Two approaches are used to assess the one-month stability of depression affect in college students: (1) a high retest correlation is demonstrated for a latent depressive affect construct using self-reports from the previous month; and (2) predictive validity of depressive categorization is examined using logistic regression techniques. (Author/LMO)

The Maslach Burnout Inventory was administered to 72 upper-level and graduate students. Item-responses were intercorrelated and subjected to factor analyses. Support was obtained for the three hypothesized factors: emotional exhaustion, depersonalization, and personal accomplishment. (Author/GDC)

This document is the annual effectiveness improvements report for Austin Community College in 2003. The report summarizes which improvements have been implemented and whether they have been successful or not. The seven areas of improvement that are looked at are: (1) workforce education; (2) transfer programs; (3) continuing education; (4) adult…

Using a sample of 116 junior high school classes, achievement on nine affective and cognitive outcomes was related to interactions between actual and preferred classroom individualization, measured by personalization, participation, independence, investigation, and differentiation. Findings suggest that, in individualized classroom settings,…

An instrument was devised to test three components of leisure attitudes: cognitive, affective, and behavioral. A final test was administered to 1,042 subjects. The results supported the use of the three components in testing for leisure attitudes. (FG)

A shortened version of the Mathematics Anxiety Rating Scale (MARS) was developed. It yielded a coefficient alpha reliability estimated at .98, correlated .97 with the original MARS, and showed relationships with state, trait, and test anxiety parallel to the original MARS. It should be useful for mathematical course-related applications.…

Teacher education students have favorable attitudes toward their professional preparation. Two groups of students were given affective domain tests before and after student teaching. Results showed less favorable attitudes toward children and school work after student teaching. (Author)

Discusses the objectives of alcohol education, program development, and evaluation. Objectives usually include immediate behavior change as well as long range outcomes. Results indicate that incorporating areas of health education can increase the validity of alcohol education with appropriate planning and evaluation. (JAC)

Discusses a project in which a young graduate student from France, fluent in three languages, spent one school quarter assisting in language classes in a public secondary school. A pretest and a posttest, administered to measure student attitudes before and after the experiment, are described. (AMH)

Three studies demonstrate that the Inventory of Family Feelings, a measure of family affective structure, has high reliability and construct and concurrent validity. It is appropriate for affective comparisons by age, sex, and ordinal position of children and for measuring change after family or marital therapy, or after predictable stress…

A multitrait-multimethod matrix was computed to compare the descriptions of 10 traits (leisure activities) obtained by using the Leisure Activities Questionnaire (LAQ) and the Paragraphs about Leisure (PAL). The two procedures revealed a high degree of convergent and discriminant validity for the two instruments. (Author/BW)

Hit rates obtained in two cross-validation administrations of the Leisure Activity Questionnaire (LAQ) and the Paragraphs about Leisure (PAL) were determined. It was concluded that use of PAL, with results reported in terms of factor scores, is in the most valid and parsimonious measurement strategy of those investigated. (Author/BW)

This study examined relationships between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive outcomes for a sample of graduating education students. (Author/GSK)

Although classroom learning environment variables provide useful criteria of effectiveness in curriculum evaluation, a limited number of evaluation studies employ classroom environment instruments. This article provides an example of the use of learning environment dimensions as dependent variables in instructional evaluation. (RL)

Defines and analyzes the terms most frequently used in student evaluation, examines some current developments and trends in evaluation methods, and suggests ways to improve evaluation instruments, such as planning evaluations before instruction, emphasizing criterion-referenced measures, and evaluating processes as well as products. (MF)