A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In these designs, students are typically administered a…

This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships…

Used aggregate ratings of teacher behavior as data for a multitrait-multimethod validity analysis. Scaled ratings using Rasch latent trait scaling model and traditional scaling techniques. Compared Rasch-scaled multitrait-multimethod matrix to the traditionally scaled multitrait-multimethod matrix. Results showed Rasch scaling resulted in higher…

The Computer Anxiety Scale was tested for invariance over the grouping conditions of males/females and graduate/undergraduate status. Subjects included 187 undergraduates and 188 graduates; analyses were conducted on 136 males and 236 females. Results indicate that the construct of computer anxiety appears to be multidimensional with highly…

It is believed by some that most tests are multidimensional, meaning that they measure more than one underlying construct. The primary objective of this study is to illustrate how variations in the secondary ability distribution affect the statistical detection of dimensionality and to demonstrate the difference between substantive and statistical…

A model integrating latent trait and latent class theories in characterizing individual performance on the basis of qualitative understanding is presented. This HYBRID model is illustrated through experiments with 119 Air Force technicians taking a paper-and-pencil test and 136 Air Force technicians taking a computerized test. (SLD)

This study presents the random-effects rating scale model (RE-RSM) which takes into account randomness in the thresholds over persons by treating them as random-effects and adding a random variable for each threshold in the rating scale model (RSM) (Andrich, 1978). The RE-RSM turns out to be a special case of the multidimensional random…

The validity of the Self Concept as a Learner Revised (SCALR) inventory was studied. The construct issue of academic self-concept was explored by comparing the SCALR to the academic portion of the Multidimensional Self Concept Scale (MSCS). The SCALR contains 44 items (four scales of 11 items each). The SCALR version for grades 7 through 12 was…

The purposes of the present investigation are to evaluate a new, adaptive procedure for assessing multiple dimensions of self-concept for children younger than 8 years and to examine related theoretical issues. The multidimensional, hierarchical structure of self-concept is well established for older children, but there is a paucity of research…

Self/other agreement between self-concept ratings by the individual and self-concepts inferred by significant others is of theoretical and practical importance, but the review by J. S. Shrauger and T. J. Schoeneman (1979) found no evidence for such agreement. In the present investigation, the Self Description Questionnaire III (SDQIII) was…

The purpose of this study was to examine the nature and degree of differences in expert versus novice knowledge structures, both before and after training, when judging the similarity of multiple-choice test items within a statistics and test theory (STT) domain. Subjects were employees of the Testing Division of the New York State Department of…