative learning preference trade-off as posited by the theory.
Power and Accuracy of the Schmidt and Hunter Meta-Analytic Procedures
Authors: Cornwell John M. , Ladd Robert T.
Published: March 2007

Many Monte Carlo studies have evaluated the Schmidt and Hunter (S&H) (1977) meta-analytic procedures for combining independent correlation coefficients and their 75% rule for testing the homogeneity of variance. This study is different in using simulated data that are more typical of those data sets included in meta-analyses (Cormwell, 1989) such that sample size, effect size, degree of range restriction, measurement error, and number of correlations were simultaneously manipulated in evaluating the S&H procedures' reliability, Type I and II error, bias, and standard error. Results supported other studies which revealed that estimates of mean rho tend to be accurate even in the presence of small sample sizes, few correlations, and substantial measurement error. The power to detect variance among the rhos, however, is low in most situations; thus, the S&H procedures do not find variance among rhos when it exists (Type II error) and also have a high Type I error rate under all conditions simulated. These results are summarized in terms of the reliability of the S&H procedure in estimating mean rho and the variance of rhos.
Optimizing the Classification Performance of Logistic Regression and Fisher'S Discriminant Analyses
Authors: Yarnold Paul R. , Hart Leah A. , Soltysik Robert C.
Published: March 2007

Logistic regression analysis (LRA) and Fisher's discriminant analysis (FDA) are two of the most popular methodologies for solving classification problems involving a dichotomous class variable and two or more attributes. Like other suboptimal classification methodologies, neither LRA nor FDA explicitly maximizes percentage accuracy in classification (PAC) for the training sample (the sample on which the model is based). A heuristic is described that shows early promise of increasing the PAC of suboptimal models. The heuristic involves refining the cutpoint used by the suboptimal model to classify observations. This refinement is accomplished by applying univariate optimal discriminant analysis (UniODA) to the predicted response function values obtained by using the suboptimal model for training data. The UniODA cutpoint, rather than the cutpoint of the suboptimal model, is then employed to classify both training and validity (hold-out) data. UniODA-refinement of LRA models is demonstrated by using 12 examples reflecting a variety of substantive areas, including psychology, education, geriatrics, medicine, biology, marketing, and geology. The mean PAC of UniODA- refined LRA was greater than that for nonrefined LRA in both training and validity analyses. UniODA-refmed LRA yielded greater validity PAC than nonrefined LRA in 6 of the 12 examples and lower validity PAC in only 1 of the 12 examples (exactly consistent results emerged for FDA). Discussion focuses on directions for future research.
Predicting Actual Weight from Self-Report Data
Authors: Koslowsky Meni , Scheinberg Zvi , Bleich Avi , Mark Mordechai , Apter Alan , Danon Yehuda , Solomon Zahava
Published: March 2007

Due to reasons of economy of time and ease of data collection, researchers increasingly use self-report weight as a substitute for measured or actual weight. Little research has been done on the inclusion of attitudinal scales and other self-report data in improving prediction of actual weight. The present study examined self-report data as well as actual weight for a sample of 946 young women inductees to the Israel Defense Forces. The results showed that self-reported weight is the best predictor of actual weight, but indicators such as the Eating Attitudes Scale (EAT), body image, and ideal weight are significant predictors also. In addition, the correlation between actual weight and difference weight (reported weight-actual weight) was negative (-.37) indicating that the heavier people tend to underreport their weight.
Factorial Validity and Reliability of a Survey to Assess the Teaching Effectiveness of Graduates of Teacher Education Programs
Authors: Barton Richard M. , Andrew Michael D. , Schwab Richard L.
Published: March 2007

This study examined the factorial validity of a newly developed 28-item survey called the Teacher Effectiveness Survey (TES) that was designed to assess the teaching effectiveness of graduates of teacher education programs. A sample of 390 principals in 33 states was surveyed. This sample was divided into two subsamples and respondents were randomly assigned to either a training sample (Sample 1, n = 195) or a confirmatory sample (Sample 2, n = 195). An exploratory factor analysis was performed on the data obtained from Sample I to identify an appropriate factor model and to refine the instrument. This approach yielded a three-factor model from which four items were dropped from subsequent analyses. Sample 2 data were subjected to a confirmatory factor analysis using LISREL6, which produced three factors that were identified as Instruction (10 items), Interpersonal/Professional (8 items), and Leadership (6 items). Corresponding estimates of intemal consistency reliability (Cronbach's alpha) of .96, .92, and .92 were obtained. Intercorrelations among the three factors ranged from .80 to .87, suggesting the possibility of a global measure of effectiveness rather than three separate constructs. Alternative explanations are also discussed.
Evaluating the Dimensional Structure of the Home Observation for Measurement of the Environment-Short form
Authors: Ferron John , Ng'Andu Nicholas , Garrett Patricia
Published: March 2007

This study explores the dimensional structure of the Home Observation for the Measurement of the Environment-Short Form (HOME-SF). Confirmatory factor analysis was used to evaluate three hypothesized factor structures. Data pertain to 1,250 children up to 2 years old, assessed by the National Longitudinal Survey of Youth (NLSY). All models were found to be unsatisfactory. The global fit indexes were low, solutions were inadmissible, and many of the estimated factor loadings were small. This study indicates that the features of the home environment cannot be thought of as composing a single dimension, nor can they be thought of as composing dimensions corresponding to the NLSY scales or the original HOME scales. Hence further research is warranted to determine more precisely the character of what the HOME-SF measures.
Rangej: A Pascal Program to Compute the Multivariate Correction for Range Restriction
Authors: Johnson James T. , Ree Malcolm James
Published: March 2007

RANGEJ is a Pascal program to compute the Lawley multivariate correction for range restriction. The correction is useful for the estimation of correlation coefficients when a sample has been subject to range restriction due to prior selection.
Choice of Software and Programs in Meta-Analysis Research: Does it Make a Difference?
Authors: Arthur Winfred , Benneit Winston , Huffcutt Allen
Published: March 2007

Along with the increased popularity of meta-analysis, a number of articles have questioned and highlighted the role that judgment calls play in the implementation and, ultimately, outcomes of studies that use this technique. In the absence of standardized data analyses packages, and coupled with the wide range of options available to meta-analysts, the current study investigated the effect of choice of data analysis programs on meta-analysis study outcomes. The research objective was to investigate the extent to which four commonly used Schmidt and Hunter validity generalization-based meta-analysis software programs, all based on the same conceptual and theoretical assumptions, produced identical outcomes when used to analyze the same data set. The results indicate that, although there are some differences in values obtained from the programs, these differences tended to be very small, typically occurring in the fourth and sometimes fifth decimal place, and did not influence the meta-analytic outcomes.
Conceptual and Measurement Properties of the Productivity Environmental Preference Survey as a Measure of Learning Style
Authors: Murray-Harvey Rosalind
Published: March 2007

The Productivity Environmental Preference Survey (PEPS) is one of a large number of learning style instruments used by researchers and practitioners to identify differences in the way adult students learn and study. The findings of this study using the PEPS suggest that the Dunn and Dunn Learning Styles Model is not conceptually well-defined. Factor analysis failed to produce the four hypothesized factors identified in the model as (a) Environmental, (b) Emotional, (c) Sociological, and (d) Physical. In the short term (8 weeks), the PEPS has fair test-retest reliability. However, over a longer interval of a year, the test-retest reliability of the PEPS is poor. For an instrument claimed to be measuring stable, inherent characteristics of an individual, this outcome is unsatisfactory. In terms of its utility, the PEPS is easy to administer and interpret. The PEPS variables are easily understood by both students and practitioners and, because an individualized profile is produced, it is less likely that students will be stereotyped on the basis of style using the PEPS than they will using the more simplistic bipolar conceptualizations of students' learning styles.
The Development of the Opinions about Deaf People Scale: A Scale to Measure Hearing Adults' Beliefs about the Capabilities of Deaf Adults
Authors: Berkay Paul James , Gardner J. Emmeti , Smith Patricia L.
Published: March 2007

This report documents the development of a scale to measure hearing adults' beliefs about the capabilities of deaf adults. An item pool created from a list of misconceptions about deaf people was used to develop a 35-item Opinions About Deaf People scale, piloted with 38 university undergraduates. A revised 20-item version of the scale was piloted with 290 undergraduates. Acoefficient alpha of .83 was obtained from the second pilot, with item-total correlations ranging from .22 to .58. Factor analysis demonstrated a General Deaf Capabilities factor (eigenvalue = 5.39). Some items also correlated moderately to strongly with an Intelligence factor (eigenvalue = 1.70). Construct validity was established through correlation with Cowen's Attitudes to Deafness scale (r = .75). Analysis supports that a reliable and valid scale has been developed that can be used to measure hearing adults' beliefs about the capabilities of deaf adults in education, employment, and other appropriate settings.
Validity and Reliability of a Scale Measuring Attiitudes toward Foreign Language
Authors: Corbin Steven S. , Chiachiere Frank J.
Published: March 2007

The purpose of this study was to examine the validity and reliability of a scale measuring attitudes toward foreign language. Results of principal components analysis with an orthogonal rotation identified five interpretable dimensions explaining 63.0% of the variance in the total factor solution. The most meaningful factors, in order of importance, were Fascination with Learning a Foreign Language, Dislike for Foreign Language Study, and Value of Learning a Foreign Language. Other meaningful factors concerned the importance of foreign language study to education and the difficulty of learning a foreign language. Discussion of the findings focused on the need for additional research to improve the internal structure of the attitude scale and to support the use of the five dimensions as predictors of foreign language achievement or proficiency.