Showing papers in "Educational and Psychological Measurement in 1983"
TL;DR: 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 as mentioned in this paper.
Abstract: 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) incid...
92 citations
TL;DR: The Coopersmith Self-Esteem Inventory (SEI) was examined using a modified version of the Sabers and Whitney model for construct validation as discussed by the authors, and the SEI has convergent validity with regard to the CSCS (p.05), is sensitive to differences in achievement level (p <.01), and is internally consistent (coefficient alpha =.86).
Abstract: The Coopersmith Self-Esteem Inventory (SEI) was examined using a modified version of the Sabers and Whitney model for construct validation. The SEI, Piers-Harris Children's Self-Concept Scale (CSCS), and Children's Social Desirability Scale (CSDS) were administered to 55 males and 50 females enrolled in six intact fifth-grade classes. Each student also received a teacher rating of self-concept using the Coopersmith Behavioral Academic Assessment Scale (BASE). Regression analyses indicated that the SEI has convergent validity with regard to the CSCS (p .05), is sensitive to differences in achievement level (p < .01), and is internally consistent (coefficient alpha = .86). Intra-rater stability for the BASE ranged from .85 to .97; average inter-rater agreement was .86.
87 citations
TL;DR: In this article, the relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test and the Graduate Record Examination.
Abstract: The relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test and the Graduate Record Examination. Incorrect...
59 citations
TL;DR: In this article, tables for appropriate sample sizes are presented and discussed in the context that the determination of the effect size must precede the determination on the sample size, and the most important of these factors is the Effect Size.
Abstract: 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.
49 citations
TL;DR: In this paper, sampling experiments were used to assess the Type I error rates of the t test in situations where classes or schools were randomly assigned to groups but analyses were carried out on individual student scores.
Abstract: In the first part of this study, sampling experiments were used to assess the Type I error rates of the t test in situations where classes or schools were randomly assigned to groups but analyses were carried out on individual student scores. It was found that Type I error rates were grossly inflated under all conditions investigated. In the second part of the study, mathematical analysis was used to demonstrate the fact that even small amounts of between class (or school) variation can cause large inflations in the Type I error rate of the t test when analyses are incorrectly carried out on individual student scores.
48 citations
TL;DR: In this article, the authors compare MTMM analyses performed on items and factor scores derived from the items, and show that the difference between discriminant validity and method/halo effect is ambiguous when the relationship between the observed measures and underlying traits is unclear.
Abstract: Multitrait-multimethod analysis is designed to assess convergent and discriminant validity, and to also detect method/halo effects. However, the distinction between discriminant validity and method/halo effect is ambiguous when the relationship between the observed measures and underlying traits is unclear. The purpose of this study is to compare MTMM analyses performed on items and factor scores derived from the items. MTMM analyses of the individual items indicated modest support for convergent and divergent validity, and a substantial method/halo effect. The same analyses performed on factor scores showed substantial increases in convergent and divergent validity, and a substantial decrease in the method/halo effect. Based upon this demonstration, researchers are encouraged to conduct a preliminary factor analysis before analyzing MTMM data whenever there is doubt about the underlying trait structure.
46 citations
TL;DR: The authors found that scores on four of the five mathematics attitude scales (one of which was entitled Math Anxiety) were strongly related to a single, underlying attitude toward mathematics, which was in turn substantially related to mathematics level attained in high school, general academic achievement (GPA) and current mathematics grade.
Abstract: Responses from 491 university students largely from non-technical majors were obtained for 21 personality scales, five scales reflecting attitudes toward mathematics and six personal characteristics. Factor analysis of the personality and mathematics attitude variables revealed that scores on four of the five mathematics attitude scales (one of which was entitled Math Anxiety) were strongly related to a single, underlying attitude toward mathematics. This underlying variable was in turn substantially related to mathematics level attained in high school, general academic achievement (GPA) and current mathematics grade. This global mathematics attitude factor was essentially unrelated to sex or any of the personality variables. Sex was, however, weakly related to the fifth mathematics attitude variable, which reflected the degree of desirability which subjects assigned to personal success in mathematics. Females tended to be more negative in this regard.
46 citations
TL;DR: In this paper, a variety of methods of measuring factorial similarity have been employed to evaluate the cross-group similarity of factor analytic results, and six of these methods were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test.
Abstract: In studies of test bias evaluating the cross-group similarity of factor analytic results, a variety of methods of measuring factorial similarity have been employed. Six of these methods were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test. All indexes yielded comparable results regardless of whether factors had been derived from subtests of the intelligence test or items of the personality scale. Conclusions would have remained constant in each study regardless of the index employed. When used to compare factors determined at random, all indexes yielded comparable results leading to a conclusion of dissimilarity, though the values of the salient variable similarity index were uncomfortably high.
41 citations
TL;DR: In this article, a factor analysis of a sample of 98,689 male and female Army applicants yielded four orthogonal factors accounting for 93% of the total variance: Verbal Ability, Speeded Performance, Quantitative Ability, and Technical Knowledge.
Abstract: The purpose of this paper was to examine the factor structure of the Armed Services Vocational Aptitude Battery (ASVAB), Forms 8, 9, and 10. This standardized multiple cognitive abilities battery is the primary selection and classification instrument used by all military services. It consists of eight power and two speed tests. In this investigation the ASVAB 8/9/10 factor structure was compared with that observed for previous samples and for previous forms of the ASVAB. The similarity of factor structure for racial/ethnic and sex subgroups was examined for the purpose of establishing the possible invariance of ASVAB factorial validity across groups. A factor analysis of a sample of 98,689 male and female Army applicants yielded four orthogonal factors accounting for 93% of the total variance: Verbal Ability, Speeded Performance, Quantitative Ability, and Technical Knowledge. Factor analyses of male, female, white, black, and Hispanic subgroups yielded similar results. These analyses provided evidence of ...
39 citations
TL;DR: In this paper, the distinction between classical and partial q2 is made and a formula for use in complex ANOVA designs in which the investigator desires a measure of classical 7)2 and has access only to the F-tests and relevant degrees of freedom.
Abstract: The computation of classical ?72 (reflecting SS(Total) in the denominator) as a measure of strength of association in ANOVA designs from published research reports is often impossible because of insufficient information. Cohen's formula for q2 based on the F-test and relevant degrees of freedom yields classical 7)2 only in one way designs. Use of Cohen's formula in more complex multifactor designs yields a measure of partial 7q2. This paper reviews the distinctions between classical and partial q and derives a formula for use in those complex ANOVA designs in which the investigator desires a measure of classical 7)2 and has access only to the F-tests and relevant degrees of freedom.
38 citations
TL;DR: In this paper, an evaluation by a panel of psychologists of both the validity and the reliability and measurement error of two tests of critical thinking: (a) the Cornell Critical Thinking Test, Level X and (b) the Watson-Glaser Critical Thinking Appraisal, Form YM.
Abstract: This investigation was concerned with an evaluation by a panel of psychologists of both the validity and the reliability and measurement error of two tests of critical thinking: (a) the Cornell Critical Thinking Test, Level X and (b) the Watson-Glaser Critical Thinking Appraisal, Form YM. As criteria, the ten ESSENTIAL validity standards and the five ESSENTIAL reliability and measurement error standards from the 1974 publication Standards for Educational and Psychological Tests were employed. For each of the 15 standards used, the respondent rendered a judgment in the instance of each test of critical thinking concerning whether the standard was met completely, somewhat, minimally, or not at all. Corresponding to each of these levels, scores of 4, 3, 2, or 1 were assigned. In the instance that a standard was judged not to be applicable, no score was given. In general, it appeared that both measures tended to meet the standards between a level judged to be "minimal" or "somewhat." No statistically signific...
TL;DR: For example, this paper found that the internal consistency reliability coefficients (alpha) of total teacher evaluation rating scale did not change systematically with increases in the number of response categories, and that means of item responses increased linearly and item variances increased curvilinearly with number of categories.
Abstract: Each of six forms of a 10-item teacher evaluation rating scale, having 2, 3, 4, 5, 6, or 7 response categories per form, was administered to over 100 students at a Pacific Coast college. Means of item responses increased linearly and item variances increased curvilinearly with number of response categories. Internal consistency reliability coefficients (alpha) of total scores did not change systematically with increases in the number of response categories.
TL;DR: In this paper, alternate forms of the A-State and A-Trait scales of the STAI were constructed by dividing the 20 items of each scale into two briefer forms having 10 items each.
Abstract: Alternate forms of the state anxiety (A-State) and trait anxiety (A-Trait) scales of the State-Trait Anxiety Inventory (STAI) were constructed by dividing the 20 items of each scale into two briefer forms having 10 items each. The alternate forms were equated according to several criteria including item mean scores and itemremainder correlation coefficients. For the A-State scale, the item statistics were taken from the STAI manual. In the case of the A-Trait scale, the item statistics were based on an administration of the scale to 189 female and 113 male introductory psychology students. The alternate forms and item statistics are presented.
TL;DR: Level I: Life Styles Inventory is a personal assessment instrument which has been used as a diagnostic tool in various programs for organizational change and individual development as mentioned in this paper, which is used as an assessment tool for personal development.
Abstract: Level I: Life Styles Inventory is a personal assessment instrument which has been used as a diagnostic tool in various programs for organizational change and individual development. The inventory m...
TL;DR: This paper investigated the effects of scoring procedures designed to reduce the influence of context in essays and found that essays are scored higher when preceded by poor quality scripts than when preceding by good quality scripts.
Abstract: A number of studies have found that essays are scored higher when preceded by poor quality scripts than when preceded by good quality scripts. The present study investigated the effects of scoring procedures designed to reduce the influence of context. Context effects were found irrespective of the scoring procedure used.
TL;DR: In this article, a method is presented for the construction of an artificial data set which will illustrate the behavior of the traditional, the negative, and the reciprocal suppressor variable in multiple regression analysis.
Abstract: A method is presented for the construction of an artificial data set which will illustrate the behavior of the traditional, the negative, and the reciprocal suppressor variable in multiple regression analysis. It extends the method of Dayton (1972) and includes the previously unrecognized reciprocal suppression defined by Conger (1974).
TL;DR: In this article, two validity studies tested the proposition that the extent to which a decisionmaker holds a sex-role egalitarian attitude moderates the tendency to evaluate males and females differentially.
Abstract: Two validity studies tested the proposition that the extent to which a decision-maker holds a sex-role egalitarian attitude moderates the tendency to evaluate males and females differentially. In Study 1, 109 undergraduate students evaluated the qualifications of male or female applicants for stereotypically male or female jobs. In Study 2, another 109 undergraduate students expressed agreement! disagreement with decisions made by a committee; decision outcomes were varied to favor males, females, or neither. In both studies, participants were also administered the Sex-Role Egalitarianism Scale. Study I results indicated the predicted three-way interaction between egalitarianism, applicant sex, and job type for qualifications ratings. Study 2 results consistently demonstrated the moderating effect of egalitarian attitude across repeated measures of the dependent variable.
TL;DR: In this article, the authors describe how to apply the Johnson-Neyman technique for one or two covariates using SPSS and/or BMDP, two major statistical packages.
Abstract: When homogeneity of slopes, an assumption of analysis of covariance is not present, the Johnson-Neyman technique has been considered as an alternative to analysis of covariance. The limited use of the Johnson-Neyman technique is perhaps related to exclusion of an algorithm in BMDP or SPSS, two major statistical packages. The present paper describes how to apply the Johnson-Neyman technique for one or two covariates using SPSS and/or BMDP.
TL;DR: In this article, the authors present information regarding the development and validation of a new personality instrument which is intended to measure the degree of obsessive-compulsive traits, and the instrument shows both promising reliability and concurrent validity.
Abstract: The present study presents information regarding the development and validation of a new personality instrument which is intended to measure the degree of obsessive-compulsive traits. Data indicate that the instrument shows both promising reliability and concurrent validity. Developed primarily for research purposes, the scale may have therapeutic assessment applicability in a clinical setting.
TL;DR: The Rizzo, House, and Lirtzman (1970) Role Questionnaire (RQ) was developed to assess a person's perceived level of role conflict and role ambiguity.
Abstract: The Rizzo, House, and Lirtzman (1970) Role Questionnaire (RQ) was developed to assess a person's perceived level of role conflict and role ambiguity. Although the RQ has been shown to possess reliability and validity when used with some occupations, these properties of the instrument have not been examined for teachers. This study was concerned with the construct validity of the RQ when used with teachers. A principal components analysis with oblique rotation confirmed that the RQ measured the separate constructs of role conflict and role ambiguity. In addition, role conflict could be separated into two factors, Intrarole/intrasender and Interrole/intersender conflict. Cronbach coefficient alpha internal consistency estimates of the reliabilities of each scale were considered to be satisfactory and were observed to be similar to those reported for other occupations. Questions as to the underlying reasons for the independence of the role conflict and role ambiguity factors as well as suggestions for future...
TL;DR: In this paper, a generalized definition of suppression is presented and the conditions for suppressor structures in the conti cation of the concept of suppression are discussed. But this definition is restricted to a specific type of suppression.
Abstract: Recent theoretical analyses of the concept of suppression are identified and discussed. A generalized definition of suppression is presented and the conditions for suppressor structures in the cont...
TL;DR: This article used a regression equation for predicting first-semester grade point average from high school grades and Scholastic Aptitude Test scores for Asian, Hispanic, black, and American Indian students in two successive freshman classes.
Abstract: Measures of high school achievement and scholastic aptitude are often used to predict college freshman grades. Are these predictions biased for members of ethnic minorities? Majority freshmen in a large state university in one year were used to develop a regression equation for predicting first-semester grade point average from high school grade point average and College Board Scholastic Aptitude Test scores. This majority-based equation was used to make predictions in ethnic minority groups of Asian, Hispanic, black, and American Indian students in two successive freshman classes. If unbiased, the predictions would have been (1) at the correct level of achievement in each group, and (2) of equal accuracy in each group. Predictive bias in the form of small but significant over prediction did occur, except among American Indians. Possible bias in predictive accuracy was made difficult to detect because the prediction error variances were moderately high in all ethnic groups in both years. Total error varia...
TL;DR: Test anxiety scores from a 15-item internally consistent instrument (r, =.73) were correlated with performances on an aggregate science test made up of items administered over an entire school year.
Abstract: Test anxiety scores from a 15-item internally consistent instrument (r,, = .73) were correlated with performances on an aggregate science test made up of items administered over an entire school ye...
TL;DR: In this article, an alternative analysis of the traditional two-group single response variable design is discussed, which involves the classification, or assignment, of experimental units to populations represented by the two groups.
Abstract: An alternative analysis of the traditional two-group single response variable design is discussed. The proposed analysis involves the classification, or assignment, of experimental units to populations represented by the two groups. Methods of estimating probabilities of correct classification are discussed. Three real data sets are provided to illustrate the utility of a classification analysis in describing both group as well as individual differences. A table of sample sizes required to yield estimates of probabilities of correct classification within a given tolerance of optimum probabilities is presented. Operational definitions of "substantive significance" are proposed.
TL;DR: In this paper, a comprehensive evaluation is made of the widely used role conflict and ambiguity scales (RCA) developed by Rizzo, House and Lirtzman (1970), data on the factor structures, means and standard deviations, internal consistency reliability, and discriminant validity were analyzed and compared to other studies on RCA scales.
Abstract: A comprehensive evaluation is made of the widely used role conflict and ambiguity scales (RCA) developed by Rizzo, House and Lirtzman (1970). Data on the factor structures, means and standard deviations, internal consistency reliability, and discriminant validity were analyzed and compared to other studies on RCA scales. There are generally consistent positive results across the studies on the psychometric properties of RCA scales. However, this latest study reveals the possibility of social desirability bias in the role ambiguity responses.
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TL;DR: In this article, the reverse of Fisher's z to r transformation is presented and tables and formulas for these transformations are included in introductory statistics books, however, the reverse is not included.
Abstract: While tables and formulas for Fisher's z transformations are commonly included in introductory statistics books, the reverse of this transformation, namely, Fisher's z to r, is not included. Two Fisher's z to r formulas are presented.
TL;DR: In this paper, a multiple regression analysis with data from a sample of 63 specially admitted Black female undergraduates was performed to evaluate the relationship between the optimally weighted composite of predictors (SAT-V, SAT-M, HSR and AQT) and the criterion (GPA) was evaluated.
Abstract: In the prediction of college grade-point averages (GPA) for minority college students, researchers often have reported relatively low predictive validity for both the Mathematics and Verbal sections of the College Board Scholastic Aptitude Test (SAT-M and SAT-V) in comparison with that obtained for high school class rank (HSR). This circumstance has suggested the need for alternative predictors to replace SAT-V and SAT-M as admissions indicators, particularly in the instance of minority college applicants. One such potential replacement was thought to be the Ammons Quick Test (AQT), which requires ony a short time to administer (10 to 12 minutes). By means of a multiple regression analysis with data from a sample of 63 specially admitted Black female undergraduates, the relationship between the optimally weighted composite of predictors (SAT-V, SAT-M, HSR and AQT) and the criterion (GPA) was evaluated. The HSR, SAT-V, SAT-M, and AQT afforded predictive validity coefficients of .52 (p < .001), .28 (p < .05...
TL;DR: In this paper, two matrices of intercorrelations among the scales of the California Psychological Inventory (CPI) were subjected to oblique multiple group factor analysis, which allowed a direct test of the factor structure implicit in its standard use, and found this structure to provide a satisfactory representation of the data as long as one realizes that the resulting six factors are correlated and contain one dependency.
Abstract: Two matrices of intercorrelations among the scales of the California Psychological Inventory (CPI) were subjected to oblique multiple group factor analysis. In contrast to previous studies, this approach allows a direct test of the factor structure implicit in its standard use. We found this structure to provide a satisfactory representation of the data as long as one realizes that the resulting six factors are correlated and contain one dependency and that Scales Wb and Cm fulfill their postulated roles somewhat more poorly than the remaining scales.
TL;DR: In this paper, a total of 74 academically gifted high school students were administered the Multidimensional-Multi-attributional Causality Scale (MMCS) and a principal components analysis of the intercorrelation matrix of the 24 item responses revealed seven interpretable factors.
Abstract: A total of 74 academically gifted high school students was administered the Multidimensional-Multiattributional Causality Scale (MMCS). A principal components analysis of the intercorrelation matrix of the 24 item responses revealed seven interpretable factors. The attributions of ability, effort, context, and luck emerged as well as distinctions between attributions related to academic success or failure. Generally, the evidence supported the factorial validity of the MMCS. However, several limitations of the scale are discussed.
TL;DR: The eighteen-item Attitudes Toward Mainstreaming Scale was cross-culturally validated by administration to New Zealand samples of inservice teachers, pre-service teachers, and education students (N = 421).
Abstract: The eighteen-item Attitudes Toward Mainstreaming Scale was cross-culturally validated by administration to New Zealand samples of inservice teachers, pre-service teachers, and education students (N = 421). Principal components analysis followed by varimax rotation yielded the same four factors found in the development sample. Internal consistency reliability estimates of factor-based subscales ranged from .71 to .88 with a total scale reliability of .91. Subscale intercorrelations ranged from .36 to .57. The relationship of subscales to age, sex, number of years in teaching, presence or absence of coursework and other experience in special education, and four attitude measures is also presented.