bluuebunny/crossref_metadata_2025 huggingface dataset:
Cognitive Styles: What Are They?
Authors: Guilford J.P.
Published: March 2007

An attempt was made to determine whether the traits known as cognitive styles, which have been variously interpreted, could be brought under a single broad concept. An examination of the evidence showed that most of those traits could be related to the writer's structure of intellect, in one way or another. It is not yet clear whether they should be recognized as intellectual abilities or intellectual controls, or both. A few seem more identifiable with traits of interest or of temperament. It was suggested that the structure-of-intellect model could serve as a frame of reference for future research in this area.
The Estimation of Ridge Coefficients Using Regression Programs Without a Zero Intercept Option
Authors: Lee Howard B.
Published: March 2007

The Criner and McElroy modification to computer programs that do not have a zero intercept regression option is used to obtain ridge regression coefficients.
Initial Development and Validation of the Academic Self-Concept Scale
Authors: Reynolds William M. , Ramirez Maria P. , Magriña Antonio , Allen Jane Elizabeth
Published: March 2007

The Academic Self-Concept Scale (ASCS) was developed as a measure of an academic facet of general self-concept in college stu dents. The initial item pool consisted of 59 items worded to conform to a 4-point Likert-type response format. On the basis of responses from 427 college students, the final form of the ASCS was con structed consisting of 40 items with an estimated internal con sistency reliability of .91. Validity was established by correlating the ASCS with grade point averages (GPAs) of students and with their scores on the Rosenberg Self-Esteem Scale. A multiple regression analysis of the ASCS with GPA and Rosenberg scores as predictor variables resulted in a multiple correlation of .64. These and other data lend support to the reliability and validity of the ASCS as a measure of academic self-concept.
Test-Retest Reliability and Predictive Validity of the Northwestern Syntax Screening Test
Authors: Klein Alice E.
Published: March 2007

The Northwestern Syntax Screening Test (NSST), a measure that has been a source of considerable controversy since its publication, has also been one of the most widely used clinical screening tools of syntactic development. As part of the evaluation of a preschool in tervention program, the NSST was administered to approximately 700 pupils at the beginning and end of the program year. The NSST was found to have moderate test-retest reliability (.542 for the recep tive portion and .697 for the expressive portion). It was also found to be moderately accurate in predicting general academic achievement test scores of pupils in kindergarten and first grade.
Compare: a Computer Program Which Performs the Analysis and Coding of Error Responses to Words Presented for Recognition
Authors: Lawrence Marie , Ceprano Maria
Published: March 2007

This paper describes a computer program which performs the comparison of oral response errors to stimulus words visually presented for recognition. Errors are compared and analyzed on 50 graphophonic featural dimensions. The merits of the program for facilitating certain aspects of word learning research are discussed.
The Development and Validation of a Group Test of Logical Thinking
Authors: Tobin Kenneth G. , Capie William
Published: March 2007

The paper describes the development of the Test of Logical Thinking (TOLT) to measure five modes of formal reasoning: controlling variables, proportional reasoning, combinatorial reasoning, probabilistic reasoning, and correlational reasoning. Each of the 10 items requires participants to select a correct response and justification from a number of alternatives. Analysis of data from 682 students from grades 6 through college indicated high test reliability (coefficient α = .85) and provided confirmation that the test measured one major underlying dimension termed formal thought. Evidence of criterion-related validity was obtained from a study in which 88 students from grades 10 through college were assessed on the TOLT and on five interview tasks. A correlation of .80 (p < .0001) suggested a strong relationship between the two measures of formal reasoning.
Interpreting Canonical Analysis: the Use of Orthogonal Transformations
Authors: Reynolds Thomas J. , Jackosfsky Ellen F.
Published: March 2007

The purpose of this paper is to outline the role of orthogonal rotation in canonical analysis, including the evaluative measures that need be reported and scrutinized upon application.
Coefficient Kappa: Some Uses, Misuses, and Alternatives
Authors: Brennan Robert L. , Prediger Dale J.
Published: March 2007

This paper considers some appropriate and inappropriate uses of coefficient kappa and alternative kappa-like statistics. Discussion is restricted to the descriptive characteristics of these statistics for measuring agreement with categorical data in studies of reliability and validity. Special consideration is given to assumptions about whether marginals are fixed a priori, or free to vary. In reliability studies, when marginals are fixed, coefficient kappa is found to be appropriate. When either or both of the marginals are free to vary, however, it is suggested that the "chance" term in kappa be replaced by 1/ n, where n is the number of categories. In validity studies, we suggest considering whether one wants an index of improvement beyond "chance" or beyond the best a priori strategy employing base rates. In the former case, considerations are similar to those in reliability studies with the marginals for the criterion measure considered as fixed. In the latter case, it is suggested that the largest marginal proportion for the criterion measure be used in place of the "chance" term in kappa. Similarities and differences among these statistics are discussed and illustrated with synthetic data.
Comparison of Measures of Predictive Power
Authors: Tarling Roger
Published: March 2007

Many measures of predictive power have been recommended. These include Mean Cost Rating (MCR), P(A), (from Signal Detection Theory), Kendall's rank correlation coefficient tau, and Goodman and Kruskal's gamma. It is shown that these four measures are related as all are merely different transformations of the statistic S. By reference to S, whose distribution is known, hypothesis testing is made possible. Of the four measures considered gamma is generally to be preferred. Remarks made here apply equally to measures of association for ordered contingency tables.
The WISC-R as a Predictor of WRAT Achievement for Educable Mentally Handicapped Students
Authors: Grossman Fred M. , Clark Julia H.
Published: March 2007

The present study investigated the predictive validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ relative to the Wide Range Achievement Test (WRAT) Reading, Spelling, and Arithmetic subtests as criterion measures for a group of 61 educable mentally handicapped (EMH) students in a public school setting. The results of a multivariate multiple regression analysis indicated that WISC-R Full Scale IQ did not yield valid prediction of achievement as measured by the WRAT subtests. Cautions are presented with regard to generalizing the current findings to other student populations.
Willingness to Answer Multiple-Choice Questions as Manifested Both in Genuine and in Nonsense Items
Authors: Frary Robert B. , Hutchinson T. P.
Published: March 2007

A formal description of partial knowledge, ability, and willingness to answer multiple-choice items put forward by Hutchinson (1977, 1980) makes predictions about response behavior on items for which none of the stated alternatives is correct. Cross and Frary (1977) obtained data on subjects' responses under these conditions. Hutchinson's theory is shown to account for a moderate proportion of the variation between subjects in the number of nonsense items they respond to. Alternative versions of the theory were compared, and one which implies the existence of partial knowledge was found to be better than one which implies that an appropriate measure of ability is obtained by applying the conventional "correction for guessing."
The Interrelationships of Four Measures Hypothesized to Represent the Field Dependence-Field Independence Construct
Authors: Swyter Lavonne J. , Michael William B.
Published: March 2007

For a total sample of 160 third-grade pupils (ranging in age from 7 years 8 months to 9 years 3 months) who resided primarily in neighborhoods within or adjacent to 24 inner city elementary schools as well as for subsamples equally differentiated by ethnicity (40 Anglos, 40 Asians, 40 blacks, and 40 Hispanics), by sex (80 boys and 80 girls), and by level of intelligence (80 categorized as being gifted with IQ scores between 130 and 150 and 80 others classified as superior but nongifted with IQ scores falling between 110 and 129), intercorrelations among four measures hypothesized to represent a common field dependence-field independence construct were found. In addition, principal factors analyses were carried out for nine correlation matrices involving six test variables derived from the four measures. The statistical results suggested the presence of a general trait that could be interpreted alternatively as a factor reflecting a common format or response set associated with answering test items, a flexibility aptitude, or very possibly a valid representation of the field dependence-field independence construct itself.
The Factorial Validity of Student Ratings in Faculty Promotions
Authors: Helmstadter G. C. , Krus David J.
Published: March 2007

The Berkeley student evaluation questionnaire by Hildebrand, Wilson, and Dienst was modified to reflect the Whitely-Doyle factorial structure of implicit theories students hold about teaching characteristics of their instructors. Evidence of factorial validity with respect to hierarchial order of faculty academic ranks was found for factors pertaining to the knowledge of the subject matter and expositional skills. With respect to these factors, student ratings appear to be valid indicators of teaching competency, admissible as evidence to be used for faculty promotion decisions.
Using Results on K Out of N System Reliability to Study and Characterize Tests'
Authors: Wilcox Rand R.
Published: March 2007

For a specific achievement test item and a randomly selected examinee, let p be the probability of correctly determining whether the examinee knows the correct response. Various techniques have been proposed for estimating p. This paper describes and illustrates how results in the engineering literature on "k out of n system reliability" can be used to study and characterize tests based on the estimated values of p. In particular, we can empirically determine the minimum number of distractors required for multiple-choice tests. If we estimate p with an answer-until-correct scoring procedure, we can also determine the minimum number of examinees needed to be reasonably certain about whether y is less than or greater than some predetermined constant, where y = [UNKNOWN] pi and pi is the value of p for the ith item on an n-item test. In other words, we can determine whether the expected number of correct decisions on an n-item test is reasonably large.
The Moral Development Scale: A Piagetian Measure of Moral Judgment
Authors: Kurtines William , Pimm June B.
Published: March 2007

This paper reports the development and standardization of Piagetian measure of moral judgment, the Moral Development Scale (MDS). The MDS is an individually administered set of tasks designed to assess the overall level of moral reasoning within a Piagetian framework. Evidence for the reliability and validity of scale was obtained by individually administering the MDS to four samples (total N = 270) of children. Overall, the results of the data analysis indicate that the scale has adequate psychometric properties. Data are presented on the scale's reliability and validity as well as norms derived from the cross-validation sample.
Measurement Precision of the Sex-Role Egalitarianism Scale: A Generalizability Analysis
Authors: King Daniel W. , King Lynda A.
Published: March 2007

The Sex-Role Egalitarianism (SRE) Scale, recently developed to measure attitudes toward the equality of males and females, consists of two 95-item forms assessing attitudes across five domains of adult life. In this study, a three-facet (items, forms, and testing occasions) random effects generalizability analysis was used to evaluate the precision of each of the domain measures. Ninety-seven male and female psychology students, business students, and senior citizens completed both SRE forms on two separate occasions. Estimates of variance components, generalizability coefficients, and error were computed and examined for indications of measurement precision when generalizing over items, forms, and occasions. Two additional data collection designs are proposed and discussed, with estimates of precision and error presented for varying numbers of levels of the facets of interest.
The Moderating Effects of Gender and Race in Predicting the Academic Performance of College Developmental Students
Authors: Hogrebe Mark C. , Ervin Leroy , Dwinell Patricia L. , Newman Isadore
Published: March 2007

The selection of students who are most likely to succeed in a college developmental studies program is a task with serious ramifications for individuals and institutions. The present study examined the moderating influence of gender and race on the accuracy of high school grades and College Board Scholastic Aptitude (SAT) scores in predicting the academic performance of developmental students. The results indicated significant slope differences in the regression lines for race with the equation for blacks accounting for 10 percent more variance than the equation for whites. Within the racial groups, significant intercept differences based on gender were found for whites only. The relationship between high school grade point average and SAT scores in predicting freshman grade point average for developmental students was similar to the relationship reported for regularly admitted students.
The Relationship between College Grades and Three Factors of Adult Achievement
Authors: Lewis John , Nelson Kim
Published: March 2007

For a random sample of 575 selected from a pool of 5,000 graduates of Winona State University who returned a completed survey schedule, grades earned as undergraduates were related to three adult behaviors seen as relevant to the generalized goals of a liberal education. These elements of alumni achievement were quality of vocational achievement, acceptance of responsibility in social groups, and further intellectual development. The only significant finding was an inverse relationship with involvement in community activities among males. These results were discussed with those found from University of Iowa graduates.
Concurrent Validity of the Personal Attribute Inventory for Children with the State-Trait Anxiety Inventory for Children and the Behavior Rating Profile-Student Scales
Authors: Nunn Gerald D. , Parish Thomas S. , Worthing Ralph J.
Published: March 2007

The present study examined the relationships between the Personal Attribute Inventory for Children (PAIC) and each of two other widely utilized psychosocial indices, i.e., the State-Trait Anxiety Inventory for Children (STAIC) and the Behavior Rating Profile-Student Scales (BRPSS). A total of 628 children (352 males and 276 females), in grades 5 through 10, voluntarily participated in this study. The scores of respondents on the PAIC were found to be significantly correlated (p < .0001) with their scores on the two subscales of the STAIC as well as with the three subscales of the BRPSS. These results provide evidence of the validity in using the PAIC as an educational, clinical and/or research instrument.
The Estimation of Factor Indeterminacy
Authors: Budescu David V.
Published: March 2007

The degree of indeterminacy of the factor score estimates is usually measured by R2, the sample multiple correlation between the factor scores and the original variables. However, this value, and any of its linear transformations, is biased and, thus, can lead to erroneous conclusion regarding the nature of the results. The magnitude of this bias is illustrated, and the use of an adjusted version of R2 is recommended. Finally, some guidelines for designing factor analytical studies in which factor scores are to be estimated are offered.
How Large Should the Sample be? A Question with no Simple Answer? or...
Authors: Hinkle Dennis E. , Oliver J. Dale
Published: March 2007

A recurring problem in behavioral science research is that of determining the appropriate sample size before conducting a research investigation. The more common approaches to this problem have been to apply indiscriminantly the formulae used in survey research without considering the factors necessary for using these formulae. The most important of these factors is the Effect Size. In this paper, tables for the appropriate sample sizes are presented and discussed in the context that the determination of the Effect Size must precede the determination of the sample size.
LOGLIN: A Microcomputer Program for Calculating Log-Linear Models
Authors: Powers Stephen
Published: March 2007

A computer program is described which generates expected frequencies, chi-square statistics, and exact probability estimates for the general log-linear model. This program was written in BASIC for the TRS-80 microcomputer.
Reliability and Factorial Validity of Computer Attitude Scales
Authors: Loyd Brenda H. , Gressard Clarice
Published: March 2007

As computer-related programs are introduced into school curricula, it is helpful to evaluate student attitudes which may affect the success of such programs. This study, involving 155 eighth-through twelfth-grade students, examines the reliability and factorial validity of the Computer Attitude Scale and its three subscales (Computer Liking, Computer Confidence, and Computer Anxiety). The data suggest that this instrument is an effective, reliable, and convenient means of measuring student attitudes toward learning about and using computers.
Facilitating Identification of Item BIAS Through Use of Delta Plots
Authors: Oosterhof Albert C. , Atash M. Nadir , Lassiter Karen L.
Published: March 2007

A number of statistical procedures are available for detecting bias in individual test items. A supplementary treatment is proposed which helps identify sources of bias affecting groups of items. Although applicable to other statistical procedures, this treatment is illustrated with the transformed item-difficulty method as applied to an evaluation of a test used to help select applicants to be admitted to an aviation training program.
The Effects of Heterogeneous Regression Slopes on the Robustness of Two Test Statistics in the Analysis of Covariance
Authors: Wu Yow-Wu B.
Published: March 2007

The present study compares the robustness of two different one way fixed-effects analysis of covariance (ANCOVA) models with respect to the effects of unequal regression slopes. The purpose of this study is to investigate whether the model which uses a test statistic incorporating estimates of the separate slopes will be more robust than the conventional model which assumes the slopes are equal. A Monte Carlo simulation technique was employed to generate data under 64 different situations. Two treatment groups, five different sample sizes and twenty pairs of regression slopes were used. The number of replications in each simulation was 1827 to enable 0.95 confidence that each actual alpha value did not differ from the estimated alpha by more than .01. Both equal and unequal error variance were examined. A different random number seed was used for each of the 64 simulations. The results indicate that when the two standardized regression slopes differed by less than .4, both models were robust. When the difference exceeded .4 and the sample sizes were equal, the model which incorporated estimates of individual regression slopes was more robust than the conventional model which used a pooled within regression coefficient. When the difference between slopes exceeds .4 and unequal sample sizes were associated with unequal error variance, neither of the models were robust.
The Relationship of Student and Faculty Field Dependence/Independence Congruence to Student Academic Achievement
Authors: Mcdonald Edward Ray
Published: March 2007

The purpose of this paper was to report the findings of a study concerning (a) the relationship between academic achievement and student-faculty personality congruence in terms of field dependence and (b) the predictability of field dependence by age, sex, and cumulative grade point average (GPA). The level of field dependence of 386 students and their instructors was identified by the Group Embedded Figures Test. A formula was employed to describe the congruence of personality traits between students and faculty. The correlational analysis supported the belief that student's course grades and GPA were very slightly greater when there was similarity rather than dissimiliarity of personality type with that of their instructor. A multiple regression analysis indicated that the cumulative GPA and sex as predictors contributed a statistically significant amount of variance to the field dependence/independence measure but that age did not.
Validity of the Allied Health Aptitude Test in a Respiratory Therapy Education Program
Authors: Richards James M. , Goetter William E. , Amos Patricia A. , Brooks C. Michael , Robertson Randal H.
Published: March 2007

Scores on the Allied Health Aptitude Test and previous GPAs for 102 students were correlated with a dichotomous measure of their persistence and their GPAs in the Respiratory Therapy program at the University of Alabama at Birmingham. The multiple correlation for predicting grades was .62, and for predicting persistence was .47. These results are comparable to those obtained in other academic prediction studies and support the validity of this test.
Selecting a Predictor Weighting Method by Press
Authors: Morris John D.
Published: March 2007

An empirical method (PRESS) for examining and contrasting the cross-validated prediction accuracies of some popular algorithms for weighting predictor variables was advanced and examined. The weighting methods that were considered were ordinary least squares, ridge regression, regression on principal components, and regression on an equally weighted composite. PRESS was executed on several data sets having varied characteristics, with each of the weighting techniques obtaining the greatest accuracy under some conditions. The degree of advantage or disadvantage offered by these alternate weighting algorithms relative to ordinary least squares was considered. As it was not possible to determine a priori which weighting technique would be most accurate for a particular data set from theoretical knowledge or from simple sample data characteristics, the sample specific PRESS method was proffered as possibly most appropriate when the researcher wishes to select from among the several alternate predictor weighting algorithms in order to achieve maximum cross-validated prediction accuracy.
Difference Tests for Distributions of Ratings
Authors: Aiken Lewis R. , Aiken Timothy A.
Published: March 2007

Three exact probability tests, counterparts of t tests for single sample, independent samples, and dependent samples, are described for data obtained from ratings on m scales by a single rater or on a single scale by n raters. These tests, which involve computing a difference ratio ( D), require fewer assumptions and restrictions than the t test or nonparametric procedures such as the Mann-Whitney and Wilcoxen tests. Tables of one-tail discrete probabilities for 2 to 7 rating categories and 2 to 10 raters or scales are provided. Formulas for computing z scores for estimating the one-tail normal curve probabilities associated with each difference ratio ( D1, D2, and D3) and with the means of a sample of such ratios, are also given.
The Power of Hypothesis Tests for Comparisons
Authors: McFatter Robert M. , Gollob Harry F.
Published: March 2007

Correct simple formulas are provided for the value of 0 needed to use the commonly available Pearson and Hartley (1951) power charts in determining the power of hypothesis tests involving single degree-of-freedom comparisons in the fixed effects analysis of variance. Most experimental design textbooks do not present such formulas; two widely used texts that do give them present incorrect ones.
Negative Affectivity, Daily Hassles, and Somatic Illness: Preliminary Inquiry Concerning Hassles Measurement
Authors: Flannery Raymond B.
Published: March 2007

Previous data have suggested that the major life events measures appear to be seriously contaminated by a negative affectivity (NA) dimension. The present study extended that methodological inquiry to the daily hassles measure. In assessing the hassles-somatic illness relationship, the daily hassles measure was highly associated with an independent measure of NA. This finding suggests contamination similar to that reported for major life event measures. The need for an uncontaminated daily hassles measure is discussed.
Interval Banded Profile Analysis: A Method for Matching Score Profiles to "Soft" Prototypic Patterns
Authors: Huba G. J.
Published: March 2007

A recurrent problem in assessment work is to determine the degree of match for a client score profile to some known prototypic group patterns. Frequently, it is more accurate to conceptualize the "known" group pattern as a range of values than as a series of point estimates. Interval banded profile analysis represents a generalization of the method of centours to this problem.
The Reliability and Classification Stability of the Learning Style Inventory
Authors: Sims Ronald R. , Veres John G. , Watson Patricia , Buckner Kathryn E.
Published: March 2007

The Learning Style Inventory (LSI) and the newly revised Learning Style Inventory (LSI II) were examined for internal consistency, test-retest reliability and stability of the four classifications resulting from their scores. Internal consistency was much improved in the LSI II, but problems with low test-retest indices and classification stability continue to plague the instruments. The authors hypothesize that the observed improvement in internal consistency may be an artifact of the revised scoring scheme.
A New Method for the Statistical Control of Rating Error in Performance Ratings
Authors: Bannister Brendan D. , Kinicki Angelo J. , Denisi Angelo S. , Hom Peter W.
Published: March 2007

Research on the statistical control of rating error is reviewed. It is shown that current approaches have been criticized on operational grounds. A new approach for statistically controlling rater errors is proposed that avoids problems inherent in past research by using an index of rater error that is theoretically independent of actual performance. Results indicated that partialing out the effects of this extraneous response bias from performance ratings enhanced discriminant validity and slightly attenuated convergent validity (relative to the uncontrolled analysis). In contrast, partialing out overall effectiveness led to substantial reductions in both convergent and discriminant validities.
A Guttman QUASI-Scale on Intention towards Rural Resettlement
Authors: Buggie Stephen E. , Makubalo Elizabeth L.
Published: March 2007

A nine-item Guttman scale is presented on intention for individual rural resettlement (irr). Subjects were asked about their views towards three ordinal and cumulative categories of incentives for irr presented in combination with three ordinal categories of time periods for which the person would be willing to move from the city to rural areas to try farming. The English-language questionnaire was translated to Nyanja, a Zambian language spoken widely in the Lusaka area. The coefficient of reproducibility was calculated on data from a sample of 39 low income peri-urban subjects. This coefficient approached closely but did not meet the criterion value needed for a fully qualified Guttman scale. Nonetheless, the scale retains many advantages of Guttman scales.

The scale may be used as a measure of behavioural intention for three classes of social research on rural development. First, for static descriptions or comparisons of irr-intention among population groups such as peri-urban unemployed "squatters." Second, for assessing irr-intention trends over time within population groups or communities, and third, as a dependent measure in "before-after" evaluations of persuasive governmental programmes promoting irr. With -minor adjustments among statements, the scale can be adapted for use in Third World countries facing urbanization problems.
Age Bias in the Predictive Validity of Scholastic Aptitude Tests: Some Israeli Data
Authors: Zeidner Moshe
Published: March 2007

The primary aim of this study was to test for age bias in the predictive validity of scholastic aptitude test scores. The analyses were based on the college admissions aptitude test scores of 795 students applying for admission to a major Northern Israeli university. The students were partitioned into the following four age groups for data analytic purposes: 18-21, 22-25, 26-29, and 30+. On the whole, composite aptitude test scores are shown to be poorer predictors of first year cumulative grade point average (= GPA) for students in the oldest age group (30+) in comparison to students in the remaining age groups. Furthermore, aptitude test scores were observed to interact significantly but modestly with age group membership in differentially predicting academic achievement for various age groups. Overall, the data are consistent with some previous research conducted among student samples in the U.S., attesting to the differential predictive validity of aptitude test scores by age group.
The Companion Animal Semantic Differential: Long and Short Form Reliability and Validity
Authors: Poresky Robert H. , Hendrix Charles , Mosier Jacob E. , Samuelson Marvin L.
Published: March 2007

The Companion Animal Semantic Differential consists of 18 bipolar semantic differential word pairs for assessing the respondent's perception of a childhood companion animal. The measure was administered by questionnaire to a sample of 188 students. The Cronbach alpha internal reliability coefficient was 0.90 for the 18-item scale. The construct validity of the scale was indicated by its significant correlations with the evaluative factor of the Pet Attitude Scale and the childhood Companion Animal Bonding Scale of .31 and .54, respectively. Factor analysis identified a short 9-item form as a one-dimensional measure of the respondent's affective attitude toward his or her pet. The short form's Cronbach alpha was .88 and its correlations with the affective factors of the Pet Attitude Scale and the childhood Companion Animal Bonding Scales were .24 and .50, respectively. The measure is included.
Development and Validation of the Leadership Practices Inventory
Authors: Posner Barry Z. , Kouzes James M.
Published: March 2007

An instrument to measure the behaviors of leaders was developed using a variety of samples of managers and their subordinates employed in both public and private sector organizations. Factor analyses supported the underlying conceptual framework and investigations of differences by public and private sector organizational affiliation, American and international origins, and gender revealed few significant differences. Discriminant analysis results suggested good predictive validity in terms of leaders' effectiveness and behavior.
Canpow: A Program that Estimates Effect or Sample Sizes Required for Canonical Correlation Analysis
Authors: Thompson Bruce
Published: March 2007

The importance of interpreting significance test statistics in the framework of sample' size and of evaluating power against Type II error has been increasingly recognized by researchers. The paper describes a computer program, written in BASIC source code, that can be employed to evaluate research situations in which canonical correlation analysis will be employed. The program, CANPOW, can be employed to evaluate the effects of sample size variations, given an actual or expected set effect size, and to evaluate the effects of variations in effect sizes, given an actual or expected sample size. To assist interpretation, comparisons are also presented in various graphs and figures.
A Basic Program for Computing the Kruskal-Wallis H
Authors: Ciechalski Joseph C.
Published: March 2007

A computer program is described and presented which computes the Kruskal-Wallis H statistic. This program was written in BASIC for the Commodore 64/128 and IBM-PC.
Discriminating Levels of Development through Attitudes: An Empirical Analysis
Authors: Geiger Marshall A.
Published: March 2007

This paper reports on the development and validation of an instrument that assesses level of knowledge development through students' attitudes on sub-topical areas within one content domain. The instrument is shown to demonstrate high reliability with both advanced and introductory students, and was found to correlate moderately with overall student performance.
The Comparability of the Factorial Validity of the Study Attitudes and Methods Survey in a High School Sample and in a University Sample
Authors: Bachelor Patricia , Michael William B.
Published: March 2007

For each of two samples of high school and university students, both exploratory and confirmatory factor analyses of a correlation matrix of 18 subtests (three subtests for each of six factor scales of the Study Attitudes and Methods Survey [SAMS]) were completed. Irrespective of whether an exploratory or confirmatory factor analytic approach was used, six hypothesized factors were clearly defined in an oblique as well as an orthogonal structure. A visual examination of the corresponding exploratory and confirmatory factor solutions indicated that they were comparable in the configurations realized. Application of statistical criteria proposed by Jbreskog and Sorbom (1986) to demonstrate factorial invariance suggested, however, that invariance in factor structure of the two correlation matrixes between the two samples had not been achieved.
The Validity of Selected Correlates of Unexcused Absences in a Four-Year Private College
Authors: Kowalewski David , Holstein Elizabeth , Schneider Virginia
Published: March 2007

The correlates of unexcused class absences were examined through interview of students at a small liberal arts college. Possible predictors included the student's sex, residence, personal payment of college expenses, major, year in college, bar attendance, marijuana use, and interest in courses. The most valid indicators of absences were bar attendance and marijuana use. In addition, attendance proved positively and significantly correlated with grade point average. The implications of the findings for parents, administrators, teachers, and students were discussed.
A Brief Self Report Form of the Cartoon Scale of Preschool and Primary Nowicki-Strickland Internal-External Control Scale
Authors: Nowicki Stephen , Duke Marshall P.
Published: March 2007

This study presents construct validity evidence for a brief self report form of the Nowicki-Strickland Preschool and Primary Internal-External control scale (PPNSIE). The 13 item scale was completed by 376 first and second graders. Based on a series of analyses, this brief self report scale appeared to have a factor structure similar to that of the PPNSIE as well as comparable reliability, item characteristics, and relation to achievement.
Relationships of National Teacher Examination Communication Skills and General Knowledge Scores with High School and College Grades, Myers-Briggs Type Indicator Characteristics, and Self-Reported Skill Ratings and Academic Problems
Authors: Schurr K. Terry , Ruble Virgil E. , Henriksen L. W. , Alcorn Bruce K.
Published: March 2007

Relationships of National Teacher Examination (NTE) Communication Skills (CS) and General Knowledge (GK) test scores with the Myers-Briggs Type Indicator (MBTI) characteristics, self-reported academic problems, and 14 skill self-ratings were examined for 161 college teaching majors. The purpose was to determine if such personality data, collected 4 years before the students took the National Teacher Examination (NTE) tests, could explain variability in the NTE scores that could not be explained by high school and college classroom achievement. Results from multiple regression analyses indicated that after controlling for classroom achievement, gender, and whether or not students were elementary/special or secondary majors, the personality variables could explain a statistically significant percentage of the CS (12%) and GK (17%) variances. An irony was observed in that MBTI sensing/judging types attained lower NTE scores than would be expected from their classroom achievement, although they also are the type that most often chooses teaching as a vocation.
Creating Item Characteristic Curves from Logist and Bical Output
Authors: Applegate Brooks , Leblanc William G.
Published: March 2007

Several SAS Graph programs are presented for convenient graphical presentation of item and test characteristic curves and related functions from one, two, or three parameter IRT models. Inspection of these graphs can greatly facilitate understanding and use of tabular output of such commercial programs as LOGIST and BICAL.
Focusing on the Selection Process: A Field Study of the Measures that Influence Admission Decisions
Authors: Russell James S. , Persing D. Lynne , Dunn Judith A. , Rankin Richard J.
Published: March 2007

This field study examines the measures used at multiple stages in a selection process employed by a university's teacher training program. Specifically, the study utilizes LISREL structural analysis to assess the importance each measure assumed in determining admission and intermediate outcomes. Of the measures, which included ability tests and a situational interview, only the mathematics, language, and essay scores prophesied selection. Neither the pre-interview overall qualifications rating nor the interview score proved significant in predicting admission, suggesting a discrepancy between official and operative emphases. Age and race emerged as non-significant, and sex as of minor importance. An analysis of the results supports the position that demographic variables should be investigated in field settings in which raters possess substantial pertinent applicant information. The study concludes with a discussion of the need to elevate the level of analysis in selection research in order to understand the nature and validity of decisions made during the process itself.
Development and Preliminary Validation of a New Scale (LMX-6) to Measure Leader-Member Exchange in Organizations
Authors: Schriesheim Chester A. , Neider Linda L. , Scandura Terri A. , Tepper Bennett J.
Published: March 2007

Based on conceptualizing leader-member exchange quality as comprised of the three subdimensions of perceived contribution to the exchange, loyalty, and positive affect, a short (6-item) new LMX scale was developed (LMX-6). Using data from two samples (N = 281 and 115), the three-dimensional structure of the new scale was confirmed by multiple maximum likelihood confirmatory factors analyses in each sample separately. The two-and one-week test-retest stability of the new scale was established in a third (N = 86) and fourth (N = 44) sample, and acceptable internal-consistency estimates of reliability obtained for all four samples. The LMX-6 scale showed a high (.82) and statistically significant (p < .001) correlation with a commonly-used measure of leader-member exchange in the fourth sample. Finally, in the first two samples, concurrent correlations with autocratic and delegative decision-making, job satisfaction, organizational commitment, and rated job performance supported the validity of the new scale. Directions for future research are briefly discussed.
Development and Validation of New Scales to Measure Kolb's (1985) Learning Style Dimensions
Authors: Romero Jose Eulogio , Tepper Bennett J. , Tetrault Linda A.
Published: March 2007

Given the psychometric shortcomings of existing measures of Kolb's (1985) learning style modes, new scales are developed and administered to two samples ( N = 509 and 153). Subsequent analyses establish the internal-consistency and test-retest reliability of the scales, and the two-dimensional structure of the instrument is confirmed by multiple confirmatory factor analyses in both samples. Finally, relationships between learning style scores and respondent's college major (in sample one) provide preliminary support for the validity of the new scales.
The Nature of Competitiveness: The Development and Validation of the Competitiveness Index
Authors: Smither Robert D. , Houston John M.
Published: March 2007

Despite its relevance to a wide variety of situations, competitiveness is a personality characteristic that has not been widely studied. Although some research in need for achievement, sports psychology, experimental social psychology, and personality assessment has approached the topic of competitiveness, few studies have provided a clear definition of the construct or a psychometrically-sound way of measuring it. This paper clarifies the conceptual definition of competitiveness and introduces a 20-item scale called the Competitiveness Index. Study 1 focuses on the validity and reliability of the measure; Study 2 reports the results of an exploratory factor analysis of the Competitiveness Index which yielded three factors: (a) Emotion, (b) Argument, and (c) Games.
Dunnett-Like Comparisons among Proportions
Authors: Williams Richard H.
Published: March 2007

A Quick BASIC program is described which can be used to conduct Dunnett-like comparisons on a set of independent proportions. The statistical method employed was devised by Levy (1975), and is an extension of the well-known Dunnett test for multiple comparisons on means.
Tilting at Windmills: Comparing the Learning Style Inventory and the Learning Style Questionnaire
Authors: Goldstein Marc B. , Bokoros Michael A.
Published: March 2007

Previous research has compared the Learning Style Inventory (Kolb, 1976; 1985) and Learning Style Questionnaire (Honey and Mumford, 1982; 1986) by correlating composite scores related to the axes of the two measures. In this paper, it is argued that such a comparison is not appropriate as the axes are not conceptually aligned, and that the more accurate comparison involves the degree of similar classification of learning styles. Preliminary data from 44 subjects suggest that the scales show a modest but significant degree of classification into equivalent styles.
Another Look at the Dimensionality of a Learning Style Questionnaire
Authors: Carraher Shawn M.
Published: March 2007

The dimensionality of a new learning style questionnaire (LSQ) was examined using a principal components analysis with an orthogonal rotation. While the number of dimensions found agreed with the hypothesized number, the composition of the dimensions was significantly different from what was hypothesized.
The Predictive Validity of a Family Environment Schedule in Relation to Children'S Cognitive Performance
Authors: Marjoribanks Kevin
Published: March 2007

An environment schedule was constructed to measure family social capital. The predictive validity of the schedule was examined in relation to children's cognitive performance after considering associations between family human capital and children's cognitive performance. Data were collected from 445 female and 440 male 11-year-old Australians. The study suggests the general proposition that children's cognitive performance has moderate associations with the joint or complementary contribution of family human and social capital and with the unique contribution of family social capital.
A Short Depression Index for Women
Authors: Melchior Lisa A. , Huba G. J. , Brown Vivian B. , Reback Cathy J.
Published: March 2007

The CES-D is a well-known index of acute depressive symptoms experienced over a 7-day period that has been used in literally hundreds of studies. This article presents the psychometric derivation of 8- and 4-item screening versions of the CES-D for use in research with community-based samples. These short depressive symptom indices can be used in those instances where a brief assessment is needed for broad screening or research purposes. Using data from a heterogeneous community sample of 411 women, the 8-item CES-D was found to correlate .93 with the full 20-item CES-D while the 4-item CES-D was found to correlate .87 with the full CES-D. In a second sample of 83 women in a residential drug abuse program, the 8- and 4-item measures correlated .54 and .47, respectively, with the BPI Depression scale.
Reliability and Construct Validity of the Dimensions of Self-Concept (Dosc)-Form W Measure for an Air Force Sample
Authors: Foraker Barbara Mcneely , Michael William B.
Published: March 2007

Exploratory and confirmatory factor analyses indicated promising construct validity for each of the six 15-item subscales of the Dimensions of Self-Concept (DOSC)-Form W (Level of Aspiration, Level of Anxiety, Job Interest and Satisfaction, Leadership and Initiative, Identification versus Alienation, and Level of Job Stress) portraying six corresponding constructs of the same name. The sample consisted of 212 Air Force active-duty military personnel (179 males, 33 females) stationed in Hawaii. Coefficient alpha reliability estimates for the six quite homogeneous subscales fell between .87 and .92. The only subscale to exhibit statistically significant correlation coefficients with any one of the five demographic variables was that of Leadership and Initiative, which yielded coefficients of .30, .28, .30, and .23 (all p < .001), respectively, with Level of Formal Education, Number of Years of Military Duty, Age, and Military Rank. A coefficient of -.1 1 for Gender was not statistically significant.
Structural Validity of the Multifactor Leadership Questionnaire
Authors: Tepper Bennett J. , Percy Paul M.
Published: March 2007

Two studies investigate the latent structure of items taken from the Multifactor Leadership Questionnaire (MLQ). In the first study, item-level confirmatory factor analyses establish the superiority of models in which transformational and transactional leadership items load on separate factors. However, the results do not provide unequivocal support for the operational distinctiveness of items measuring charismatic leadership and inspirational leadership. In the second study, scale-level analyses confirm speculation that the Charismatic and Inspirational Leadership scales converge to capture a global conceptualization of charismatic leadership. Directions for future research are discussed.
Measurement Characteristics of the Perceived Adequacy of Resources Scale
Authors: Burrell Brenda , Thompson Bruce , Sexton David
Published: March 2007

Home economists involved in research and intervention with families need measures with which to explore family functioning. The utility of such measures turns, of course, on the measurement integrity of the scores that given protocols yield. The present study was conducted to explore the measurement characteristics of scores from one potentially useful measure, the Perceived Adequacy of Resources (PAR) Scale. The reliability and the validity of PAR total and subtest scores were evaluated using data from 113 mothers. Sixty of these families included children who were typically developing, whereas 53 families included a child with either a disability or a developmental delay. Results were generally favorable regarding the integrity of scores from the measure.