bluuebunny/crossref_metadata_2025 huggingface dataset:
A Cross-Validated Investigation of the Crumbaugh Purpose-in-Life Test
Authors: Walters Lynda Henley , Klein Alice E.
Published: March 2007

The Crumbaugh Purpose-in-Life test provides a measure of the extent to which an individual perceives life to be meaningful. As part of a larger study the scale was factor analyzed and then cross- validated with two similar samples of high school students. Al though assumed to be unidimensional, the test was found to contain two orthogonal dimensions: Despair and Enthusiasm. The test ap peared to be an excellent measure of adolescents' general attitudes toward life.
Second-Order Group Interest Factors Based On Sex-Balanced Items: Factorial Validity of the Copsystem Occupational Structure
Authors: Knapp Robert R. , Knapp Lila
Published: March 2007

A consistently found structure of eight group factors based on oc cupational activity interest items has been presented (Roe, 1956). The present study was undertaken to determine whether a similar second-order, structure of interests would result from factor analysis based on responses to sex-balanced items. Analysis based on 280 un selected high school students representing various regions through out the country yielded seven clearly defined factors which corre spond to those obtained in previous analyses: Art, Science, Technology, Business, Outdoor, Service, and Communication. An eighth factor identified as Service-Skilled also emerged. Results of the present analysis generally support the group interest structure obtained in previous analyses based on non-sex-balanced items.
Predicting Teacher Nte Scores in Mathematics and Science
Authors: Willson Victor L. , Stoller Jane E.
Published: March 2007

Scores on the Mathematics and two science-related Tests of the National Teacher Examinations (NTE) were the dependent variables in stepwise multiple regression analyses using personological variables of inservice teachers as predictors. Two variables—number of semester hours' credit in mathematics and grade level of teaching—accounted for 61% of the observed Mathematics NTE score variance. In a cross-validation, shrinkage was approximately 1%. Predicted and obtained NTE scores were compared for a trichotomous division of teachers into low, middle, and high achievement status. The prediction correctly placed 67% of the cases. NTE Mathematics Examinations appears to have substantial criterion-related validity. In the Science Tests of the NTE the multiple regression outcome of 10 to 20% of variance explained for various teaching disciplines indicated low criterion-related validity.
Correlation of the Self-Actualizing Value Subscale of the Personal Orientation Inventory with the Self-Acceptance, Socialization, and Self-Control Scales of the California Psychological Inventory
Authors: Martin John D. , Blair Garland E. , Cash Michele
Published: March 2007

The purpose of the present study was to determine the degree of correlation between the Self-Actualizing Value (SAV) Subscale of the Personal Orientation Inventory (POI) and the (a) Self-Acceptance ( Sa ), (b) Socialization ( So) and (c) Self-Control ( Sc) scales of the California Psychological Inventory (CPI). The subjects were 17 males and 36 females currently enrolled at Austin Peay State University, Clarksville, Tennessee. The POI and the CPI were administered individually to each subject. The correlation coefficients between the Self-Actualizing Value ( SAV ) subscale of the POI and (a) Self-Acceptance ( Sa), (b) Socialization ( So ), and (c) Self-Control ( Sc) scales of the CPI were .43, .01, and -.18, respectively. The correlation between the SAV subscale scores and the Sa scale scores was significant at the .01 level. The results of this study suggested that the Sa scale of the CPI and the SAV subscale of the POI measure common characteristics in individuals, whereas the So and Sc scales of the CPI reflect qualities different from those in the SAV subscale of the POI.
A Confidence Interval Approach for Variance Component Estimates in the Context of Generalizability Theory
Authors: Smith Philip L.
Published: March 2007

The accuracy of the conclusions drawn from applications of generalizability theory are largely a function of the accuracy of the statistics resulting from a G study analysis. Previous research has shown that errors in variance component estimation due to sampling are often larger than one might suspect. This is particularly true when small samples are used and for complex designs such as multifaceted G studies. For such designs, confidence intervals for variance component estimates could be of great benefit to researchers using G theory. The present study uses Monte Carlo methods to explore the accuracy of a method for establishing confidence intervals for variance component estimates. The results indicate that the technique is only moderately accurate, but if used with caution can guide the researcher as to the accuracy of his/her estimates.
A Factor Analysis of the University Residence Environmental Scale: Recommendations and Modifications
Authors: Waldman David A. , Crouse Roy H. , Corazzini John G.
Published: March 2007

A factor analysis was performed on data collected from 472 male and female undergraduates who completed the University Residence Environmental Scale (URES). Although ten meaningful factors corresponding to the original ten URES scales were derived from the factor analysis, only 50 of the original items were retained as marker items. Seven of these marker items loaded in a manner contrary to the original URES assignment of items to scales. Only 36% of the total variance was accounted for by the ten factors. Further, 16% of the total variance was accounted for by the "involvement" factor. Implications were made concerning the possible replacement of nonloading items and subsequent analyses on new data, the development of a short form based on the current research, and further research to test the factor structure of the 50 marker items obtained in the current study.
A Comparison of Structure-of-Intellect Factors with the Florida State-Wide Twelfth Grade Test in Predicting Physics Achievement
Authors: Ignatz Milton
Published: March 2007

Selected structure-of-intellect (SI) factor measures were compared with the subtests of the Florida State-Wide Twelfth Grade Test (FSWTGT) in predicting physics achievement. Multiple correlation coefficients were approximately the same for both sets of predictors but increased significantly when both sets were used together to predict physics achievement.
Extent of Overlap among Four Item Bias Methods
Authors: Devine Patrick J. , Raju Nambury S.
Published: March 2007

Four methods of item bias detection-transformed item difficulty, item discrimination expressed as Clemans' lambda, ChiSquare, and the three-parameter item characteristic curve-were studied to determine the degree of correspondence among them in identifying biased and unbiased items in reading and math subtests of the 1978 SRA Achievement Series. Intercorrelations among the four methods were moderate at best, confirming previous research involving different item bias analysis techniques. The item discrimination method showed the least correspondence with the other three methods. The extent of overlap between the four item bias methods in identifying biased items depends on the extent of bias in the items comprising the initial pool of items. That is, except for the item discrimination method, the item bias procedures identify similar sets of most biased items.
Differences between American and Arabic Children in Performance on Measuresof Pictorial Depth Perception: Implications for Valid Interpretation of Test Scores Based on Items Reflecting Dissimilar Cultural Content
Authors: Hamdi Narjes , Knirk Fred , Michael William B.
Published: March 2007

For each of two samples of 33 American children and 30 Arabic children (all subjects being 6 or 7 years of age) comparisons were made of the level of performance on each of two individually administered 3-item experimental test forms requiring pictorial depth perception of three representative scenes from the American and from the Arabic cultures, respectively. Higher mean scores were obtained for (a) the American than for the Arabic sample on the American version, (b) the Arabic than for the American group on the Arabic form, (c) the American sample on the American than on the parallel Arabic version, and (d) the Arabic group on the Arabic than on the American form. For the American sample, internal-consistency reliability estimates were .90 and .86 for scores on the American and Arabic versions, respectively; for the Arabic sample, the corresponding estimates were .85 and .80. The statistical results lent support to the conclusion that differences in the cultural backgrounds of the subjects relative to their familiarity with pictorial content of test items incorporating size and distance cues contributed to significant differences in average level of test performance on the two forms. Implications for valid interpretation of test scores derived from pictorial items portraying objects specific to a given culture are discussed.
Performing Factorial Multivariate Analysis of Variance Using Canonical Correlation Analysis
Authors: Zinkgraf Stephen A.
Published: March 2007

The equivalence of one-way multivariate analysis of variance and canonical correlation is well known. The usefulness of canonical correlation analysis in performing factorial multivariate analysis of variance will be demonstrated.
An Interactive Program for Testing the Significance of Various Correlation Coefficients
Authors: Aiken Lewis R.
Published: March 2007

A program for computing one-tail probabilities associated with a z statistic for determining the statistical significance of various types of correlation coefficients or difference between two coefficients is described. The program, which was designed especially for use on small computers, is modular, in that 1-8 subprograms accompanying the main program may be combined individually or collectively with it. The obtained probabilities are accurate to the second decimal place.
The Validity of Selected Measures to Predict Success on a Non-Traditional Criterion Developed for an Educational Research Program
Authors: Stauffer A. J.
Published: March 2007

The relationship of each of three selected predictors (a) self-reported confidence in knowledge of research competencies, (b) importance attached to them, and (c) attitude toward educational research to a non-traditional criterion measure was estimated as well as the psychometric characteristics of the non-traditional criterion. The criterion variable involved quantity and quality of research activities performed by the participants. The program participants were individually provided with guidance by experienced educational researchers. There was no statistically significant correlation between any one of the predictors and the criterion measure. However, the non-traditional criterion exhibited characteristics that might be judged as desirable.
A Program for Computing the Vector Sum of Scores in a Multidimensional Test
Authors: Butler John K.
Published: March 2007

This paper describes a program for summing the scores of test scales (or items). The usual assumptions of either unidimensionality of orthogonality among scales are relaxed. Scale scores are considered to be distance vectors, the sums of which are resultant vectors. The program uses the inter-scale correlation matrix to define the relative directions of the scale-score vectors. Output consists of the magnitude of the resultant vector and its direction with respect to the scale-score vectors.
On the Statistical Determination of Content Validity
Authors: Jones Douglas H. , Szatrowski Ted H.
Published: March 2007

Several criteria related to individual exposure-nonexposure responses are suggested for consideration in content validity studies. Current validation procedures which concentrate on an item analysis are shown to be insensitive to the suggested procedures. Examples of this insensitivity are given.
An APL Procedure for Computing the Eigenvectors and Eigenvalues of a Real Symmetric Matrix
Authors: Adams James L. , Woodward J. Arthur
Published: March 2007

An APL procedure is presented for rapid, efficient computation of the eigenvalues and eigenvectors of a real symmetric matrix. Since APL has an interpreter, but not a compiler, many iterative procedures are very slow when executed in APL. In this paper, the writers develop a highly compact way of coding an iterative procedure in APL and then apply it to Kaiser's JK method of computing eigenvectors. The resulting APL program is presented in the Appendix.
Preliminary Validation of the Abbreviated Spanier Dyadic Adjustment Scale: Some Psychometric Data Regarding a Screening Test of Marital Adjustment
Authors: Sharpley Christopher F. , Rogers H. Jane
Published: March 2007

The measurement of marital adjustment remains of major concern to researchers and clinicians. In spite of criticism, several research studies have reported the use of various measures of marital adjustment, most recently the Spanier Dyadic Adjustment Scale (DAS). This paper reports the field-testing and preliminary validation of a series of items from the DAS which have been previously suggested to be nearly as accurate as the entire scale for classifying respondents' marital adjustment. Data from a total of 545 married, living together, separated, and divorced persons revealed that the abbreviated form of the DAS validly differentiated between persons who in their perception were happy in their relationship and those who were not. The usefulness of this abbreviated scale for researchers and clinicians is discussed.
Randomized Response Parameters as Factors in Frequency Estimates
Authors: Soeken Karen L. , Macready George B.
Published: March 2007

This study investigated the empirical effects of two parameters in the randomized response design upon the estimated proportion of individuals possessing the sensitive characteristic: the probability of selecting the sensitive question and the proportion of individuals possessing the nonsensitive characteristic. A 2 x 4 factorial design was employed with two strategies for construction of the nonsensitive question (D) and four levels for selection of the sensitive question (P).
An Interactive Computer Program for Testing the Difference between Two Proportions
Authors: Ullom Fred S. , Pascale Pietro J.
Published: March 2007

A description of an interactive program to test the significance of the difference between two proportions is presented. Written under the Phoenix CBE system environment, the program can be used to evaluate the effectiveness of the CBE lessons as well as to provide a CBE lesson.
A Computer Program for Calculating Three Factor Comparison Indices
Authors: Powers Stephen
Published: March 2007

A computer program is described which computes coefficients of congruence, salient variable similarity indices, and chi-square tests of the differences between two factors in the pattern and size of their loadings. The program will make pairwise comparisons between factors in two independent samples. The program is written in BASIC for the TRS-80 microcomputer.
A Short Program for Assessing for the Equality of Two Independent Correlation Matrices
Authors: Pekala Ronald J. , Kumar V. K.
Published: March 2007

A computer program, based on Jennrich's computations for comparing two correlation matrices, is presented. The short program, written in APL, generates a x2 statistic that allows for assessment of equality between two independent correlation matrices.
The Validity of the Measurement of Originality
Authors: Owen Steven V. , Baum Susan M.
Published: March 2007

To explore the construct validity of one of the originality scores of the Torrance Tests of Creative Thinking, the investigators examined the responses of undergraduates to different instructions for the "Unusual Uses of a Cardboard Box" activity. One group obtained standard instructions, whereas another received vague instructions. After effects of fluency were partialled out, originality scores were substantially higher for the vague instructions group. This finding raises important questions about whether the typical measurement of originality depends on what stimulus materials are used, as well as on how responses should be scored.
The Reliability and Validity of the Coopersmith Self-Esteem Inventory-Form B
Authors: Chiu Lian-Hwang
Published: March 2007

The purpose of this study was to determine the test-retest reliability and concurrent validity of the short form (Form B) of Coopersmith Self-Esteem Inventory. The subjects were 140 children from seven classes in fourth through seventh grades. The criterion measures for validity included sociometric questions, teachers' rankings for popularity, and teachers' ratings for self-esteem. It was found that the test-retest reliability coefficients over a two-month period for the seven classes ranged from .72 to .85, all indices being significant at the .01 level. Eleven out of 24 validity coefficients with the criterion measures were statistically significant.
A Comparison of Two Answer Sheet Formats
Authors: Harris Deborah J.
Published: March 2007

Two answer sheet formats, vertical and horizontal, were compared using a professional certification exam and approximately 50,000 adult examines. No practical mean differences in total score were found.
Organization and Structure of the Detroit Tests of Learning Aptitude (DTLA-2)
Authors: Silverstein A. B.
Published: March 2007

The intercorrelations among the 11 subtests of the DTLA-2 for a portion of the standardization sample were subjected to both factor analysis and cluster analysis. None of the resulting factors or clusters corresponded exactly to any of the eight composites into which the subtests are partitioned, nor did the composites account well for the intercorrelations. Thus the organization of the DTLA-2 does not appear to reflect the actual structure of the instrument.
The California Achievement Test as a Predictor of Reading Ability Across Race and Sex
Authors: Powers Stephen , Escamilla Kathy , Haussler Myna M.
Published: March 2007

The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The slopes, intercepts and standard error of estimates were compared for each group. The validity of the CAT-R as a predictor of reading for combined groups of Hispanic and Anglo pupils appeared to be limited. Overprediction of Hispanic reading ability and underprediction of Anglo reading ability would be expected when a single prediction equation is used for both groups.
A Nonparametric K-Sample Test for Equality of Slopes
Authors: Penfield Douglas A. , Koffler Stephen L.
Published: March 2007

The development of a nonparametric K-sample test for equality of slopes using Puri's generalized L statistic is presented. The test is recommended when the assumptions underlying the parametric model are violated. For this procedure original data are replaced by either ranks or normal scores. A discussion is presented on which data substitution procedure to use. Ranks are suggested when the data have heavy tails and normal scores for data with light tails. An example is carried out illustrating the test process.
Using Test-Taking Strategies to Maximize Multiple-Choice Test Scores
Authors: Dolly John P. , Williams Kathy S.
Published: March 2007

The study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? (2) Can the testwiseness strategies be generalized by students so they can improve their scores on examinations other than those measuring testwiseness? Fifty-four undergraduate education students served as subjects. The treatment consisted of a one-hour lecture/discussion presentation covering four cognitive strategies identified as comprising testwiseness. This was followed by a 48 item instrument developed to measure testwiseness on typical classroom examinations. The results demonstrate that it is possible to teach four cognitive strategies which are part of testwiseness. On all measures of testwiseness, the experimental group significantly outperformed the control group.
Goodman and Kruskal's TAU-B Statistic: A Fortran-77 Subroutine
Authors: Berry Kenneth J. , Mielke Paul W.
Published: March 2007

An algorithm and associated FORTRAN-77 computer subroutine are described for computing Goodman and Kruskal's tau-b statistic along with the associated nonasymptotic probability value under the null hypothesis Tb = 0.
MOKKEN Scale: A Pascal Program for Nonparametric Stochastic Scaling
Authors: Kingma Johannes , Reuvekamp Johan
Published: March 2007

A nonparametric Mokken scale analysis (a stochastic elaboration of the deterministic Guttman scale) and program is described. Focus has been placed on three procedures of scaling: a search procedure, evaluation of the whole set of items as a scale and extension of an existing scale. All procedures provided a coefficient of scalability for all the items together that satisfy the criteria of the Mokken model, and an item coefficient of scalability for every item and the statistic delta star which provides information whether the null hypothesis of random response may be rejected. The program is written in Pascal, and it is usable on many microcomputers and larger systems.
The Development and Validation of a Test Battery Measuring Specific Cognitive Abilities in Four-Year-Old Children
Authors: Rice Treva , Corley Robin , Fulker D. W. , Plomin Robert
Published: March 2007

A battery of nine specific cognitive abilities tests to assess verbal, spatial, perceptual speed, and memory abilities in children at age 4 was constructed and administered to a sample of 267 children participating in the Colorado Adoption Project. Exploratory and confirmatory factor analyses revealed four correlated factors that adequately describe the covariation among the tests. Specific cognitive ability composites showed test-retest correlations ranging from .56 to .81. The reliable measurement of these specific cognitive abilities in preschool children facilitates analyses of familial resemblance and longitudinal comparisons.
Acquiescence as a Function of Test Type and Subject Uncertainty
Authors: Krenz Claudia , Sax Gilbert
Published: March 2007

Empirical studies have shown that attitude items are loaded more highly on a general acquiescence factor than are personality-type items. These results have been explained by postulating that two different psychological processes underlie acquiescent responses to attitude and personality measures—the first, a general proclivity for agreeing, and the second, an impulsive tendency to endorse item content as being self-descriptive. A more parsimonious explanation, consistent with the conceptualization of acquiescence as a tendency to agree when uncertain, suggests that these results are artifacts of the measurement procedures used, and that content may confound the comparison of responses to attitude and personality items by unequally reducing subjects' uncertainty across measures. This alternative conceptualization also suggests that instructions reduce uncertainty. To test these questions, 160 undergraduate students at the University of Washington were given a "content free" passage to read. At random, students were asked to respond to one of two sets of directions and to one of two types of tests (Select the answer that best or least represents the kind of student you are or that represents your opinion about students). Thus, best-least formed one main effect for positive and negative directions, whereas kind of student you are-your opinion about students formed a second main effect for personality and attitude, respectively. Students receiving positive instructions were more likely to respond true on a content-free test than were students receiving negative instructions, F (1,156) = 8.87, p < .003. As hypothesized, students receiving attitude test instructions were no more likely to respond true than were students receiving personality test instructions. These results suggest that agreeing more on personality than on attitude items (as was found on previously published research) results from the confounding effect of content.
MARKOV Model: A Package for Computing the Parameters of One-Stage and Two-Stag Elearning Models and Hypothesis Testing
Authors: Kingma Johannes , Reuvekamp Johan
Published: March 2007

This complete package contains four FORTRAN 77 programs for Markov Model based learning experiments. One program estimates the likelihood of a one-stage learning model, another program delivers these estimates for a two-stage learning model. The third program was designed for hypothesis testing the parameter differences between experimental conditions, whereas the fourth program may be used for hypothesis testing of parameter differences within a particular experimental condition.
A Comparison of the Item Difficulty and Item Discrimination of Multiple-Choice Items Using the "None of the Above" and One Correct Response Options
Authors: Tollefson Nona
Published: March 2007

Twelve multiple-choice items in a college statistics examination were written in three formats: (a) one correct answer, (b) "none of the above" as a foil, and (c) "none of the above" as the correct answer. The format using "none of the above" as the correct answer was the most difficult of the three formats. No consistent differences in item discrimination indices were found among the three formats. The test composed of multiple-choice items with one correct answer was more reliable than the two test forms using the "none of the above" option.
The Reliability of Inverse Scree Tests for Cluster Analysis
Authors: Lathrop Richard G. , Williams Janice E.
Published: March 2007

This paper presents a Monte Carlo study which explores the reliability of the inverse scree test for cluster analysis. Two sets of distributions were generated, and 6000 "computer subjects" were cluster analyzed and graphed. Three raters were then asked to detect the critical point at which the inverse scree line showed a marked break. Results indicated that the inverse scree may be a useful and reliable cluster analytic technique for determining the number of true groups.
The Prediction of Success in a Clinical Psychology Graduate Program
Authors: Daehnert Christal , Carter John D.
Published: March 2007

One hundred ninety-two students at an APA approved doctoral program in clinical psychology were examined with regard to the relationships between admissions criteria and evaluation of performance within the graduate program. Predictors for the study included GRE scores, UGPA, MMPI scores, indices from the SVIB, indices from Letters of Recommendation, and Biographical/Educational information. Performance criteria included Graduate GPA, Preliminary Oral Interview Scores, Comprehensive Examination Scores, Professional Qualifying Exam Scores, Practicum Evaluations, Internship Evaluations, Peer Ratings, and Faculty Ratings. Pearson Product Moment Correlations were performed to examine relationships between Pre-Admission predictor variables and each of the Within-Program performance criteria. A series of Factor Analyses were then performed on predictor and criterion variables and Pearson Product Moment Correlations were computed on the resultant factors. Results showed that the most meaningful findings are personality variables, which were useful predictors of Internship Evaluations. Several indices from Letters of Recommendation were found to be highly correlated with later graduate school performance measure. Factor analysis of variables contributed little to the understanding of relationships between predictors and criteria. Implications of these findings and recommendations for future prediction research in psychology are discussed.
Concurrent Validity between the Nowicki-Strickland Locus of Control Scale and the State-Trait Anxiety Inventory for Children
Authors: Nunn Gerald D.
Published: March 2007

The present study examined the concurrent validity of the Nowicki-Strickland Locus of Control Scale with the State-Trait Anxiety Inventory for Children. In all, 267 students (131 males and 136 females), in grades five through eight participated. Pearson product-moment correlations indicated significant relationships between these measures for both males and females. Implications are discussed.
Psychometric Properties of the Organizational Citizenship Behavior Scale
Authors: Dalton Dan R. , Cosier Richard A.
Published: March 2007

Recent work indicates some dissensus with regard to the psychometric properties of the Organizational Citizenship Behavior (OCB) scale. This study (n=264) indicates a robust four factor solution for the 16-item OCB questionnaire.
Validating an Attitude toward Computer Scale
Authors: Koslowsky Meni , Lazar Aryeh , Hoffman Michael
Published: March 2007

Although several investigators have developed computer attitude scales, predictive validity of the scales has not been examined. For purposes of the present research, a computer attitude scale was designed and tested on a group of 162 university freshmen. Two factors, the computer as a controlling device and as a challenging instrument, explained a large portion of the variance in the scale; however, only the challenging factor, with predictive validity less than .20, showed any association with future computer activity. Some explanations for the findings were mentioned.
Dimensional Structure of the Wais-R: A Simultaneous Multi-Sample Analysis
Authors: Geary David C. , Whitworth Randolph H.
Published: March 2007

A two-step procedure was used to evaluate the dimensional structure of the WAIS-R. The first step involved the assessment of the goodness-of-fit of various one, two, and three factor models of the WAIS-R, by using confirmatory factor analytic procedures, for a sample of Anglo adults (n = 200). A three-common-factor solution provided the best fit for the Anglo sample data: Verbal Comprehension, Perceptual Organization, and Freedom from Distractability. Using the just cited model, the second step employed a simultaneous multi-sample confirmatory factor analysis and evaluated the equality of factor solutions for the Anglo sample and an additional sample of Mexican-American adults (n =200). The factor solutions were found to be invariant across the two samples. Implications for the assessment of abilities underlying performance on the WAIS-R are discussed.
Rating Teaching Performance: The North Carolina Teaching Performance Appraisal Instrument
Authors: White Kinnard , Smith Dean R. , Cunningham Tandra
Published: March 2007

Two studies related to the validity argument for ratings of classroom teaching performance derived from using the North Carolina Teaching Performance Appraisal Instrument (TPAI) are reported. Study I examined the relationship of ratings on the TPAI and pupil achievement. The results of Study I indicated that teaching performance ratings on the TPAI accounted for .70 of the variance of pupil achievement after adjusting pupil achievement for student ability. Study II examined the sensitivity of teaching performance ratings on the TPAI to improvement due to coaching by clinical faculty. The results of Study II indicated that ratings on Management of Instructional Time and Providing Instructional Feedback were the most sensitive to coaching while ratings on Instructional Presentation and Instructional Monitoring were weakly related to coaching; ratings on Management of Student Behavior were not changed by coaching.
Estimating General Intellectual Functioning in Adolescents with the PPVT-R and Piat Using a Multiple Regression Approach
Authors: Simpson Robert G. , Buckhalt Joseph A.
Published: March 2007

Multiple regression analysis was employed to determine the combination of predictor variables that would optimize prediction of WISC-R Full Scale IQ for 127 adolescents. Independent predictor variables included race, sex, age, standard score on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and total test score on the Peabody Individual Achievement Test. A multiple R of .79 was achieved when all five predictor variables were entered hierarchically. A regression equation is presented which yields a more reliable estimate of intelligence than does the PPVT-R alone.
Relationships between Scores from the ACT, PPST, NTE, ACTCOMP, and GPA
Authors: Sibert Paula C. , Ayers Jerry B.
Published: March 2007

The purpose of this study was to determine the relationships that exists between entrance tests scores, for teacher education students, derived from the American College Test (ACT) and the Pre-Professional Skills Test (PPST) and outcomes measures including the National Teacher Examinations (NTE), College Outcomes Measures Project test (ACTCOMP) and overall grade point average (GPA). The subjects included 615 students who had completed a teacher education program and were eligible for licensure. Significant correlations (p < .01) were obtained between all scores from the four tests and GPA. Regression equations using scores from the ACT and PPST were developed to predict NTE and ACTCOMP scores and GPA. ACT scores were the best predictors of the outcomes measures.
A Ratio Scale Measurement of Conformity
Authors: Beins Bernard C. , Porter J. William
Published: March 2007

Since the seminal work on conformity, there has been a steady stream of research attempting to isolate individual and situational variables that influence its expression. Most previous studies have employed either proportions of participants showing conformity or have used Likert scales to measure changes in conformity as a function of different variables. The current presentation describes the use of a measurement of conformity on a ratio scale as well as several variables that are easily manipulated to assess normative and information factors involved. Two successful attempts at validating the procedure are reported.
The Use of the College Board Classification of High Schools in Predicting College Freshman Grades
Authors: Schurr K. Terry , Henriksen L. W. , Ruble Virgil E.
Published: March 2007

Four variables used by the College Board for identifying types of high schools were investigated to determine if they yielded information about college achievement in addition to that provided by Scholastic Aptitude Test scores and high school achievement. Classification of schools by percentage of graduates attending college, location, and private or public provided additional information about achievement for about 11% of 6,278 freshmen.
A Fortran IV Program for Testing the Significance of Correlation Matrices
Authors: Silver N. Clayton , Dunlap William P.
Published: March 2007

A FORTRAN IV program is presented which computes the Brien, Venables, James, and Mayo (1984) procedure for testing the hypothesis that the observed correlation matrix significantly differs from the identity matrix.
Evidence of the Validity of the PPST for Non-Traditional College Students
Authors: Tokar Edward , Deblois C. Susan
Published: March 2007

Correlation coefficients and coefficients of determination were calculated for PPST subtest scores for three age groups of college students. PPST reading, math, and writing scores from a sample of 800 university students in teacher education were used for the analysis. In general, correlation coefficients were higher for students 23 years or younger. Coefficients were much lower for students 30 years of age or older. Coefficients of determination suggested that the PPST reading and writing subtest scores account for a sizable about of variation in college GPA for students 23 and younger (.21 and .22), but PPST reading and math accounted for relatively little variation in GPA for students 30 years or older (.06 and .04). The authors suggest that universities with large enrollments of older, non-traditional students in teacher education programs further examine the validity of using some subtests of the PPST in the decision-making process.
Interpreting Scale Score Differences on the Revised Behavior Problem Checklist
Authors: Short Rick Jay
Published: March 2007

Provided critical values to determine significant differences between scale scores on the Revised Behavior Problem Checklist (RBPC). Although one method of interpreting the RBPC consists of pairwise comparisons among an individual's scale scores, several psychometric issues concerning such a procedure are apparent. An ipsative strategy provides a psychometrically tenable approach for interpreting within-child differences. This strategy compares differences between each scale score and the mean of all scale scores with critical difference values to ascertain statistical significance. An example of the procedure is provided.
Scoring Divergent Thinking Tests Using Total Ideational Output and a Creativity Index
Authors: Runco Mark A. , Mraz Wayne
Published: March 2007

There are several problems with the scoring techniques currently used with tests of ideational creativity. The present investigation tested two possible improvements in scoring procedures. The first potential improvement involved ratings of total ideational output, or "ideational sets." This procedure is in direct contrast to the conventional scoring of single ideas. The second improvement was to score ideational sets specifically for creativity rather than the conventional indices (e.g., originality, flexibility, and fluency). The utility of these potential improvements was determined by calculating the reliability and discriminant validity of scores based on examinees' total ideational output. Ideational output was judged by 30 college students (mean age of 27 years). The ideas that were rated were given by 24 adolescents who had received two Uses tests (shoe and tire) and two Instances tests (strong things and things on wheels). Results indicated that the ratings of total output had high inter-rater reliabilities and moderate interitem reliabilities. There was, however, poor discriminant validity between judges' ratings of creativity and ratings of intelligence. The use of ideational sets is recommended, although judges should probably be given an explicit definition of creativity.
An Exhaustive Examination of the Replicable Factor Structure of the Maslach Burnout Inventory
Authors: Walkey Frank H. , Green Dianne E.
Published: March 2007

Three-factor first order analyses have been used in the most successful of previous attempts to define the factor and subscale structures of the Maslach Burnout Inventory. It is suggested in the present paper that although a three factor structure has been shown to be the most readily replicable, this result does not exhaust the number of possible replicable factors in the Inventory. Using six independent sets of data drawn from previous studies involving a variety of subjects, the present analysis revealed the somewhat doubtful status of the general factor underlying the total score on the 22 items of the Inventory. In all six sets of data, the 22 items of the Inventory also divided between two clearly replicable factors, the larger of which was tentatively identified as the "Core of Burnout." Responses to the 14 items loading on this factor were subsequently found to divide in turn, into two equally replicable factors. These two factors, together with that differentiated from the "Core of Burnout," were exactly the same as those most frequently identified in previous three factor analyses of the Inventory.
The Arlin Test of Formal Reasoning and the Identification of Accelerated Mathematics Students
Authors: Hagborg Winston J. , Wachman Elaine M.
Published: March 2007

The Arlin Test of Formal Reasoning (ATFR) has been presented as an instrument useful in the identification of students for placement in accelerated mathematics programs. Using a sample of eighth graders, 32 regular and 18 accelerated mathematics students, the ATFR was examined along with typical school standardized test information (Cognitive abilities Test and Comprehensive Test of Basic Skills). Beyond available school test information, the ATFR was not found to make a substantial contribution to the identification of accelerated mathematics students, nor, within their class placements, was it significantly associated with student academic performance (final grades).
Reciprocal Suppression and Interaction Effects of Age with Undergraduate Grades and Gre on Graduate Performance in a College of Education
Authors: Matthews Tom A. , Martin David J.
Published: March 2007

A validity study is presented in which GRE scores, undergraduate grades and age are used to predict first semester grades in graduate school in a college of education. Results suggest that age interacts with other variables in the predictor set to produce underpredictions for older students with low to moderate entering credentials. Conversely, grades tend to be underpredicted for younger students with high credentials. Further, three instances of reciprocal suppression are cited in which age is involved. As such, the complex relationship between age and other variables should not be ignored in validity studies dealing with graduate students entering the field of education.
The Influence of Dimensionality on Cat Ability Estimation
Authors: De Ayala R. J.
Published: March 2007

This study examined the effect of dimensionality on the ability estimation of an adaptive test. Two-dimensional data sets were generated which differed from one another in the interdimensional ability association, the correlation among the difficulty parameters, and the presence or absence of confounding of item discriminations with item difficulty. The generated data were used for Bayesian computerized adaptive testing (CAT) simulations (three parameter logistic model), and the CAT ability estimates were compared with the simulees known abilities (θTs). Results show that the dimensionality of the response data shifts the focus for the minimization of measurement errors from OT (with unidimensional data) to the average of the latent abilities (with bidimensional data).
Confirmatory Factor Analysis and Reliability: Testing Measurement Model Assumptions
Authors: Reuterberg Sven-Eric , Gustafsson Jan-Eric
Published: March 2007

This paper demonstrates the use of confirmatory factor analysis by LISREL as an assumption-testing method when computing reliability coefficients. Formulae based on the LISREL estimates are presented for computing the coefficients under different measurement model assumptions. According to the empirical results, the reliability estimates obtained under the assumption of a well-fitting congeneric model were slightly higher than those obtained under the assumption of parallellity. However, the differences were small, an outcome which indicates that the reliability estimates are robust against departure from the assumption of parallellity of test items.
Bivariate Coefficients of Agreement among any Number of Observers
Authors: Fabbris Luigi , Gallo Francesca
Published: March 2007

The community of preference of N judges, or raters, can be quantified with coefficients measuring the agreement of the values assigned by the judges to a set of H units ("classes"). In this paper, new coefficients of agreement are suggested for the measure of intraclass consistency between observations on two variables. The coefficients are derived from a general coefficient for measuring intraclass dependence in a bivariate analysis context. It is shown that various coefficients for the univariate agreement analysis (Krippendorff's r; Fisher's intraclass correlation coefficient; Cohen's k; Scott's π Robinson's A, and Kendall's W) are particular cases of the suggested coefficients.
The Relationship between Rate and Quality of Performance on Achievement Tests
Authors: Lachman Sheldon J.
Published: March 2007

In an introductory psychology course, five objective examinations (matching and multiple-choice items, exclusively) were administered. Correlations between rate of performance (speed in taking the test) and quality of performance (percent score on the test) were low, -.17 to +.07, and not significant. Correlations between the tests in terms of rate of test completion were relatively high, +.60 to +.87 (all p≤ .001 level). Results suggest (a) no relationship between rate and quality of performance on the achievement tests but (b) consistency in rate of test performance-those who finish early or late on one test are likely to perform the same way on other tests.
The Development of the Tendency to Gossip Questionnaire: Construct and Concurrent Validation for a Sample of Israeli College Students
Authors: Nevo Ofra , Nevo Baruch , Derech-Zehavi Anat
Published: March 2007

A newly-developed 20-item Tendency to Gossip Questionnaire (TGQ) is described. TGQ scores were normally distributed and showed high internal consistency (.87) for a sample of 120 students (58 female, 62 male). TGQ scores for females were significantly higher than those for males. The TGQ was validated against peer ratings using 30 kibbutz members. The TGQ's relationship to social desirability and vocational interest in people-oriented professions were studied. Four possible subscales of gossip content emerged through factor analysis: (1) physical appearance, (2) achievement, (3) social information, and (4) sublimated gossip.
Burnout in Teachers: The Concept and its Unique Core Meaning
Authors: Friedman Isaac A.
Published: March 2007

This study examined the unique content of the concept of teacher burnout, focusing on its core meaning and exploring the relations between its components. The research was designed based on facet theory, and data were processed using Smallest Space Analysis (SSA) techniques. 1,592 teachers filled out an adapted form of the Maslach Burnout Inventory (MBI) in which they reported the frequency of their feelings related to burnout. It was found that feelings of frustration, discouragement from work, and a desire to quit teaching constitute the climax of burnout. Depersonalization, followed by emotional exhaustion, were found to be closest in degree of severity to this climax, while feelings of non-accomplishment, were conceptually more distant from this climax. Depersonalization and Emotional Exhaustion were found to be independent of Non-accomplishment, in relation to the climax of burnout.
Student Opinion Survey: Development of Measures of Student Motivation
Authors: Mcmillan James H. , Simonetta Leo G. , Singh Judy
Published: March 2007

This research describes the development of measures of student motivation. Using the expectancy-value model of motivation as a theoretical rationale, instruments were developed to measure self-efficacy and attitudes toward the importance of learning in general, science, mathematics, and reading/English of elementary, middle, and secondary students. The instruments were validated with existing measures and teacher ratings of students. Results of the multitrait-multimethod analyses indicated acceptable construct-related evidence for validity. Stability estimates of reliability ranged from .56 to .88 for the elementary school form, .67 to .89 for the middle school form, and .69 to .88 for the high school form. Conclusions and reconmiendations for further development are indicated.
Exploring the Replicability of a Study's Results: Bootstrap Statistics for the Multivariate Case
Authors: Thompson Bruce
Published: March 2007

Conventional statistical significance tests do not inform the researcher regarding the likelihood that results will replicate. One strategy for evaluating result replicability is to employ a "bootstrap" re sampling of a study's data so that the stability of results across numerous configurations of the subjects can be explored. This article illustrates the use of the bootstrap in a canonical correlation analysis.