Results indicated that the Piers-Harris Children's Self Concept Scale demonstrates both convergent and discriminant validity in an assessment of a relatively stable and internally consistent construct. (Author/BW)

The purpose of this study was to evaluate the convergent and discriminant validity of teacher and student ratings of classroom sources of self-esteem. The internal-consistency estimates of student ratings ranged from .72 to .87; non-zero convergent validity values ranged from .20 to .31. (Author/BW)

This study largely replicates the findings of a previous study reported by the authors. Further research involving the physical dimension as a possible facet of general self-concept is suggested. (Author/BW)

An effort was made to determine the factorial validity of a preliminary scale for student evaluation of group counseling. Results of this factor analysis and those of a detailed item analysis were used to develop a new form of the Scale for the Evaluation of Group Counseling Experiences. (Author/GK)

For a sample of student clients who judged the effectiveness of their counselors in a university counseling and testing center on a modified form of the Evaluation of Counselors Scale (EOC), a factor analysis of the intercorrelations of student responses to 19 items provided four orthogonal dimensions. (Author/GK)

Estimates of the criterion-related validity for the National Teacher Examinations (NTE) in mathematics and science were determined empirically. Results suggest that the science tests are not as useful as the mathematics tests as indicators of subject knowledge. (GK)

A path analytic model is hypothesized and tested to explain the effect of a series of intellective and nonintellective student attributes on high school achievement and college achievement. Patterns of predictability for male and female students are compared. (Author/GK)

The extent to which successful completion of the Master of Business Administration (MBA) degree could be predicted from readily available admissions data was examined. Results of the discriminant analysis showed that the two criterion groups (graduates and nongraduates) could be differentiated. (Author/GK)

A validity study on a locally developed college entrance examination was conducted. Thirteen variables combined accounted for only 20 percent of the total variance in university grade point average. A critical analysis of the entrance examination and university selection procedures is discussed and contrasted with data from United States colleges.…

Investigations of the Inventory of Learning Processes (ILP) with college freshmen revealed satisfactory internal consistency coefficients for two of the four ILP scales but cast doubt on the factor structure of the inventory. As predictors of grade point average of Australian students, the scales were successful. (Author/GK)

The structure of the six vocational interests measured by the Holland Vocational Preference Inventory was identified. Results of two separate analyses showed that a general factor accounted for much of the total variance. Remaining bipolar factors supported previous classifications of interests. (Author/GK)

Scores on the Rotter I-E scale were correlated with scores on the verbal subtest of the College Qualification Test, cumulative grade point average, and attributions of performance to ability, effort, course difficulty, and luck. The I-E scores were unrelated to either verbal ability or grade point average. (Author/GK)

A factor analysis was performed for two levels of the Iowa Tests of Basic Skills (ITBS). Results showed that there was essentially one common factor with little evidence that the user would gain much nonredundant information from the 15 scores yielded by the ITBS. (Author/GK)

Subjects were given positive, negative, or neutral information concerning an attitudinal questionnaire. The positive information group obtained the lowest scores, followed by the negative information group, with the neutral information group obtaining the highest mean score. (Author/GK)

The theoretical structure of the scales of the Fennema-Sherman Mathematics Attitudes Scales was supported by a factor analysis of the total set of 108 items. (GK)