bluuebunny/crossref_metadata_2025 huggingface dataset:
Models of School Board Policy-Making
Authors: Greene Kenneth R.
Published: March 2007

Two models have dominated the study of school boards: a professional model which views educational governance as a primarily technical process, and a political model, which sees governance as a process of bargaining among the superintendent, board, and community. This study examines New Jersey school boards and investigates what factors affect whether boards operate according to the professional or political model and whether or not professional and political boards differ in their role in school district governance. It was found that a majority of boards adopt the professional orientation and that both contextual and political variables are related to board orientations. However, board orientations are only weakly related to district governance. The article concludes that the influence of school boards depends primarily on board acceptance of superintendents' claims of expertise in specific issue areas and secondarily on whether board behavior follows the professional or political model.
Decision Making: Rational, Nonrational, and Irrational
Authors: Simon Herbert A.
Published: March 2007

In a style easily accessible to readers without a background in psychology, the author describes the current state of knowledge about human decision-making and problem-solving processes. He also explains how progress has occurred in this field and what some of the central implications for management and management training are. In a final section of this article, the author provides responses to questions from the audience that significantly extend the scope of the article.
Statistical Significance with Comments by Editors of Marketing Journals
Authors: Hubbard Raymond , Ryan Patricia A.
Published: March 2007

The historical growth in the popularity of statistical significance testing is examined using a random sample of annual data from 12 American Psychological Association (APA) journals. The results replicate and extend the findings of Hubbard, Parsa, and Luthy, who used data from only the Journal of Applied Psychology. The results also confirm Gigerenzer and Murray’s allegation that an inference revolution occurred in psychology between 1940 and 1955. An assessment of the future prospects for statistical significance testing is offered. It is concluded that replication with extension research, and its connections with meta-analysis, is a better vehicle for developing a cumulative knowledge base in the discipline than statistical significance testing. It is conceded, however, that statistical significance testing is likely here to stay.
Computing Correct Confidence Intervals for Anova Fixed-and Random-Effects Effect Sizes
Authors: Fidler Fiona , Thompson Bruce
Published: March 2007

Most textbooks explain how to compute confidence intervals for means, correlation coefficients, and other statistics using “central” test distributions (e.g., t, F) that are appropriate for such statistics. However, few textbooks explain how to use “noncentral” test distributions (e.g., noncentral t, noncentral F) to evaluate power or to compute confidence intervals for effect sizes. This article illustrates the computation of confidence intervals for effect sizes for some ANOVA applications; the use of intervals invoking noncentral distributions is made practical by newer software. Greater emphasis on both effect sizes and confidence intervals was recommended by the APA Task Force on Statistical Inference and is consistent with the editorial policies of the 17 journals that now explicitly require effect size reporting.
Response Styles and 16 PF Higher Order Factors
Authors: Stricker Lawrence J.
Published: March 2007

This study's aim was to explore the relationship of acquiescence, social desirability (SD), and defensiveness response styles with first, second, and any higher order factors on the 16 PF. All the various kinds of response bias indexes were appreciably correlated with the first order factor scales. Each kind of response style measure predominantly loaded a different second order factor— four such factors were extracted, three of them corresponding to well established 16 PF second order factors. SD scales defined a novel factor somewhat resembling an anxiety factor, and acquiescence and defensiveness measures loaded but did not define independence and anxiety factors, respectively. None of the various kinds of response style indexes consistently loaded an extroversion factor. And none loaded the single third order factor obtained. This factor was not similar to previously reported 16 PF third order factors and its nature was unclear.
Prediction of First-Grade Reading Achievement: Criterion Validation of a Measure of Visual Recognition Memory
Authors: Benenson Thea Fuchs
Published: March 2007

In a longitudinal study of 192 first-graders, the author examined the predictive efficiency of a newly developed measure of visual recognition memory in predicting end of first-grade reading achievement when analyzed in conjunction with a standardized, conventional reading readiness test. Results obtained from extensive regression analyses failed to substantiate any practical predictive utility for the instrument when used with a fairly homogeneous sample.
The Validity of the HNTLA for Evaluation of the Abilities of Bilingual Children
Authors: Shutt Darold L. , Hannon Thomas A.
Published: March 2007

The present study evolved from the rising controversy concerning the validity of evaluation of bilingual pupils in special education classes. This study utilized random groups of 50 Mexican American and 50 Navajo students enrolled in special education classes throughout Arizona. Six test administrators were used. For the combined sample significance at the .01 level was found in correlation coefficients between subtests of the HNTLA and those of the WISC Performance Scale.
A Study of the Validity of the Sra Tests of General Ability
Authors: Lewis John
Published: March 2007

This was a validity study on the SRA test of general ability. The subjects were 289 pupils, grades 1-6. The criteria were teachers ratings. The obtained validity coefficient varied from a low of .42 for grade 3 to a high of .61 for grade 4. Smaller criterion standard deviations for grades 1-3 should be considered in interpreting the relatively lower validity coefficients for these three lower grades.
Individual Viewpoints of Social Desirability Related to Faking Good and Desirability Estimation
Authors: Match Joel , Wiggins Nancy
Published: March 2007

Two groups of subjects were asked to fake good on selected MMPI scales, and to estimate the social desirability of 100 trait adjectives. These two tasks were counterbalanced for order. A control group was administered the same MMPI scales under self-report instructions and instructed to judge the social desirability of the 100 trait adjectives. The first two groups of subjects were also given 17 trait adjectives in pair-comparison format and asked to judge the difference in social desirability for each trait-pair. A multidimensional scaling analysis of the subjects' group average difference judgments among the trait words indicated three dimensions, labeled General Social Desirability, Dominance-Submission, and Excitability-Control. Individual differences were uncovered in the weights which individual subjects gave to these three dimensions. These weights were found to be related to MMPI scales showing specifiable change under faking instructions, and to the accuracy of social desirability estimation.
Relationship of Selected Variables to Success in a Teacher Preparation Program
Authors: Ayers Jerry B. , Rohr Michael E.
Published: March 2007

Subjects (N = 603) were graduates of a four year teacher preparation program who had completed the American College Test prior to admission to the University, the Mooney Problem Check-list, Kuder Preference Record Vocational and Personal, and Survey of Study Habits and Attitudes as freshmen, and the National Teacher Examinations (NTE) as seniors. Overall Quality Point Average (QPA) and hours of credit and QPAs earned in various subject matter areas were obtained. Results of the study indicated differences in the correlational patterns of the variables for two subgroups (elementary and secondary majors). The most valid predictors of success in teacher preparation as measured by overall QPA and composite scores on the NTE, were social science and major teaching field QPAs. Subjects who had been more successful as compared with those who had been less successful in courses normally taken in lower division college work, i.e., science, social science, and English, tended to complete the teacher preparation program more successfully as measured by overall QPA and scores on the NTE.
College Entrance Examination Board Scholastic Aptitude Test Scores as a Predictor for College Freshman Mathematics Grades
Authors: Gussett James C.
Published: March 2007

The purpose of this study was to determine the predictive validity of the CEEB SAT scores in the prediction of grades earned by a randomly chosen sample of 142 women in freshman mathematics at Longwood College. Data consisted of SAT-V, SAT-M, and SAT-T scores and the grade earned in freshman mathematics for 706 female students who entered Longwood College in August, 1973. The SAT-T and the SAT-M scores yielded substantial correlations of .63 and .62 with earned grades in freshman mathematics. There was a .48 correlation between SAT-V scores and earned grades in freshman mathematics. All correlations were statistically significant beyond the .01 level.
Prediction of College Achievement Using the Need Achievement Scale From the Edwards Personal Preference Schedule1
Authors: Morgan Ronald R.
Published: March 2007

The purpose of this study was to investigate the utility of the Edwards need achievement scale (n-Ach) for predicting achievement performance, as (a) a supplement to academic aptitude test, and (b) a predicator of over- and under-achievement. Subjects were 217 college students enrolled in five sections of a general introductory psychology course. A correlational analysis was carried out among the following measures: Edwards n-Ach score, American College Testing Program Examination (ACT) score, overall grade point average (GPA), psychological course grade, and derived measures of over- and under-achievement.

From the results of the study, the following conclusions were drawn:

a. Little support for the use of the Edwards n-Ach scale as a supplement to ability test scores in the prediction of academic performance was offered.

b. The n-Ach scale was of little value in differentiating between over- and under-achievers.

c. Further investigation is needed to evaluate a single course grade as an alternative to overall GPA as a suitable criterion of academic achievement.
A Power Investigation of the Tukey Multiple Comparison Statistic
Authors: Keselman H.J.
Published: March 2007

The Tukey multiple comparison statistic was compared for Monte Carlo Type II errors under numerous parametric specifications defined by Cohen (1969) as being representative of behavioral research data. It was found that variance heterogeneity, unequal group size, non-normality and positively and negatively related pairings of unequal group size with unequal variances, has but a slight effect on the empirical per comparison probabilities.
The Contribution of Three Reading Tests To a Community College Placement Program
Authors: Hennessy James J. , Loveless Eugene
Published: March 2007

Three test batteries, the Cooperative English Tests, California Reading Tests, and the Comparative Guidance and Placement Program battery, were administered to 2600 students entering an open-admission community college in the fall of 1970. Each was thought to be of specific value to the placement procedures developed by the college to provide remedial reading courses to a heterogeneous student population. This study was undertaken to determine the psychometric properties of the tests. The results of tests for 1534 students were factor analyzed. All reading tests loaded highly on the same factor, as did the grammar tests of the Cooperative English and Comparative Guidance and Placement Program batteries. It was concluded that in view of a high degree of redundancy among the three batteries the value of administering all three tests to the same groups was highly questionable.
The Validity of the Nonreading Aptitude Test Battery for the Mentally Handicapped
Authors: Hull Marc , Halloran William
Published: March 2007

This study showed that the mean number of Occupational Aptitude Patterns (OAP's) generated for a sample of 140 mentally retarded and borderline intelligence students was significantly greater for the Nonreading Aptitude Test Battery (NATB) (7.10) than for the General Aptitude Test Battery (GATB) (3.70). A Pearson product moment correlation coefficient of .846 showed a positive relationship between the number of OAP's identified by the two tests. A summary is also given of the observed correlations between selected GATB/NATB subtest scores and the full-scale Wechsler Intelligence Scale for Children, the Stanford-Binet Intelligence Scale, and the reading comprehension subtest of the Peabody Individual Achievement Test.
A Computer Program to Accomplish Commonality Analysis1
Authors: Morris John D.
Published: March 2007

A computer program written in FORTRAN IV is presented which will unambiguously partition the explained variance of a dependent variable into these parts due uniquely to each independent variable and to all possible combinations of independent variables through commonality analysis. Tests of the significance of the unique contribution due to each independent variable are also output. Documentation is provided.
Computer Programs for Assessing Rater Agreement and Rater Bias for Qualitative Data
Authors: Cicchetti Domenic V. , Aivano Sandra L. , Vitale Joseph
Published: March 2007

The programs described compute rater agreement and rater bias statistics with qualitative data. They also utilize techniques for (a) selecting the most reliable from a set of raters and (b) identifying those cases which are the most diflicult for raters to classify.
Factor Analytic Scales of the Adjective Check List (ACL) Replicated Across Samples: Implications for Validity
Authors: Vidoni Dennis O.
Published: March 2007

In the original item factor analysis of the ACL, evidence was found for seven main factors. In a cross-validation sample, item factor analysis using an altered procedure showed five of the seven factors were replicated. It was concluded that a somewhat stable factor structure of the ACL does exist. However, more factor analyses of this instrument are needed before the factorial validity of the instrument can be established.
Cues, Components, and Causal Structure in Laboratory Judgment Studies
Authors: Connolly Terry
Published: March 2007

Laboratory studies of judgment in both SCPL and MCPL paradigms generally ignore the issue of the causal structure underlying the correlations between the cue(s) and the distal variable. The present note argues that two possible causal structures must be considered: cue-type tasks, in which the stimuli reflect the value of the distal variable, and component-type tasks, in which the stimuli values cause the distal variable value. It is shown that different optimal response strategies can be derived for a given set of cue validities, depending on which causality assumptions are made, and these optimal strategies are derived for the simple cases for n = 1, 2, and 3. Some implications of these results for the design and interpretation of laboratory studies are suggested.
The Relationship of Scores of Community College Students on a Measure of Philosophical Orientation to the Nature of Reality to their Standing on Selected School-Related Variables
Authors: Brown Gordon F. , Michael William B. , Wright Claudia R.
Published: March 2007

A description is presented of an 18-item scale entitled RAM that was designed to indicate a relative, absolute, or mixed relative-absolute philosophical orientation to the nature of reality. For a sample of 261 community college students both item analysis data and correlational information concerning the relationship between placement within each of three classifications of philosophical orientation derived from RAM scores and standing on each of five school-related criterion variables are summarized. Item statements on the RAM scale reliably differentiated between subsamples of students categorized as relative or absolute. Statistically significant indices of association occurred between placement in one of three score categories on the RAM scale and standing on each of two criterion variables: (a) stated preference for an educational system designed to facilitate accepting tension and frustration or for one planned to minimize these factors and (b) expressed reason for dropping the course as being related either to teacher-centered or to personal student-centered characteristics. No statistically reliable level of association was present between placement in one of the three score categories and (a) an index of scholastic achievement, (b) incidence of dropping classes, and (c) declared preference for a job offering challenge and responsibility or for one affording security and dignity.
The Evaluation of Instruction at the Israel Institute of Technology
Authors: Moore Michael
Published: March 2007

Information is reported upon the factorial validity of a Hebrew version of the Illinois Course Evaluation Questionnaire (CEQ) that was administered in 80 courses given in various science and engineering departments of Technion—Israel Institute of Technology. Reasonable correspondence was attained between the empirical factor structure and that afforded by intuitive or logical item groupings.
The Personal Attribute Inventory as a Self-Concept Scale
Authors: Parish Thomas S. , Eads Gerald M.
Published: March 2007

A sample of 101 educational psychology students was administered the Gough Adjective Check List (ACL) and the Personal Attribute Inventory (PAI) both at the beginning and at the end of a ten week period. High correlations were found between the very short PAI measure and the Favorable and Unfavorable subscales of the ACL (PAI and F subscale of ACL, r = -.65; PAI and U subscale of ACL r = .77). Correlations between first and second administrations revealed slightly greater stability over time for the PAI ( r = .70) than for the F subscale ( r = .61) and U subscale ( r = .61) of the ACL. The relative utility and efficiency of the PAI in relation to the corresponding properties of the ACL for research purposes requiring group assessment of self-concept is discussed.
New Software for Courses in Test Construction'
Authors: Hashway Robert M.
Published: March 2007

This paper describes a computer program developed as an aid to instruction in multivariate and measurement statistics. The program, ANALYSIS, was designed as a program for the traditional psychometric screening of test items. The program analyzes test data on three levels: respondent, item, and total score. ANALYSIS options include (a) item difficulty and discrimination, (b) correlation of each response (correct, distractor, and omit) with the total score, (c) item efficiency, (d) total score statistics such as mean, standard deviation, skewness, kurtosis, significance tests for skewness and kurtosis, (e) Hoyt (1941) partitions of variance components, (f) Kuder-Richard-son formula 21, Hoyt(1941), and Cronbach's alpha reliability indices (g) tests of the parametric properties and (h) a comprehensive graphics package.
Absence of Significant A-B Scale Differences Among Medical Specialties
Authors: Shaffer John W. , Stephens Joseph H. , Zlotowitz Howard I.
Published: March 2007

Using a new and improved A-B measure of psychotherapist effectiveness (SSZ-46) derived from the Strong Vocational Interest Blank, this study sought to determine whether psychiatrists as a group could be differentiated from other medical specialists. SVIB data were obtained while the 282 subjects (all males) were students at the Johns Hopkins University School of Medicine; present medical specialty was ascertained at subsequent follow-up. Although psychiatrists and ophthalmologists obtained the highest (most A-directional) scores and pathologists the lowest, differences among groups were not statistically significant. Applications of alternative A-B measures yielded similar results. It was concluded that psychiatrists as a group are no more A-directional than other medical practitioners.
Predictive Ability of a Branching Test
Authors: Brooks Sarah , Hartz Mary A.
Published: March 2007

The 75 items of a mathematics placement test developed over a period of years, grouped into five item blocks by difficulty and balanced content, were arranged in a hierarchy of difficulty following the pattern recommended by Linn, Rock, and Cleary (1969). After the 25-item block-5 branching test was administered, analysis of the results supported the premise that passing (failing) certain key blocks predicted passing (failing) other easier (harder) blocks in the branching hierarchy.
Validation Testing of the Rational Behavior Inventory
Authors: Whiteman Victor L. , Shorkey Clayton T.
Published: March 2007

Two hundred twenty-two students at Michigan State University completed a questionnaire including the Rational Behavior Inventory (RBI), the Srole Anomia scale, Lane's Authoritarianism scale, a ten-item Dogmatism scale, and the Rosenberg Self-Esteem scale— each of the last four scales having been described by Robinson and Shaver (1969). Students in this stratified sample were randomly selected from the student telephone directory. The validity of the RBI was examined by testing hypothesized relationships between scores on the RBI and scores on each of the other four personality measures, class standing, and age. Support for the validity of the RBI was indicated by significant associations in the predicted direction between the RBI index and each of the four personality measures. Ten of the eleven factors of the RBI were correlated significantly in the predicted direction with two or more of these personality measures. The correlations between the RBI index and age and between the RBI index and class standing of the respondents were in the predicted direction, but not statistically significant.
The Scaling of Sociometric Nominations
Authors: Veldman Donald J. , Sheffield John R.
Published: March 2007

A 29-item sociometric nominations instrument (Guess Who) was administered to 13,045 children in 603 elementary classes. An image analysis of the frequencies of nomination on the items yielded four factors: Disruptive, Bright, Dull, and Quiet-Well Behaved. Four scaling methods were compared with regard to class-size bias: raw frequencies, division by class N, binary truncation, and standardization within classes. Binary item-frequency truncation yielded scores which were demonstrated to have superior external validity using diagnostic groups, self-reports, and teacher ratings as criteria. Internal consistency reliabilities for the four factor scales ranged from .61 to .77, while split class reliabilities ranged from .56 to .74.
Correlation of the Slosson Intelligence Test with the California Short-Form Test of Mental Maturity and the Shipley-Institute of Living Scale
Authors: Martin John D. , Blair Garland E. , Vickers Dorothy M.
Published: March 2007

The purposes of the present study were to determine the validity of the Slosson Intelligence Test (SIT) relative to two other group tests of mental ability serving as criterion measures and to ascertain in light of the statistical outcomes whether the SIT can be used as an effective instrument in assessing the intellectual ability of college students.

The selection of the criterion instruments—the California Short-Form Test of Mental Maturity and the Shipley-Institute of Living Scale—was based on their reliability and validity as well as on their rather wide usage in educational and institutional settings.

The correlation coefficients obtained in this study between the SIT and the criterion instruments that ranged from .68 to .73 were significant beyond the .01 level.

In light of these relatively high and significant coefficients, it was concluded that the SIT is a valid measure of intellectual functioning that may be used in a population of college students.
The Vocational Interest Inventory: Development and Validation
Authors: Lunneborg Patricia W.
Published: March 2007

Described is the Vocational Interest Inventory (VII), a unique guidance instrument to assist people in making post-high school educational and vocational decisions. Given since 1970 to 25,000 high school students annually as part of a statewide testing program, its forced-choice format is particularly appropriate for young, undecided clients whose interests are not well differentiated. Based on Anne Roe's occupational classification system, the VII has eight years of research support for its reliability, construct and predictive validity, and five-fold strategy to minimize sex bias in interest measurement.
A Factor Analytic Study of the Construct Validity of the Pictorial Test of Intelligence
Authors: Sawyer Robert N. , Stanley Gordon E. , Watson Thomas E.
Published: March 2007

High intercorrelations among the six subtests of the Pictorial Test of Intelligence (PTI) raise questions regarding the construct validity of the instrument. An analysis of past research, through an examination of convergent and discriminant validity using a multitrait-multimethod design to compare PTI subtests and subtests of the Wechsler Intelligence Scale for Children, failed to provide evidence for the adequacy of PTI subtests as measures of discrete mental functions. On this basis, it was hypothesized that a single factor could be found to account for the variation in PTI subtest scores. Forty- two male and forty-eight female kindergarten and second grade public school children were tested and retested on the PTI. A factor analysis was performed using the common factor model to test the hypothesis. A single factor with stable factor loadings emerged on both test and retest, providing support that a general factor of intelligence may be tapped by the PTI, and that individual subtests do not assess discrete mental functions.
Gentest: a Computer Program to Generate Individualized Objective Test Forms
Authors: Wasik John L.
Published: March 2007

A computer program to generate individualized objective test forms for use in a Student Paced Statistics (SPS) course is described. The program features disproportionate sampling from different item domains and enhanced character generation facility for test printing purposes.
Cutoff: a Fortran Program for the Computation of Classification Efficiency Probabilities At Various Cutting Scores
Authors: Neuringer Charles
Published: March 2007

A program to identify the most efficient classification prediction cutting score is described. The program also yields information about the predictive confidence associated with every possible cutting score. Such information should be useful to test users in their decision-making processes. The program ranks the scores of a criterion and a comparison group and organizes them into cumulative frequency tables allowing for immediate display of an index of correct identifications associated with each score.
Hotelling's Single Sample T
Authors: Lutz J. Gary
Published: March 2007

A specialized vector used to interpret rejected multivariate single sample hypotheses, introduced in any earlier article by the writer, is shown here to be equivalent to the vector that would be obtained if discriminant analysis techniques were to be applied to a single sample problem.
Nomogram for Obtaining Z-Test Statistic from Kendall's S and Sample Size 10 To 50
Authors: Graney Marshall J.
Published: March 2007

Kendall's S is often used for measuring the magnitude of bivariate association in social and behavioral research. The nomogram described and reproduced here permits a research analyst to make rapid and accurate evaluation of the statistical significance of S without recourse to formulae or computations in all except borderline cases, and it provides an easily-understood display of relationships between measure of association, sample size, and test statistic that is useful for teaching and for explaining research design and findings to consumers of social and behavioral research.
Belief Polarity: a Useful Construct for Studies of Prejudice
Authors: Richards Herbert C. , Gamache Robert
Published: March 2007

A construct named "belief polarity" was introduced as a plausible index of racial prejudice. Pilot studies were described in which an instrument to measure belief polarity (the Belief Polarity Scale) was developed and validated. This instrument and the Rokeach Dogmatism Scale were administered to 76 educators of mixed racial background prior to an interracial human relations workshop. Several days following the conclusion of this two-week conference, the Belief Polarity Scale was again administered. Analysis of variance revealed that polarity scores discriminated markedly by race and that direction and magnitude of pre- to posttest change in polarity was a function of pretest dogmatism.
Correlation of Intramural and Extramural Measures of Knowledge in the Clinical Sciences of Medicine
Authors: Willoughby T. Lee
Published: March 2007

The validity of an examination of knowledge in the medical sciences was assessed. Scores in the clinical medicine categories and total score of the Quarterly Profile Examination (QPE) were correlated with corresponding scores on the Part II examination of the National Board of Medical Examiners for three different examination dates. The correlations were found to be significant for each of the three groups. Since each examination date involved a unique sample from a computer bank of questions, the stability of these relationships over time was also considered. Results of the Rao test of independent correlations indicated the relationships to be stable across time.
The Crandall Intellectual Achievement Responsibility Questionnaire: a British Validation Study
Authors: Reid Ivan , Croucher Audrey
Published: March 2007

A sample of over one thousand British primary schoolchildren completed the Crandall Intellectual Achievement Responsibility questionnaire. Comparisons with earlier American data provided results which suggested similarities. The Crandall scale is more closely related to attainment than to intelligence. Results are seen as indicating that high internalized reinforcement responsibility in academic situations acts as a motivating variable for attainment relatively independent of intelligence.
The Cross Validation of the Attitudes Toward Mainstreaming Scale (ATMS
Authors: Berryman Joan D. , Neal W.R.
Published: March 2007

The eighteen-statement Attitudes Toward Mainstreaming Scale (ATMS) was cross validated through a principal axis factor analysis procedure. The 159 subjects comprising the original sample and the 164 subjects comprising the cross-validation sample included both preservice students and inservice teachers representing seventeen teaching fields. The same three factors, named Learning Capability, General Mainstreaming, and Traditional Limiting Disabilities, emerged from the analysis of each sample. Cronbach alpha reliability coefficients for the total scale were .89 and .88 for the two samples ; those for the factors ranged from .76 to .84. Pearson correlations between individual factors and total scale scores ranged from .81 to .86 with factor intercorrelations ranging from .42 to .55. These results seem to indicate that enough evidence exists concerning the reliability and factorial validity of this scale to justify the use of the ATMS in further studies of attitudes toward mainstreaming.
Relationship of Academic Job Involvement to Biographical Data, Personal Characteristics, and Academic Performance
Authors: Edwards Jack E. , Waters L.K.
Published: March 2007

A job involvement measure adapted to reflect course involvement was related to biographical data, ability and personality characteristics, and academic performance and satisfaction for a sample of 223 college students. Academic job involvement was unrelated to age, sex, class rank, and tested verbal ability. However, involvement was significantly and positively related to the personality characteristics of resultant achievement motivation, locus of control, and Protestant Ethic attitudes, as well as to academic satisfaction and performance.
The Randomized Response Technique and Large Sample Tests Concerning the Parameters of a Multinomial Distribution
Authors: Levy Kenneth J.
Published: March 2007

Liu and Chow (1976) proposed a multi-proportions extension of Warner's (1965) randomized response technique. The purpose of this paper is to discuss the multi-proportions model and to suggest a statistical procedure, whereby one can test hypotheses concerning such proportions. A hypothetical example is also included for illustrative purposes.
The PRF and Peer Ratings
Authors: Klockars Alan J. , Walkup Hugh R.
Published: March 2007

The study represents a followup to an ealier one of the relation ship between measures of personality characteristics and peer rat ings. Applicants for positions as college dormitory resident assistants participated in small group workshops followed by peer ratings of group members on five criteria regarding their potential as a resi dent assistant. The peer ratings were correlated with the scores of the applicants on each of 14 traits of the Personality Research Form (PRF). The correlations were low in comparison with those in an earlier study in which peer ratings were correlated with the Edwards Personality Inventory. The difference between the studies is dis cussed in terms of specificity of the traits measured. In such a speci ficity interpretation it was hypothesized that when the trait is di rectly relatable to the behaviors needed to perform a specific job, the correlations would be stronger between the trait and the behavior than when the trait is multifaceted and thus harder to relate directly to the requirements of the job.
Inter-Rater Reliability: Intraclass Correlation Coefficients
Authors: Dong Won Cho
Published: March 2007

A computer program to calculate six different forms of intraclass correlation coefficients is described. The computational formulas used, input preparation and output description are given. The criteria in choosing an appropriate form of the intraclass correlation coefficients are briefly mentioned.
The Internal Structure and Predictive Validity of the Inventory of Learning Processes: Some Australian and Filipino Data
Authors: Watkins David , Hattie John
Published: March 2007

Investigations of the Inventory of Learning Processes with 255 Australian and 173 Filipino college freshmen revealed satisfactory internal consistency coefficients for two of the four ILP scales but cast doubt on the factor structure of the inventory. Yet, the ILP scales proved to be useful predictors of academic achievement for the Australian students.
Perceived Versus Computed Change: Can Perceived Measures Tell Us Something That Computed Measures Cannot?
Authors: Herold Edward S. , Thomas Roger E.
Published: March 2007

Using a parallel groups format with university females, different results were obtained with perceived rather than computed change measures. Subjects were classified into three groups according to their sexual and contraceptive experience. With computed change measures, no significant attitudinal changes were found when subjects ( N = 91) viewed a birth control film. With perceived change measures, subjects ( N = 103) indicated attitudes toward premarital sex and use of contraception had been reinforced by the film. Perceived measures appeared sensitive to aspects of change, particularly attitude reinforcement, which were not measured by computed change.
Rp: a Computer Program for Calculating rP, Cattell's Profile Similarity Coefficient
Authors: Brennan Jerry M. , Spain Edward H.
Published: March 2007

A computer program entitled RP for calculating profile similarity coefficients is described. The SAS program is flexibly structured to accept data input in several different configurations. It provides outputs in the form of a matrix of person-by-person rp coefficients. RP is fully documented both internally and externally.
The Psychometric Credibility of the Zelniker and Jeffrey Modification of the Matching Familiar Figures Test
Authors: Dillon Ronna F. , Donow Carolyn
Published: March 2007

One hundred sixty-nine college undergraduates were given Zelniker and Jeffrey's modification of the Matching Familiar Figures Test. One-half of the items requires analysis of detail, whereas variants in the remaining items differ from their respective standard in some aspect of contour. The study was designed to assess the psychometric credibility of the test and to provide an initial assessment of construct validity for adult problem solvers. Results of reliability analyses indicated that the modified test has improved internal consistency and stability over that of the original test. With respect to validity, examinees categorized as reflectives committed fewer errors than those classified as impulsives on analytic and global items. Reflective subjects also scored higher than impulsives on the Advanced Progressive Matrices and earned higher scores on the composite of five academic tests in the ACT Assessment. The possibility that the construct is tied to general problem solving strategies is discussed.
A Temperament Questionnaire for Early Adult Life
Authors: Thomas Alexander , Mittelman Mary , Chess Stella , Korn Sam J. , Cohen Jacob
Published: March 2007

The construction of a temperament questionnaire for early adult life is described, utilizing the nine categories of the New York Longitudinal Study. A correlation matrix of the nine categories, as generated from the 140 item questionnaire, and a factor analysis are reported, and the significance of the factor is discussed. The questionnaire was administered to 70 young adult subjects of the NYLS, and independent temperament ratings were also obtained by interviews with the same subject. The correlations between the interview and questionnaire ratings are reported, and their bearing on the issue of validity is discussed.
A Cross-Modal Assessment of Reading Achievement in Children
Authors: Webb Kathryn , Clark Sam , Crase Sedahlia Jasper
Published: March 2007

This study examined the predictive ability of the Listen and Look (LL) test of cross-modal perception and the Metropolitan Readiness Test (MRT) in relation to reading achievement (teacher rating, Systematic Approach to Reading Improvement, and reading grades) and to other achievement measures. Effects of child's age and sex on test scores and achievement also were investigated. Data from 79 first grade pupils were analyzed using linear regression models for single predictors with a stepwise procedure for multiple predictors. A correlation matrix of all variables was computed. Both the LL and MRT demonstrated predictive validity in relation to reading achievement and to other achievement measures with percentage of explained variance larger for the LL on all but one achievement measure. The LL and MRT were significantly correlated.
Planned and Post Hoc Comparisons for Tests of Homogeneity where the Dependent Variable is Categorical and Ordered
Authors: Marascuilo Leonard A. , Dagenais Fred
Published: March 2007

Researchers in the social sciences tend to analyze two dimensional frequency tables by means of Karl Pearson's Chi-square test of homogeneity. This can be improved upon if the dependent variable represents an ordered qualitative characteristic. In particular, one can substitute the Kruskal-Wallis analysis of variance on ranks for the more familiar Karl Pearson test. An example is provided of this modification for a planned and post hoc analysis.
A Computer Program for Correlating Pairs of Variables when One is Measured on an Ordinal and the Other on a Continuous Scale of Measurement
Authors: Cicchetti Domenic V. , Lyons Nancy S. , Heavens Robert , Horwitz Ralph
Published: March 2007

The purpose of this article was to discuss the availability of a computer program which was designed to calculate coefficients of correlation when one of the variables in a pair is rank-ordered and the other is measured on a continuous or dimensional scale. Arguments are presented in favor of Jaspen's coefficient of multiserial correlation over other available statistical approaches.
Validity of Student Ratings for Two Affective Outcomes of Introductory Psychology
Authors: Perkins David , Abbott Robert
Published: March 2007

The correlation between student rating of instructor and affective outcomes of instruction was studied in two samples (n = 388 and n = 344) of Introductory Psychology students enrolled in 18 different classes. Correlations were calculated within each class, for students pooled across classes, and between-class means. In general, correlations were positive and of the same magnitude as correlations between student ratings of instructor and cognitive achievement outcomes.
Convergent Validity of Two Measures of Attachment'
Authors: P. Klein Robert , D. Suwalsky Joan T. , Mccarthy Mary , Gist Nancy F.
Published: March 2007

The convergent and divergent validity of two methods for measuring the quality of infant-mother attachment, the Differential Social Reaction Procedure (DSRP) and the Strange Situation, were assessed using a sample of 21 infants between 15 and 18 months of age. The two procedures were administered on two separate days and scored by separate raters so as to minimize shared method variance. In addition, the infants were observed in a Free Play situation in the same session as the DSRP. Behaviors in the Free Play and the DSRP were scored by the same rater. Despite this shared method variance there was only minimal correlation, as expected, between them. On the other hand, there were significant correlations between the DSRP and the Strange Situation.
The Nonsexist Personal Attribute Inventory for Children: A Report on its Validity and Reliability as a Self-Concept Scale
Authors: Parish Thomas S. , Rankin Charles I.
Published: March 2007

Thirty-two words that were found to be nonsexist in nature according to the responses of 686 children, were derived from the Personal Attribute Inventory for Children. Half of the words are defined to be positive; the other half, negative. Together, they make up the Nonsexist Personal Attribute Inventory for Children. This inventory was administered along with the Piers-Harris scale to 297 fifth through eighth grade children. A correlation of .49 (p <.0001) was found between these two scales. Over a one month interval a test-retest correlation of .62 (p < .0001) was obtained for the Nonsexist Personal Attribute Inventory for Children (NPAIC), which was based on the responses of 272 of the previously mentioned initial sample of 297 children. It would appear that a relatively reliable and valid measure of a broad self-concept construct has been achieved that is essentially free of sex bias.
ABIL: An Interactive Microcomputer Program for Calculating Score Ability Estimates from Item Difficulty Statistics
Authors: Mott David E. W. , Hall Thomas O.
Published: March 2007

A computer program is described which generates the number-correct to logit-scaled-score (ability-score) conversion table for a test composed of items precalibrated using Rasch procedures. A graph of the test information function is also produced. The program is written in BASIC for the Apple II Plus microcomputer.
Short-Term Predictive Validity of Demographic, Affective, Personal, and Cognitive Variables in Relation to Two Criterion Measures of Cheating Behaviors
Authors: Antion David L. , Michael William B.
Published: March 2007

For a sample of 148 community college students, the short-term predictive validity of each of 18 variables was examined in relation to each of two criterion measures of cheating behavior: (a) incidence (presence or absence) of cheating on an objective final examination in an introductory psychology course and (b) the amount of cheating on this examination. The following conclusions became evident: (1) level of academically related anxiety does exhibit a small but statistically significant correlation with each indicator of cheating, whereas the constructs of locus of control, need for approval, and achievement motivation do not; (2) self-reported grade point average displays an inverse relationship with cheating behavior; (3) each measure of cheating is negatively associated to a moderate degree with the actual score earned on a final examination; and (4) optimally-weighted combinations of selected predictor variables do yield slightly more valid forecasts of cheating behavior than does any one predictor variable alone.
The Comparative Validities of Undergraduate Grade Point Average and of Part Scores on the Graduate Record Examinations in the Prediction of Two Criterion Measures in a Graduate Library School Program
Authors: Broadus Robert N. , Elmore Kenneth E.
Published: March 2007

This study was concerned with the use of (a) scores on Graduate Record Examinations (GRE) and (b) undergraduate grade point averages as predictors of success of library school students as measured by (a) a graded comprehensive examination administered to those in their last term of the master's degree program, and (b) graduate grade point averages. GRE-Verbal scores proved to be the most valid predictors of success-noticeably more prognostic than were undergraduate grades.
The Development and Validation of an Instrument to Assess Problem Identification Skills of Instructional Supervisors
Authors: Clinton Barbara Jeanne , Payne David A. , Glickman Carl D.
Published: March 2007

A free-response measure of problem identification skills entitled the Clinton Assessment of Problem Identification Skills for Instructional Supervisors (CAPIS) is described. The two forms, each with three scenarios, yielded an equivalence reliability estimate of .76. Score-rescore coefficients of .71 and .67 were noted for Forms A and B, respectively, of the CAPIS. In addition, correlations of .42 (Form A) and .54 (Form B) between the CAPIS and the Merrifield-Guilford Seeing Problems test were observed. Significant differences between mean CAPIS scores for individuals experiencing a two-hour problem identification training session and for those in a control group were also noted.
The Relationship of a Measure of the Fear of Success Construct to Scales Representing the Locus of Control and Sex-Role Orientation Constructs for a Community College Sample
Authors: Ireland-Galman Michelle M. , Michael William B.
Published: March 2007

For a total sample of 404 day-time community college students (203 females and 201 males) in general education classes and especially for several (32) subgroups differentiated by sex, ethnicity (white, black, Hispanic, or Asian), and/or one of three types of majors (traditional for one's sex, non-traditional for one's sex, or undeclared), an estimate of the concurrent validity of each of two predictor measures representing the locus of control and sex-role orientation constructs was obtained relative to a criterion measure portraying the fear of success construct. The data analyses suggested the following conclusions: (a) the locus of control measure shows promising validity with individuals manifesting a relatively high level of internality in their locus of control demonstrating a relatively low degree of fear of success; (b) irrespective of ethnicity or sex, sex-role orientation is unrelated to fear of success or locus of control; (c) students identified with a major considered traditional to their sex exhibit a preference for a sex-role orientation consistent with their sex; and (d) fear of success appears to be unrelated either to chronological age or to sex.