bluuebunny/crossref_metadata_2025 huggingface dataset:
Item Instability on the Piers-Harris Children's Self-Concept Scale for Academic Underachievers with High, Middle, and Low Self-Concepts: Implications for Construct Validity
Authors: Smith Monte D. , Rogers Carl M.
Published: March 2007

Test-retest item instability indices for low, middle, and high scorers on the Piers-Harris Children's Self-Concept Scale were calculated in order to test Wylie's (1974) hypothesis that low scores are invalid because of unreliability of responding. Academic underachievers served as subjects, and the results failed to support Wylie's prediction. Children with high self-concept scores exhibited significantly less item instability than did children with either middle- or low-self-concept scores, while the latter two groups did not differ on the item stability variable. The obtained results were discussed in terms of age-progressive self-concept "crystallization."
An Examination of Cooper's Test for Monotonic Trend
Authors: Hsu Louis
Published: March 2007

Cooper (1975) presents "a new test for increasing or decreasing trend" which, he indicates, (1) is superior to the Cox-Stuart tests because it is defined in terms of more Bernoulli trials, and (2) is a binomial test. The present paper shows that Cooper's test statistic (1) is not a binomial random variable, but (2) is linearly related to Kendall's Tau.
The Relationship of the Purpose in Life (PIL) Test to the Personal Orientation Inventory (POI), the Otis-Lennon Mental Ability Test Scores, and Grade Point Averages of High School Students
Authors: Martin John D. , Martin Elinor M.
Published: March 2007

The purpose of the present project was to determine the degree of correlation between the PIL and (a) the Time Competency (TC) scale of the Personal Orientation Inventory (POI), (b) the Inner-directed (I) scale of the POI, (c) IQ scores of high school students who took the Otis-Lennon Mental Ability Test, Form L-M, and (d) grade point average (GPA) of the same high school students. Subjects employed in the endeavor were 24 high school Juniors and Seniors evenly divided as to sex. The coefficients of correlation between scores on the PIL and (a) POI-TC, (b) POI-I, (c) Otis-Lennon Mental Ability Test and (d) GPA were, respectively, .71 ( p < .01), .69 ( p < .01), .55 ( p < .01) and .42 ( p < .05). It appears that a positive relationship exists between certain attributes of a self-actualizing person and the life style of the person who scores high on the PIL. One cannot, on the basis of this research, rule out the possibility that self-actualization and strong purpose in life are related secondarily through separate relationships with other variables.
The Ineffectiveness of Multiple True-False Test Items
Authors: Ebel Robert L.
Published: March 2007

Graduate students in education responded twice at the same sitting to 100 true-false questions on educational measurement. The items were presented as Part 1 and Part 2 of a midterm test. In Part 1, the items were presented separately with instructions to the students to mark each statement true or false. In Part 2, the same items were presented in clusters (32 triads, 2 dyads) with instructions to pick the one true (or the one false) statement. Scores on Part 1 were much more reliable than scores on Part 2. These results support the suggestion from test specialists that test constructors should avoid use of multiple true-false items. The relation between the difficulty of the component true-false items and of the multiple choice clusters was examined.
Comparison of Multivariate Techniques in the Prediction of Juvenile Postparole Outcome
Authors: Alumbaugh Richard V. , Crigler Marcia A. , Dightman Cameron R.
Published: March 2007

Several strategies for the prediction of institutional outcome have been attempted by researchers in juvenile and parole prediction. The majority of researchers have utilized a variation of multiple regression, while a few have made use of discriminant functions and factor analysis. The present study contrasted the three approaches in terms of predictive efficiency for juvenile recidivism. A total of 579 juvenile cases were selected from the Washington state juvenile archives during the calendar year of 1971. Forty predictive variables from personal histories and behavioral records of the Office of Juvenile Rehabilitation were collated and quantified for the study. The total sample was divided randomly into two groups for purposes of double cross-validation. On each of the two sample halves, a set of predictors of juvenile outcome were generated by each of three methods, factor analysis, stepwise regression, and stepwise discriminant functions. Validation of the three methods was assessed by (1) D2 or discriminability of each predictive variable on the cross-validation sample, and (2) the accuracy of classifying each juvenile based on discriminant analyses. The results showed clearly that stepwise discriminant functions provided the more consistent selection of variables with seven of 10 variables the same for all samples. Also, discriminant functions was shown to manifest the most predictive efficiency with significantly fewer misclassifications and greater discriminability. By contrast, stepwise regression and factor analysis as strategies manifested more misclassifications and less discriminability. In addition, the two methods were found to be unreliable in the selection of predictive variables for the two validation samples. Results were discussed in terms of the shrinkage problems of regression analyses and the homogeneity of variance associated with factor analysis.
A Method for Increasing the Reliability of a Short Multiple-Choice Test
Authors: Serlin Ronald C. , Kaiser Henry F.
Published: March 2007

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested that weights each alternative, including no response, on the test to yield maximum coefficient alpha (generalized Kuder-Richardson formula 20). An example is presented, and the suggested method of scoring is compared with two conventional methods of scoring for this example.
Further Development and Validation of a Self-Concept Measure Involving School-Related Activities
Authors: Michael William B. , Smith Robert A. , Michael Joan J.
Published: March 2007

For each of two revised forms of the Dimensions of Self-Concept (DOSC) measure (E form for elementary school pupils in grades 4, 5, and 6, and S form for secondary school students in grades 7 through 12), statistical information is presented concerning the intercorrelations of each of five factor scales, the reliability and standard error of measurement of each scale, and the results of item analyses. Also included are a brief summary of data pertaining to factorial validity and preliminary evidence regarding the concurrent validities of each of the five factor scales of the DOSC with respect to scores earned on tests of reading comprehension and critical thinking. The conclusion was reached that the DOSC affords considerable promise of providing relatively reliable measures of individuals within the elmentary school, the junior high school, and the senior high school on each of five fairly homogeneous dimensions of self-concept, the internal and factorial validity of which has received substantial support.
A Critique and Suggested Revision of Behaviorally Anchored Rating Scales Developmental Procedures
Authors: Decots Thomas A.
Published: March 2007

The use of the standard deviation of item ratings as a criterion of scale anchor selection is criticized on several grounds. Data are presented which show that the criterion (a) lacks verification, (b) leads to mid-range scale gaps, and (c) wastes large numbers of potentially useful items. An alternative criterion that is based on item intercorrelation procedures is suggested and tested. Results indicate that the alternative criterion does not lead to the negative outcomes of the SD criterion. Discussion indicates that the alternative criterion is more theoretically meaningful than the SD criterion.
TMFA: a Fortran Program for Three-Mode Factor Analysis and Individual Differences Multidimensional Scaling
Authors: Redfield Joel
Published: March 2007

TMFA, a FORTRAN program for three-mode factor analysis and individual-differences multidimensional scaling, is described. Program features include a variety of input options, extensive preprocessing of input data, and several alternative methods of analysis.
Cross-Cultural Validation of the Effects of Dissimulation On a Measure of Actualizing
Authors: Knapp Robert R. , Cardenas Cecilia , Michael William B.
Published: March 2007

A number of studies have presented evidence for the resistance of the Personal Orientation Inventory (POI) to deliberate attempts to fake in a positive direction. Notably consistent is the lower Existentiality score obtained under conditions of faking. Although most of these studies have been based on the standard English language edition of the POI, results presented by Steilberg ( 1976) also have suggested the cross-cultural reproducibility of this finding based on results from a Dutch language version of the POI. The present study is based on results from administrations of a Spanish language version of the POI to samples in Nicaragua. The findings in general were similar to those obtained with American samples, particularly the consistently lower Existentiality scores obtained for both present Nicaraguan samples. Results have further supported the cross-cultural similarity of POI findings and have suggested that whatever degree of empirical or construct validity might be associated with POI scales would not be adversely influenced by an instruction to respond in a manner to create a favorable impression.
Khatri's Growth Analysis Programmed for the Sas Proc Matrix
Authors: Baggaley Andrew R.
Published: March 2007

A computer program is described that tests for the slope, quadratic, and cubic coefficients of a growth function generated from repeated observations.
The Misuse of Multiple Regression With Composite Scales Obtained From Factor Scores
Authors: Kukuk Cris R. , Baty Carl F.
Published: March 2007

Factor scale scores are sometimes used as weights to create composite variables representing the variables included in a factor analysis. If these composite variables are then used to predict some dependent variable, serious theoretical and methodological problems arise. This paper explores the nature of these problems and suggests strategies for circumventing them.
Agreement or Disagreement of a Set of Likert-Type Ratings
Authors: Hsu Louis
Published: March 2007

This paper describes an exact small sample test, and provides a table of critical values for an approximate large sample test, to determine if a sample of Likert-Type ratings indicates significant agreement or disagreement in a population of such ratings.
A Generalized χ2 for the Significance of Differences in Repeated, Related Measures Applied To Different Samples
Authors: Tideman T. Nicolaus
Published: March 2007

When repeated measures are not independent, sample data can be used to estimate the average covariance among the measures, and this can be used to calculate an appropriate estimate of the variance in a sum of measures. When such an estimate of the variance is employed, a χ2 statistic can be used to test the significance of differences in repeated, related measures applied to different samples.
Prediction of Performance in a Doctoral Education Program by the Graduate Record Examinations and Other Measures
Authors: Dole Arthur A. , Baggaley Andrew R.
Published: March 2007

Averaged rankings by faculty members on scholarship and professionalism were used as criterion variables for 61 doctoral recipients. A function of the age at entrance into the program was highly negatively related to both criteria. Undergraduate and graduate grade-point averages showed statistically significant validities of moderate magnitude. The scores from the Graduate Record Examinations (GRE) Aptitude Test and Advanced Education Test gave somewhat lower correlations than did the grade-point averages. Use of the GRE for various purposes is discussed.
The Development of Conceptually Independent Sub-Scales in the Measurement of Attitudes
Authors: Hartke Alan R.
Published: March 2007

The construction of attitude measures and similar instruments frequently requires the identification of relevant areas to be measured. Usually, a generally accepted theoretical structure does not exist to define these areas. It is proposed that latent partition analysis can be used to develop conceptually independent sub-scales in such a case by pooling the expertise of several persons. An example of the use of latent partition analysis for this purpose is provided as well as suggestions of its applicability in other areas, such as, content validation.
Computer Assisted Accummulation of Reliability Information
Authors: Morris John D.
Published: March 2007

A computer program which creates and stores a cummulative item covariance matrix upon each administration of an instrument is described. Program input is the former item covariance matrix as well as subjects' item scores from the new administration. Thus storage of all the subjects' item scores, and recalculation of previous subjects' contribution to item covariance upon each new administration is avoided. As all classical psychometric information including reliability can be calculated from the item covariance matrix, use of this program would facilitate keeping a constant log on reliability in situations in which the test is administered to different groups over a period of time. Alternately, reliability could be calculated after a respectable size sample is accummulated.
An Evaluation of Alternative Measures for Assessing Language Proficiency Skills of Junior Level Students in a School of Communications and Professional Studies
Authors: Michael William B. , Shaffer Phyllis
Published: March 2007

For a total sample of more than 900 junior-level college students in a school of communications and professional studies (CAPS) and for a subsample of at least 50 students in each of nine departments within this school, concurrent validity coefficients were determined between scores on several examinations reflecting competencies in standard written English and an external criterion measure of cumulative college grade point average (GPA). These examinations consisted of (a) the Test of Standard Written English (TSWE) of the Admissions Testing Program of the College Board (Educational Testing Service, 1974-1978, 1978a, 1978b), (b) the Diagnostic Test in Written English (DTWE), Revised Version, Form B (Brengelman and Frey, c. 1975) consisting of four subtests in Spelling and Word Formation, Sentence Structure, Vocabulary, and Essay Organization, and (c) a locally devised essay test (CAPS Essay Examination) requiring thirty minutes of writing time. For the entire sample the TSWE, the DTWE—Total (Score), and the CAPS Essay Examination provided validity coefficients of .37, .33, and .26, respectively (all values being significant beyond the .01 level). In terms of the results obtained for the total sample as well as for the subsamples, it was concluded that the 30-minute TSWE is at least as valid as the 45-minute DTWE measure. The DTWE was shown to have only limited usefulness for diagnostic purposes.
The Factorial Validity of the Olguin Diagnostic Test of Auditory Perception for Spanish Language-Oriented Children
Authors: Olguin Leonard , Michael William B.
Published: March 2007

A factor analysis of scores on the 12 scales of the Olguin Diagnostic Test of Auditory Perception (ODTAP) and of those on two measures from a standardized reading test and on six personal-family-demographic factors revealed six interpretable dimensions for a sample of 95 Spanish language-oriented (SPLO) children in the first and second grades. The ODTAP measure was designed to provide reception (R) (discrimination) and expression (E) (reproduction) scores on each of six scales intended to represent six phonological categories of juncture, consonants, vowels, digraphs, airflow, and intonation. Support was found for the conclusion that a distinction does indeed exist between the receptive and expressive dimensions of auditory perception as measured by the ODTAP.
The Student's Perception of Ability Scale: an Instrument for Measuring Academic Self-Concept in Elementary School Children'
Authors: Boersma Frederic J. , Chapman James W. , Maguire Thomas O.
Published: March 2007

The Student's Perception of Ability Scale (SPAS) was developed in response to a need for a reliable and valid instrument to measure subject-based academic self-concept in elementary school children. This scale was designed for use with children in grades three to six. Descriptive data on the SPAS were discussed in terms of their substantive, structural, and external validity. Normative data were also highlighted. The scale was found to have six meaningful factors, relatively high alpha and test-retest reliability estimates, and reasonably strong discriminant and experimental validity. Data were presented which indicate that the SPAS clearly differentiates between children who have learning problems and those who do not. A concurrent validity coefficient of .489 was obtained with school grades. Further, a recent study indicates that the scale appears useful in assessing affective change over time. It was concluded that the SPAS is measuring a unique domain of academic self-concept and that the scale has good measurement characteristics. Practical and research implications for the scale were also discussed.
On the Power of Multiple Independent Tests When the Experimentwise Error Rate is Controlled
Authors: Hsu Louis M.
Published: March 2007

The problem of controlling the probability (EW) that at least one Type I Error occur in a family of N statistical tests, has received much attention in recent psychological literature. However, the related problem of assessing the loss of Power in the collection of N tests, resulting from keeping EW at a tolerably low level, has received relatively little attention. The present paper addresses itself to this problem in the case of a family of tests of N planned orthogonal contrasts. A method is described which allows the determination of the probability that, given the existence of any pre-specified number of Small, Medium, and Large Effect Sizes (as defined by Cohen, 1969), exactly x out of m true alternative hypotheses (where 0 ≤ x ≤ m) concerning pairwise contrasts will be accepted when the EW is controlled using a method advocated by Games (1971) and Schafer and Macready (1975). The method is then generalized to handle other Effect Sizes and to handle contrasts involving more than two means.
On the Canonical Analysis of Contingency Tables
Authors: Kaiser Henry F. , Cerny Barbara A.
Published: March 2007

A simplified mathematical and computational treatment of the canonical correlational analysis of two-way contingency tables is provided.
The Relationship of Class Size, Class Level, and Core Vs. Non-Core Classification for a Class to Student Ratings of Faculty: Implications for Validity
Authors: Whitten Betty J. , Umble M. Michael
Published: March 2007

This research was concerned with the significance of three non-instructor related parameters in instructor evaluation at a major state university. These parameters included class size, class level, and core vs. non-core sections of classes. A paired difference analysis was utilized to minimize instructor-to-instructor variability associated with scheduling or administrative factors not under immediate control of the instructor. This analysis may help clarify some of the conflicting results found in the literature regarding the significance of these parameters.
The Factorial Validity of the Cornell Critical Thinking Test for a Junior High School Sample
Authors: Michael Joan J. , Devaney Roberta L. , Michael William B.
Published: March 2007

For a sample of 138 eighth and ninth grade students a principal factors solution of the intercorrelations among 71 items of the Cornell Critical Thinking Test (CCTT), Level X revealed five identifiable dimensions following a varimax rotation: (a) Relevance, (b) Irrelevance, (c) Differentiating Levels of Reliability of Observations or of Authorities, (d) Accuracy of Deduction, and (e) Determination of the Accuracy of an Assumption. Only the Accuracy of Deduction factor appeared to correspond closely to the dimension hypothesized by the test authors. Each one of at least three rotated factors seemed to portray a unique variance component reflecting homogeneous structure or content characteristics of a particular test section rather than common-factor variance suggesting a meaningful psychological construct. It was concluded that the CCTT may be lacking substantially in construct validity, as the psychological nature of four of the five rotated factors could not be readily interpreted.
Determination of the Number of Items and Passing Score in a Mastery Test
Authors: Hsu Louis M.
Published: March 2007

Wilcox (1976) has recently recommended the use of binomial tables to determine the minimum number of items ( n) and the minimum passing score ( xc) for a mastery test, which would yield acceptable risks of misclassifying an examinee. Fhaner (1974) described another method of estimating n and xc, which is based on normal approximation to binomial distributions. The present paper describes a method of estimating n and xc when n is too large to use Wilcox's binomial-table-scanning method, and when the parameters Π1 and Π2 of the relevant binomial distributions, are either too small or too large to justify the use of Fhaner's normal approximation method.
A Microcomputer Basic Program to Calculate the Level of Agreement Between Two Raters Using Nominal Scale Classification
Authors: Larimer Leon D. , Watkins Marley W.
Published: March 2007

A simple percentage measure of agreement among raters using nominal scales may provide misleading reliability information. Scott's Pi and Cohen's Kappa are two chance-corrected statistics which have been widely utilized in assessing interrater agreement. This paper presents a BASIC microcomputer program which calculates these two chance-corrected measures of interrater reliability.
Factor Score Reliabilities and Domain Validities
Authors: Gorsuch Richard L.
Published: March 2007

Kaiser and Michael (1977) reported a formula for factor scores giving an internal consistency reliability (generalized KR 20) and its square root, the domain validity. The use of this formula is found to be inappropriate if variables are included which have trivial weights for the factor for which the score is being computed. The problem can be corrected by considering only the salient variables.
A Comparison of the Predictive Validities of Selected Academic Tests of the American College Test (Act) Assessment Program and the Descriptive Tests of Language Skills for College Freshmen in a Basic Skills Program
Authors: Snowman Jack , Leitner Dennis W. , Snyder Vivian , Lockhart Lillie
Published: March 2007

A comparative evaluation was made of the ability of the four Ac ademic Tests of the American College Test (ACT) Assessment Pro gram and the Descriptive Tests of Language Skills (DTLS) to pre dict course grades and freshman grade-point average for 496 students enrolled in a basic skills program at a large four-year mid western university. Multiple regression analyses indicated that per formance in basic skills courses, notably reading and writing, can be predicted equally well by a subset of the Academic Tests of the ACT Assessment Program or a subset of the DLTS. Performance in a basic skills mathematics course was predicted considerably more ac curately by three of the four Academic Tests of the ACT Assessment Program as opposed to one subtest from the DTLS. Grade point av erage was predicted equally well with selected subtests from both in struments.
Effect of Test Sensitization and Knowledge about Self-Actualization on Taking the Personal Orientation Inventory
Authors: Goldman Jeffrey A. , Olczak Paul V.
Published: March 2007

One hundred and thirty-two American college students were employed in a Solomon 4 group design to assess the susceptibility of scores on the Personal Orientation Inventory (POI) to knowledge about self-actualization (SA) and to possible test sensitization effects. Results indicated that POI scores were increased only by the main effect of knowledge about SA. These results were discussed in terms of previous research dealing with these two non-therapy factors.
Internal Analyses of the Least Preferred Co-Worker (LPC) Scale
Authors: Rice Robert W. , Seaman F. James
Published: March 2007

Responses of 226 undergraduates to a 22-item version of Fiedler's (1967) Least Preferred Co-Worker (LPC) Scale were subjected to several internal analyses. Factor analysis, correlations between subscale scores, cross-tabulation of classification decisions, and comparisons of internal consistency coefficients for subscales and total scale all suggest that this version of the LPC scale has two relatively independent factors. The first factor reflects the social characteristics of one's least preferred co-worker and the second factor concerns task competence characteristics. Two classroom samples with n = 21 and n = 36 yielded 9-10 week test-retest reliability coefficients of .71 and .63 for Total LPC scores; and somewhat lower stability coefficients were reported for the two subscale scores. Discussion focused in the practical implications of these results for researchers using the LPC scale.
The Direct and Indirect Contributions of a Series of Intellective and Non-Intellective Student Attributes to the Prediction of High School and College Achievement: a Path Analytic Model
Authors: Deboer George E.
Published: March 2007

A path analytic model is hypothesized and tested to explain the effect of a series of intellective and non-intellective student attributes on high school achievement and college achievement. Path coefficients were calculated to determine the extent to which these predictors directly affect college performance and the extent to which their effect is mediated by previous high school achievement. Patterns of predictability for male and female students are compared.
On the Measurement of Work and Leisure Ethics and Resultant Intercorrelations
Authors: Iso-Ahola Seppo E. , Buttimer Kevin J.
Published: March 2007

Two work ethic and two leisure ethic scales and one leisure satisfaction index were administered to 498 students ranging from the 8th graders to upperclasspersons (juniors and seniors combined). While work ethic and leisure ethic were moderately negatively correlated for the total sample, this relationship was mediated by individual differences (gender) and the scales used. Specifically, the negative correlation was considerably higher for females than for males. Furthermore, the smallest negative correlation (-.03) was observed when the items of the employed work ethic scale made no reference to leisure and the items of the employed leisure ethic scale made no reference to work. On the other hand, the highest negative correlation between the two (-.31) was observed when the items of the employed work ethic scale made several references to leisure and those of the employed leisure ethic scale made several references to work. A similar pattern of influence of the items was found when the leisure/work ethic scales were correlated with leisure satisfaction. Clearly, then, these findings indicate how the empirical correlation between work and leisure ethic and between the two ethics and leisure satisfaction can systematically be manipulated by considering the types of items included in the instruments before selecting a given scale for research purposes.
On Tideman's Generalized χ2 Statistic
Authors: Rae Gordon
Published: March 2007

Analyses of artificial data involving repeated, related binary measures to different samples suggests that Tideman's generalized χ2 statistic and conventional repeated-measures analysis of variance do not produce conflicting outcomes. Provided the appropriate assumptions are met analysis of variance may provide a more versatile approach.
The Nelson-Denny Reading Test as a Predictor of College Freshman Grades
Authors: Wood Peter H.
Published: March 2007

This study represents an attempt to determine the difficulty level, the internal consistency, and the usefulness of Form C of the Nelson-Denny Reading Test (NDRT) as a predictor of freshman grades at a public, midwestern university. The 2,122 entering freshmen (37.7% male) produced a high school mean grade point average (GPA) of 3.16, a college freshmen GPA of 2.63, an American College Testing Program (ACT) Composite score of 20.6 and a NDRT of 82.8--7 points above the NDRT norm group. The internal consistency coefficients (Kuder Richardson formula 21) of the NDRT were .90 for the 100-item vocabulary section, .69 for the 36-item comprehension section, and .91 for the combined score. The NDRT was correlated positively with the verbal portion of the College Board Scholastic Aptitude Test (SAT-V) (.79), the ACT Composite score (.71), high school GPA (.39), and college freshman GPA (.33), as well as with other indicators of academic ability.

High school GPA was the single most valid predictor of college freshman GPA (.56), but combinations of high school GPA and the NDRT increased the prediction of college GPA to .58. Combining high school GPA and ACT composite scores produced a predictive validity of .60, whereas high school GPA and SAT-V and SAT-Mathematics produced a predictive validity of .61. Adding the NDRT to a prediction equation already containing high school GPA and either ACT or SAT scores did not improve the prediction. College grades in large freshman courses were similarly, but less effectively, predictable.
The Factorial Validity of an Inventory Assessing Horney's Interpersonal Response Traits of Compliance, Aggression, and Detachment
Authors: Munson J. Michael , Spivey W. Austin
Published: March 2007

This research was concerned with the factorial validity of Cohen's (1967) 35-item CAD inventory which attempts to operationalize Karen Horney's typology of three interpersonal response traits: compliance, aggression, and detachment (CAD). Personal interview data were collected from 203 women within upper, middle, and lower social classes. Principal components factor analysis with varimax rotation indicated little support for Cohen's contention that CAD measures three orthogonal constructs. Results of other factor solutions revealed that the constructs are perhaps nonorthogonal. The results suggest needed modifications in the inventory.
Factorial Validity of a Clinical Teaching Scale
Authors: Miller Max D.
Published: March 2007

In professional education, there is continuing interest in the use of student evaluations of instructional effectiveness. The intent of this study was to describe the dimensions of effective teaching behavior in a clinical setting and to determine the factorial validity of a scale used to assess clinical teaching behaviors. Medical students in their third year of training responded to a 40-item questionnaire in reference to their recently completed clinical experiences. Their responses were subjected to alpha factor analysis. Results indicated that the dimensionality of clinical teaching could be reduced and described in terms useful for specification of teaching competencies about which inservice education for clinical teachers could be designed.
A Validation of the Use of the American College Testing Proficiency Examination Program for Advanced Upper Division Placement of Nursing Students Graduated from Hospital-Based (Diploma) Nursing Programs
Authors: Suddick David E. , Collins Burton A.
Published: March 2007

At an upper division university, students entering the Bachelor of Science in Nursing (BSN) program were graduated from Associate Degree in Nursing (ADN) programs or graduated from hospital-based (diploma) programs. The admission criteria for the two groups of students were almost identical. The exception was that the diploma nurses were required to pass three ACT Proficiency Examination Program (PEP) tests with a standard score of 45 or more. The cumulative grade point averages (CGPAs) of the two groups of students at the upper division institution were compared. The CGPA of the diploma nurses was significantly higher than that of their ADN peers. Thus, the PEP credit-by-examination testing model was found to be an effective alternative to determine the advanced standing of students graduated from hospital-based nursing programs who were entering a BSN program at an upper division university.
SIMRRT: A Basic Interactive Program to Collect Similarity Ratings and Reaction Time Data for Multidimensional Scaling
Authors: Dong Hei-Ki
Published: March 2007

An interactive computer program SIMRRT, written in BASIC for an Apple II computer, is presented for the purpose of collecting pair-wise similarity ratings and reaction time data. The data are stored in a file which can be used as an input to a multidimensional scaling program.
Sex Differences in Predictive Ability of Tests of Structure-of-Intellect Factors Relative to a Criterion Examination of High School Physics Achievement
Authors: Ignatz Milton
Published: March 2007

Twelve factors from the Structure-of-Intellect model of Guilford were selected to test 119 physics students from three high schools. Multiple regression analyses indicated that physics achievement, as measured by a mechanics test, was most strongly related to factors within the selected set which included the operation of divergent production for boys and convergent production for girls.
An Empirical Comparison of Two Methods for Testing the Significance of a Correlation Matrix
Authors: Wilson Gale A. , Martin Samuel A.
Published: March 2007

The present paper reports on a "Monte Carlo" comparison of two methods of testing the significance of a correlation matrix to determine the suitability and appropriateness of factor analysis. Bartlett's (1950) chi-square test of sphericity and Steiger's (1980) chi-square test are evaluated using 320 computer-generated correlation matrices from samples of N = 20 and N = 200, having actual population correlation coefficients ranging from .01 to .64. A recommendation is made to use Steiger's test prior to factor analysis due to its increased power and computational simplicity relative to Bartlett's test.
The Relation between Incorrect Option Choice and Estimated Ability
Authors: Levine Michael V. , Drasgow Fritz
Published: March 2007

The relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test and the Graduate Record Examination. Incorrect option choice was found to be related to estimated ability for many items. Implications of these findings are briefly discussed.
A Program for Computing an Index of Scale Unidimensionality
Authors: Butler John K.
Published: March 2007

After briefly explaining an index of homogeneity for the items of a measurement scale, this paper describes a program that computes the index. Written in SAS, the program converts an output data set created by a factor analysis to two matrices: (a) the absolute values of the interitem correlations and (b) the item commonalities. These matrices are used to calculate the index.
A Factor Analysis of the Rucker-Gable Educational Programming Scale
Authors: Graham Steve , Deaton William
Published: March 2007

The Rucker-Gable Educational Programming Scale (RGEPS) was designed to measure a respondent's attitude toward and knowledge of appropriate program placement for handicapped students. In the present study, 205 regular classroom teachers were administered the RGEPS and their responses were examined via a series of factor analyses. Results indicated that the instrument appears to measure four dimensions. These four dimensions accounted for only 42 percent of the total variance. Moreover, the observed factor solution did not validate the various scores and subscores specified in the RGEPS Manual. Estimates of internal consistency for the scores and subscores of the RGEPS were also modest.
The Use of Partial Correlation to Control Halo in Performance Ratings
Authors: Mossholder Kevin W. , Giles William F.
Published: March 2007

Landy, Vance, Barnes-Farrell, and Steele (1980) have presented a technique for statistically controlling halo error in ratings by partial correlation procedures. Various writers (Harvey, 1982; Hulin, 1982; Murphy, 1982) have pointed out what they perceive to be deficiencies in Landy et al.'s technique. Landy, Vance, and Barnes-Farrell (1982) have responded to these criticisms, concluding that their technique produces dimensions which, while not appropriate for administrative purposes, do have "several legitimate uses" (for example, test validation). The focus of this paper is to suggest that it is unlikely that dimensions derived from partial correlation techniques will be useful for even the specialized purposes which Landy et al. describe.
The Measurement of Classification Agreement: An Adjustment to the Rand Statistic for Chance Agreement
Authors: Morey Leslie C. , Agresti Alan
Published: March 2007

Investigators examining empirically derived classifications are often concerned with the replicability of an obtained classification. However, most available statistics which allow replication comparison suffer from various limitations. This paper proposes an adjustment to one of these statistics, the Rand statistic, which will allow comparison across different levels for number of clusters found within a classification. This adjustment permits the user to compare several different classifications with respect to classification agreement, while correcting for the contribution of chance to any observed agreement.
An Improvement Over Guttman Scalogram Analysis: A Computer Program for Evaluating Cumulative, Nonparametric Scales of Dichotomous Items
Authors: Cziko Gary A.
Published: March 2007

This article mentions some of the problems associated with the criteria of reproducibility and scalability as they are commonly used in Guttman scalogram analysis to evaluate cumulative, non-parametric scales of dichotomous items. It then describes the advantages of criteria developed by Loevinger (1948) and Mokken (1971) to evaluate such scales. A short SAS computer program is presented which analyzes response patterns elicited by dichotomous scales designed to be cumulative. The program computes Loevinger's H as index of the scalability (cumulativeness) of a set of items as well as Mokken's Hi for each item indicating the degree of scalability of each item with respect to the other items of a given scale.
Developing Instrumentation to Assess Perceptions and Attitudes Toward Proposal Development
Authors: Cook Desmond L. , Loadman William E.
Published: March 2007

The objective of the study was to determine the feasibility of developing instrumentation designed to assess perceptions and attitudes toward proposal development and funding. An initial set of items was developed based upon personal experience and literature review and then reduced thru factor analysis. A final set of 54 items was mail administered to a systematic selected national sample of 416 members of the American Educational Research Association. Discriminant function analyses of responses were conducted using both sex and proposal development experience as classification variables. The instrument demonstrated good scaling properties and high internal consistency. Discriminations beyond the chance level were obtained on the two classification variables. Based upon item responses, statements reflecting both "myths" and "realities" of proposal development were identified.
Concurrent Validity of the Kaufman Assessment Battery for Children in a Sample of Mexican-American Children
Authors: Valencia Richard R.
Published: March 2007

Concurrent validity of the newly developed individually administered intelligence/achievement instrument, the Kaufman Assessment Battery for Children (K-ABC), was investigated with 42 English-speaking Mexican-American Head Start children. The criterion test was the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Correlation coefficients between the five K-ABC Global Scale Standard scores and the three WPPSI IQ Scale scores were found to be typically in the .50s and .60s (and .60s and .70s when corrected for range restriction). Thus some evidence was provided for the concurrent validity of the K-ABC. The findings are discussed in light of several concurrent validity studies reported in the K-ABC technical manual and in the context of language-related issues.
Calculation of Semipartial Correlations
Authors: Algina James , Seaman Samuel
Published: March 2007

A simple formula for calculating semipartial correlations is presented and illustrated.
A Multivariate Test of Homogeneity of Regression Weights for Correlated Data
Authors: James Lawrence R. , Tetrick Lois E.
Published: March 2007

An analytic procedure is presented for testing the homogeneity of unstandardized regression weight vectors in the condition that the regression weight vectors are correlated. The basic design involves repeated measurements on a dependent variable and a set of independent variables in each of S time periods or situations. Use of the test is illustrated in a study of cross-situational consistency versus cross-situational specificity of the correlates of perceived leader behavior.
Matching-Tests: Reduced Anxiety and Increased Test Effectiveness
Authors: Shaha Steven H.
Published: March 2007

A review of research on the negative effects of text anxiety on scholastic performance led to the consideration of the use of matching formats for anxiety reduction. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge (Exp. I) or recently learned information (Experiments II and III). Results showed that matching-tests were superior to multiple-choice formats: Students overwhelmingly preferred the matching-test formats, scored equally high or significantly better on them, and experienced significantly less debilitating test anxiety. The conclusion is that traditional dependence on multiple-choice tests to the avoidance of matching items is questionable.
The Concurrent Validity of Two Forms of the Ram Scale Relative to Three Criterion Measures Indicating School-Related Preferences of Community College Students
Authors: Wright Claudia R. , Brown Gordon F. , Michael William B.
Published: March 2007

This study reports on the relationships between community college students' responses on three school-related criterion variables and their classifications on the RAM Scale in terms of relative, absolute, or mixed orientations. As part of a larger investigation, two samples of 177 and 125 subjects were administered the RAM Scale in forced-choice and Likert formats, respectively. Both groups then responded to three dichotomous criterion variables: (1) student reasons for dropping classes (teacher-centered or student-centered); (2) student preferences for school environments which provide opportunities for minimizing or accepting tension and frustration; and (3) student preferences for instructors with philosophical and religious views similar to or different from those of the student. Statistically significant indices of association were found between RAM classifications and student preferences on the third criterion variable. On this third criterion variable, use of planned comparisons for data from each form resulted in a statistically significant difference between the mean of subjects classified as relative on the RAM Scale and that of the combined subgroup of students categorized as mixed or absolute. Specifically, students in the subgroup identified as relative demonstrated a greater preference for a teacher with views different from their own than did students in a subgroup representing a mixed or absolute classification.
Simplified Formula for Bivariate Uniqueness Analysis
Authors: Huba G. J.
Published: March 2007

Uniqueness analysis tests whether the scores on p profile tests are rare in a multivariate sense. This paper presents a simplified formula for the special case when p = 2. Examples are given.
The "Pooled-Within Classes" Coefficient of Correlation (rw) in Partially Segregated Educational Systems
Authors: Cahan Sorel
Published: March 2007

The purpose of this paper is to point out the logical, theoretical and statistical problems associated with the computation of the "pooled-within" correlation coefficient in partially segregated educational systems. It is argued that, since a between-individual-within-classes relationship of Y to X cannot possibly exist in classes which are entirely homogeneous with respect to either X or Y, the question concerning this relationship should be addressed only to the subsample of heterogeneous classes. Consequently, the measurement of this relationship should be restricted to this subsample, thus yielding a new coefficient, rwH, which is different from the usual coefficient, both conceptually and numerically. The remainder of the paper deals with the theoretical and statistical problems associated with the computation of rwH instead of rw, its interpretation as a sample statistic and its functional relationship to rB and rT, the "between groups" and "total" correlation coefficients, respectively.
Development of Alternate Methods for Scoring the Rorschach Interaction Scale
Authors: Shaffer John W. , Graves Pirkko L. , Mead Lucy A. , Thomas Caroline B. , Pearson Thomas A.
Published: March 2007

The Rorschach Interaction Scale (RIS) was recently developed to permit scoring the content of certain Rorschach responses in terms of the emotional tone (both positive and negative) associated with responses involving the interaction between two or more human, human-like, or animal figures. Scores on the original scale have been found to be related to later health or disease in a long-range, prospective investigation of medical students. In an effort to devise more sensitive scoring procedures that would express all information inherent in the scale, 18 additional RIS scores were defined and derived. Subsequent factor analyses of these measures revealed the existence of five factors, each of which was well represented by a single score with comparatively little overlap. The relationships of these five scores to later health outcomes will be the subject of ongoing research involving this data base.
Intrinsic and Extrinsic Job Satisfaction among Direct-Care Staff in Residential Facilities for Mentally Retarded People
Authors: Hauber Florance A. , Bruininks Robert H.
Published: March 2007

A factor analysis of the Minnesota Satisfaction Questionnaire-Short Form was conducted, based on the responses of 852 direct care staff from a variety of residential facilities. The results confirmed that intrinsic and extrinsic satisfactions are separate factors as reported by the authors of the scale. Also presented are norms for three satisfaction scales, comparisons between scores of staff from different facility types, and relationships between staff characteristics and job satisfaction.
Factor Structure of the Mother-Child Relationship Evaluation'
Authors: Whitman Barbara , Zachary Robert A.
Published: March 2007

Neither the reliability nor the validity of the Roth MCRE have been examined since the initial publication in 1961. This study investigates (1) the responses of mothers and fathers to the same scale and (2) the underlying dimensions assessed by the MCRE. No significant difference in the mean scale scores between the 83 mothers and fathers emerged. A factor analysis showed little correlation between the conceptually organized scales and the empirically derived factors. The results are discussed and the need for both revision and reforming of the instrument are noted.