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A modified procedure for administering the Wisconsin Card Sorting Test, focusing on a hypothesized deficit of organizational strategy in information processing, was used to administer the test to 20 schizophrenic patients. By using this procedure, 61.5% of the poor performers (eight of 13) were dramatically transformed into good performers without any task instruction or reinforcement. The results, albeit preliminary, support the hypothesis and the possibility of remediating the task performance of some schizophrenic patients.

This study examined the factorial validity of a newly developed 28-item survey called the Teacher Effectiveness Survey (TES) that was designed to assess the teaching effectiveness of graduates of teacher education programs. A sample of 390 principals in 33 states was surveyed. This sample was divided into two subsamples and respondents were randomly assigned to either a training sample (Sample 1, n = 195) or a confirmatory sample (Sample 2, n = 195). An exploratory factor analysis was performed on the data obtained from Sample 1 to identify an appropriate factor model and to refine the instrument. This approach yielded a three-factor model from which four items were dropped from subsequent analyses. Sample 2 data were subjected to a confirmatory factor analysis using LISREL 6, which produced three factors that were identified as Instruction (10 items), Interpersonal/Professional (8 items), and Leadership (6 items). Corresponding estimates of internal consistency reliability (Cronbach's alpha) of .96, .92, and .92 were obtained. Intercorrelations among the three factors ranged from .80 to .87, suggesting the possibility of a global measure of effectiveness rather than three separate constructs. Alternative explanations are also discussed.

As interest in teachers' participation in decision making grows, obtaining valid data to assess the effects of participation becomes increasingly important. One instrument, developed by Bacharach, Bauer, and Shedd, has been used in several recent studies of participation. Although the internal-consistency reliability of scores from this measure appears to be adequate, the construct validity of scores from the instrument has not been fully investigated. The present study explores the construct validity of data from the instrument using principal components analysis and Procrustean rotation. Findings were generally supportive of validity, although the results were somewhat more qualified with respect to one factor.

This study examined the factor structure of a revised version of a measure of organizational citizenship behavior (OCB) and assessed its validity against an objective behavioral criterion. Ratings of employees' OCB were provided by managers of 16 restaurants in the fast service industry. The objective measure of behavior was whether or not employees returned an attitude survey. Factor analysis suggested that the revised OCB instrument adequately assesses two dimensions of OCB: altruism and conscientiousness. Further, as expected, survey respondents had higher mean levels of OCB than did nonrespondents. The results suggest that managers can perceive and assess subtle components of job performance with reasonable accuracy.

The Six-Factor Self-Concept Scale is a multidimensional measure of adult self-concept that was designed to have broad applicability across life settings, roles, and activities. Developed through a series of exploratory factor analytic studies, the measure consists of six subscales: Likability, Morality, Task Accomplishment, Giftedness, Power, and Vulnerability. Confirmatory factor analysis revealed that the 36-item, six-factor structure provided a reasonably good fit for data derived from a sample of 365 noncollege adults. Factor structures of correlation matrixes for men and women and for undergraduates and noncollege adults were highly similar. The subscales were tested for distinctiveness, internal consistency, test-retest reliability, convergent validity, and divergent validity. Evidence for all five qualities is reported. The subscales differentially predicted childhood memories, recent behaviors and events, and ratings by knowledgeable observers.

A pilot study was conducted to evaluate the validity and reliability of the Personal Report of Communication Apprehension (PRCA) within the context of business communication. Results reveal that the PRCA is not a valid and reliable instrument for measuring communication apprehension in managers and cast doubts on its generalizability. These indicate that the field of business communication possesses certain unique boundaries and banners which have yet to be fully explored.

The validity of the Work Environment Inventory (WEI) was tested by examining the relationship between mean ratings of WEI obstacles and stimulants to creativity scales, and perceptions of organizational creativity. The results show that those who rated their work environments as highly creative had significantly different mean scale scores on the WEI than those who rated their work environment as low in creativity. These results are consistent with the assertion that the WEI discriminates between different levels of perceived creativity in the work environment.

A practical difficulty with the Marlowe-Crowne Social Desirability Scale (SDS) is its length. Preferring a shorter measure of social desirability, researchers have devised a number of short forms of the SDS. The present study used confirmatory factor analysis to establish the adequacy of these subscales in measuring social desirability. Results showed that (a) of the six short forms of SDS considered two models (X1 and X2) provide the best measures of social desirability, (b) improved measures of all of the models can be constructed, and (c) improved measures of the dimensions, denial and attribution, thought to measure the latent construct of social approval can also be constructed.

A Q-Sort procedure for assessing beliefs about abortion is presented. University respondents (N = 119) sorted 41 items, derived in part from open-ended responses of a large community sample, into a 7-category forced distribution. Cluster analysis of their sorts yielded four types, two reflecting 'pro-life' orientations toward this issue and two representing 'pro-choice' orientations. Significant differences among the types were found on eight scales of the California Psychological Inventory, including scales assessing interpersonal effectiveness, intellectual competence, and flexibility. However, the types did not differ on scales assessing respondents' orientation toward norms. These results suggest the utility of employing the Abortion Beliefs Q-Sort in further studies on this complex and controversial social and health issue.

In contrast to the large volume of research that examines university teaching quality, there is a considerable shortage of studies, both theoretical and empirical, on the setting in which faculty members carry out their teaching and research duties. The present investigation attempts to partially fill this vacuum by providing an analysis of the reliability, dimensionality, and transituational invariance of the Academic Setting Evaluation Questionnaire (ASEQ). This instrument was administered to two representative samples of Madrid Complutense University faculty members. Three dimensions emerged: (a) Satisfaction with Working Conditions, (b) Social Climate, and (c) Relationship with Students.

Psychologists have had a long-standing interest in the construct of group cohesion. Yet, how this construct should be defined and measured remains a controversial question. A central issue in the debate concerns the dimensionality of group cohesion. Recently, some researchers have adopted unidimensional models of this construct, whereas others have used multidimensional models of the same construct. In this study, the structure of the Gross (1957) Cohesiveness Scale, which is perhaps the most frequently used measure of group cohesiveness, was examined. Based on a critical review of the results of three empirical reports and reanalyses of the results of two of these studies, it was concluded that Gross' measure is unidimensional.

This study evaluated the predictive efficiency of the Electronic Data Processing Test (EDPT), a classification test used by the United States Air Force. Recruits are classified into the computer programmer and operator fields using this special test as well as scores from the general multiple aptitude test battery, the Armed Services Vocational Aptitude Battery (ASVAB), given to all Air Force applicants. Using a sample of 3,547 students, linear models analyses were conducted to evaluate any incremental validity the EDPT added to the ASVAB in the prediction of technical training performance. No significant incremental validity was found for the EDPT.

The objective of the current study was to provide a direct comparison of two competing views of the underlying structure of the Raven's Advanced Progressive Matrices (APM), a widely used test designed as a nonverbal measure of general cognitive ability (g). The first view postulates a two-factor model to explain the structure of the APM; and the second view, a single-factor model. The results of a confirmatory factor analysis suggest that a single-factor solution seems to be the best representation of the APM's structure. These findings are also consistent with the original development and intended use of the APM as a measure of a unidimensional construct.

The Multidimensional Health Locus of Control (MHLC) Scales have been used both to evaluate program effects and to assign subjects to optimal treatment modalities. The MHLC Scales were designed to measure three theoretical dimensions of health locus of control, as represented by the scale names: (a) Chance, (b) Internal, and (c) Powerful Others. The construct validity of scores from the scales when the measure is used with adults was explored using factor analytic methods. Subjects were 692 adults seeking voluntary health promotion services. Overall, the results supported the hypothesized three-factor structure of the measure.

The traditional way to calculate the criterion-related validity of selection interviews was compared to two nontraditional techniques. College admissions interview ratings were the predictors, and college GPAs were the criteria. Traditional interview-GPA correlations usually were not significant, whereas statistical techniques set forth by Dreher, Ash, and Hancock (1988) and Kenny and La Voie (1985) usually yielded significant validities. The differences were more pronounced when separate analyses were conducted for groups of experienced and inexperienced interviewers. Only the latter ratings provided valid predictors of GPA, and other analyses suggested that the underlying judgments were more complex.

This investigation assesses the validity of the Problem Solving Style Questionnaire's (PSSQ) two subscales (abstractness/concreteness and action/reflection). Confirmatory factor analyses with the PSSQ and Honey and Mumford's (1982) Learning Styles Questionnaire provide support for the convergent and discriminant validity of the PSSQ. Although further examination of the psychometric properties of the PSSQ is warranted, the PSSQ represents an encouraging alternative to other measures of learning style.

Briggs and Cheek (1986) have suggested that the mean of inter-item correlations for a scale provides information about whether that scale is unidimensional or not. More information about the dimensionality of a scale is provided by the frequency distribution function of inter-item correlations. A method of examining the frequency distribution functions as a way of inferring dimensionality is described and illustrated. Using data from the NEO Personality Inventory, the method is employed to distinguish between uni- and multidimensional scales. This method represents a useful first step in data description that can orient a researcher to the kinds of qualities that underlie a scale.

The major purpose of the study was to demonstrate the utility of Guttman's facet analysis in serving as a methodological approach for instrument development and validation. A Likert-type survey for measuring college students' attitudes toward alcohol was the vehicle for the demonstration. Guttman's facet analysis was used to construct items according to a carefully designed mapping sentence which specified the basic attitude components of interest to the study. Namely, four basic facets were hypothesized to underlie students' attitudes toward alcohol use. Likert-type survey items were written to match all combinations of the elements of the hypothesized facets in an attempt to sample the content domain representatively. These efforts, as well as an interjudge agreement process, were undertaken to address issues of content and construct validity during instrument construction. The survey was administered to a sample of college students (n = 1049). The coefficient alpha reliability estimate was found to be .91. Subsequent multidimensional scaling analyses provided evidence in support of the four hypothesized facets measured by the instrument and thus its construct validity. The substantive findings related to students' attitudes toward alcohol are also discussed.

The ability to discriminate true treatment effects in clinical research depends on the reliability of measurements. Rating scales are often used to assess treatment effects, but raters differ in their individual reliabilities. Rather than considering a rating instrument to have inherent reliability, it is important to focus on the reliability of the instrument in the hands of particular raters. Formulae for estimating individual rater reliabilities from analysis of treatment effects are presented and evaluated. However, results indicate that large sample sizes, large true treatment effects, and large differences in the actual reliabilities of the raters are required for the approach to prove useful.

Data collected from 693 university personnel were used to evaluate the factor structures and concurrent validity of the Computer Attitude Scale, the Computer Anxiety Rating Scale, and the Computer Self-Efficacy Scale. Principal factor analyses for each of the three scales resulted in interpretable factor solutions with high alpha reliabilities. Intercorrelations among the derived factors demonstrated the concurrent validity of the three instruments.

The Arlin Test of Formal Reasoning (ATFR) has been presented as an instrument useful in the identification of students for placement in accelerated mathematics programs. Using a sample of eighth graders, 32 regular and 18 accelerated mathematics students, the ATFR was examined along with typical school standardized test information (Cognitive abilities Test and Comprehensive Test of Basic Skills). Beyond available school test information, the ATFR was not found to make a substantial contribution to the identification of accelerated mathematics students, nor, within their class placements, was it significantly associated with student academic performance final grades).

The Ball Aptitude Battery, a multiple ability test battery, was administered to 121 young adults at age 18 and readministered at age 22. Test-retest correlations for individual tests ranged from .30 to .90, the highest coefficients ([r.sub.tt]s above .75) being observed on tests measuring (a) vocabulary, (b) hand and arm strength, (c) spatial ability, and (d) detail perception. Significant growth in ability (positive change scores) was observed on tests measuring (a) vocabulary, (b) reasoning ability, (c) detail perception, (d) spatial ability, and (e) hand and arm strength. Significant decline was observed on tests measuring finger dexterity. The test battery's factor structure remained relatively stable over the 4 years. Test profiles were largely stable over time with respect to rank order of scores. Gender, ethnicity, and socioeconomic status had only slight influence on ability change.

Two studies evaluating the psychometric properties of Andrews and Withey's (1976) overall job satisfaction questionnaire were performed. Study 1 found that the Andrews and Withey questionnaire correlated significantly with both the Job Descriptive Index (r = .70,p < .001) and the Minnesota Satisfaction Questionnaire (r = .70, p < .001). Study 2 found that the Andrews and Withey satisfaction scale was significantly correlated with job performance, organizational commitment, and turnover intentions.

Responses for 2,012 Grandparent Strengths and Needs Inventories (GSNI) by grandparents, parents, and grandchildren were factor analyzed to determine if the underlying structure of the instrument fit the hypothesized dimensions suggested by the position of 60 items on six subscales. Two extraction methods, principal components and principal factors analyses, produced 10 factors with prerotation eigenvalues greater than 1.0. A principal component solution set at six factors yielded the 'best fit,' accounting for 49.2% of the variance. The pattern of item-to-factor correlation suggested that the 60 items tended to fit the hypothesized pattern of subscales. Empirical evidence supported the presence of six dimensions: (a) satisfaction, (b) success, (c) teaching, (d) difficulty, (e) frustration, and (f) information needs as constructs comprising the six subscales of the GSNI.

This study compared measurement properties of two response formats (bipolar and unipolar ratings) in personality assessment. Data used for empirical evaluation were responses of 135 volunteer college students on the Myer-Briggs Type Indicator (MBTI). The major results included: (a) high empirical factorial validity for both ratings on individual items with bipolar being superior; (b) higher validity in bipolar ratings than in unipolar ratings for the eight theoretical preference poles; (c) high alpha reliability coefficients for all eight preference poles in both ratings; and (d) evidence of high convergent, divergent, and discriminant validities for the eight preference poles across both ratings. It was concluded that while both ratings are reliable and valid, the bipolar method is more preferable for theoretical and practical purposes.

This study is an extension of previous research comparing the standard LSI-1985 with a scrambled version of the instrument. The two forms of the LSI were examined for internal consistency, test-retest reliability, and classification stability. The internal consistency of the standard LSI was greater than that of the scrambled version while the test-retest reliability of the scrambled version was higher. After a five-week interval, classification stability for the two instruments was 56% for the standard LSI and 53% for the scrambled version. This level of classification stability represented a modest improvement over chance. Compared to the scrambled version of the LSI, the standard LSI yielded more extreme classification changes. Many of the differences between the standard and scrambled versions of the LSI may be due to a response-set bias of the standard LSI. Overall, the results suggest that furfurther revision of the LSI would be desirable to reduce the response-set bias and improve the psychometric properties of the instrument.

This paper presents results of analyses related to the factor structure of the Iowa Self-Assessment Inventory (ISAI), an instrument measuring the following seven functional characteristics of the elderly: (a) economic resources, (b) cognitive status, (c) mobility, (d) physical health, (e) emotional balance, (f) social support, and (g) alienation. Prior evidence supporting these seven dimensions derived from two separate studies; one study supported the first four dimensions and a separate study supported the other three. Exploratory and confirmatory factor analyses provided support for the seven dimensions. Analyses were based on an administration of the complete ISAI to a single sample of 484 elderly. Scale means, standard deviations, reliabilities, and intercorrelations, also based on this administration, are consistent with previous research.

The logical difficulties with existing measures of construct implications are examined and rectified in a newly developed instrument, the Logical Relations Grid. Empirical evidence is presented which demonstrates its reliability, its validity, and its capacity for revealing the specific logical relations between construct pairs as well as inconsistent implications. Finally, its potential for use with children as well as adults is demonstrated.

The perceptual measurement-individual attribute approach is employed in this investigation of the Charles F. Kettering, Ltd. School Climate Profile (CFK), an instrument which has been widely used to gather data for administrative planning and curriculum revision. Three samples of subjects were administered the CFK General Climate section: (a) 822 elementary and secondary school students and administrators; (b) 747 secondary school students, administrators, and teachers; and (c) 415 secondary school students, administrators, and teachers (257 of whom had been respondents in the second sample and were retested on the CFK). Factor analyses for two of the three data sets yielded a six-factor solution suggesting concerns related to the CFK's division into eight subscales. Possible explanations for inconsistencies in the factor structure were discussed.

This study was concerned with the factorial validation of the Inventory of School Motivation (ISM), an instrument based on a theory of personal investment and the possible use of derived ISM factor scales as predictors of student motivation to continue with schooling for three cultural groups (aboriginal, angle, and migrant). Responses to the ISM from a total of 2152 Australian secondary students were subjected to principal axis factory analyses which yielded factor scales congruent with the personal investment theory and which were employed as variables in a series of discriminant analyses. The findings supported the usefulness of both the theoretical framework as well as the validity of the ISM in analyzing influential motivational variables for individuals from different cultural groups in educational settings.

The six subscales of the Survey of Work Values, the Protestant Ethic Scale, and the pro- and nonProtestant Ethic Scales were intercorrelated for a sample of 152 college students. Compared to those scores obtained 15 years earlier, the current data yielded comparable internal-consistency estimates of reliability and a similar pattern of relationships among the scales. However, mean scores on the scales were significantly higher for the current sampe (p < .01). The nonProtestant Ethic Scale was significantly related to three of the Survey of Work Values subscales (p < .01): (a) positively with Social Status and Attitude Toward Earnings (both extrinsic scales) and (b) negatively with the Activity Preference intrinsic scale.

Cohesion and adaptability have been postulated as underlying dimensions of several models and measures of family systems. The convergent and discriminant validity of the Family Environment Scale, the Family Assessment Device, the Structural Family Interaction Scale, Revised, and the Family Adaptability and Cohesion Evaluation Scale (III) was examined for the dimensions of cohesion and adaptability. The measures were administered to 183 high school seniors and college undergraduates. Correlational and factor analytic results showed that the convergent validity of self-report family measures was stronger than the discriminant validity. A comparative analysis of themes underlying cohesion and adaptability scales is presented and suggestions for future study are offered.

The Personal and Academic Self-Concept Inventory (PASCI) measures global, social, physical, and academic components of self-concept, as well as social anxiety. Several competing structural models were tested by confirmatory factor analysis for a sample of high school (N = 222) and college (N = 338) students. Seven oblique factors which included two social factors (Social Acceptance and Social Anxiety) fit the data best, and a second-order model supported the hierarchical structure of the data. Internal-consistency and test-retest measures indicated that the scales were reliable. Girls and women scored lower than the boys and men on Physical Ability and on Math Ability, consistent with other findings. Self-Concept scales were stable across high school grades, but global self-concept was higher in the college group, also consistent with prior research.

The purpose of this study was to compare the utility of the information yielded by the classical and latent trait psychometric models employed to examine the psychometric qualities of the School Situation Survey (SSS) (Helms and Gable, 1989), a 34-item attitude scale that assesses four sources and three manifestations of school-related stress. The first analysis employed clasical principal component analyses followed by oblique rotations and was applied to data collected from a sample of 1111 students in Grades 5, 7, and 9. The second approach utilized a Rasch rating scale model and analyzed SSS data from 1958 students in Grades 6, 7, and 9. Practical aspectes of instrument development including (a) lack of adequate variable definition and (b) the use of item-fit and person-fit statistics to reveal item content ambiguity were presented. In general, it was concluded that factor analytic procedures, while necessary, may not provide sufficient support for the adequacy of variable definition.