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Direct linkDeribo, Tobias; Goldhammer, Frank; Kroehne, Ulf – Educational and Psychological Measurement, 2023
As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a…
Descriptors: Reaction Time, Guessing (Tests), Behavior Patterns, Bias
Robie, Chet; Meade, Adam W.; Risavy, Stephen D.; Rasheed, Sabah – Educational and Psychological Measurement, 2022
The effects of different response option orders on survey responses have been studied extensively. The typical research design involves examining the differences in response characteristics between conditions with the same item stems and response option orders that differ in valence--either incrementally arranged (e.g., strongly disagree to…
Descriptors: Likert Scales, Psychometrics, Surveys, Responses
Mansolf, Maxwell; Vreeker, Annabel; Reise, Steven P.; Freimer, Nelson B.; Glahn, David C.; Gur, Raquel E.; Moore, Tyler M.; Pato, Carlos N.; Pato, Michele T.; Palotie, Aarno; Holm, Minna; Suvisaari, Jaana; Partonen, Timo; Kieseppä, Tuula; Paunio, Tiina; Boks, Marco; Kahn, René; Ophoff, Roel A.; Bearden, Carrie E.; Loohuis, Loes Olde; Teshiba, Terri; deGeorge, Daniella; Bilder, Robert M. – Educational and Psychological Measurement, 2020
Large-scale studies spanning diverse project sites, populations, languages, and measurements are increasingly important to relate psychological to biological variables. National and international consortia already are collecting and executing mega-analyses on aggregated data from individuals, with different measures on each person. In this…
Descriptors: Item Response Theory, Data Analysis, Measurement, Validity
Kam, Chester Chun Seng – Educational and Psychological Measurement, 2016
To measure the response style of acquiescence, researchers recommend the use of at least 15 items with heterogeneous content. Such an approach is consistent with its theoretical definition and is a substantial improvement over traditional methods. Nevertheless, measurement of acquiescence can be enhanced by two additional considerations: first, to…
Descriptors: Test Items, Response Style (Tests), Test Content, Measurement
Kam, Chester Chun Seng; Zhou, Mingming – Educational and Psychological Measurement, 2015
Previous research has found the effects of acquiescence to be generally consistent across item "aggregates" within a single survey (i.e., essential tau-equivalence), but it is unknown whether this phenomenon is consistent at the" individual item" level. This article evaluated the often assumed but inadequately tested…
Descriptors: Test Items, Surveys, Criteria, Correlation
Plieninger, Hansjörg; Meiser, Thorsten – Educational and Psychological Measurement, 2014
Response styles, the tendency to respond to Likert-type items irrespective of content, are a widely known threat to the reliability and validity of self-report measures. However, it is still debated how to measure and control for response styles such as extreme responding. Recently, multiprocess item response theory models have been proposed that…
Descriptors: Validity, Item Response Theory, Rating Scales, Models
Hull, Darrell M.; Beaujean, A. Alexander; Worrell, Frank C.; Verdisco, Aimee E. – Educational and Psychological Measurement, 2010
The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studies as it is designed to measure the same personality dimensions as the longer NEO Personality Inventory in a shorter time frame. In this study, the authors examined the reliability and structural validity of the NEO-FFI scores at the item level in a…
Descriptors: Personality Traits, Comparative Analysis, Item Analysis, Validity
Ng, Kok-Mun; Wang, Chuang; Kim, Do-Hong; Bodenhorn, Nancy – Educational and Psychological Measurement, 2010
The authors investigated the factor structure of the Schutte Self-Report Emotional Intelligence (SSREI) scale on international students. Via confirmatory factor analysis, the authors tested the fit of the models reported by Schutte et al. and five other studies to data from 640 international students in the United States. Results show that…
Descriptors: Emotional Intelligence, Factor Structure, Measures (Individuals), Factor Analysis
Gagne, Marylene; Forest, Jacques; Gilbert, Marie-Helene; Aube, Caroline; Morin, Estelle; Malorni, Angela – Educational and Psychological Measurement, 2010
The Motivation at Work Scale (MAWS) was developed in accordance with the multidimensional conceptualization of motivation postulated in self-determination theory. The authors examined the structure of the MAWS in a group of 1,644 workers in two different languages, English and French. Results obtained from these samples suggested that the…
Descriptors: Measures (Individuals), Motivation, Employees, Work Attitudes
Immekus, Jason C.; Imbrie, P. K. – Educational and Psychological Measurement, 2010
The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is a measure of university students' approach to learning. Original evaluation of the scale's psychometric properties was based on a sample of Hong Kong university students' scores. The purpose of this study was to test and cross-validate the R-SPQ-2F factor structure, based on separate…
Descriptors: Factor Structure, Measures (Individuals), Factor Analysis, Foreign Countries
Arce-Ferrer, Alvaro J.; Guzman, Elvira Martinez – Educational and Psychological Measurement, 2009
This study investigates the effect of mode of administration of the Raven Standard Progressive Matrices test on distribution, accuracy, and meaning of raw scores. A random sample of high school students take counterbalanced paper-and-pencil and computer-based administrations of the test and answer a questionnaire surveying preferences for…
Descriptors: Factor Analysis, Raw Scores, Statistical Analysis, Computer Assisted Testing
Ward, Colleen; Fischer, Ronald; Lam, Fara Sheyna Zaid; Hall, Leonie – Educational and Psychological Measurement, 2009
The article reports the results of three studies designed to extend the psychometric analyses of cultural intelligence (CQ) and to examine its utility in the prediction of cross-cultural adaptation. The first study supported the proposed four-factor (Cognitive, Meta-cognitive, Motivational, and Behavioral) structure of CQ in a large sample of…
Descriptors: Validity, Scores, Measurement Techniques, Cultural Awareness
Talento-Miller, Eileen; Rudner, Lawrence M. – Educational and Psychological Measurement, 2008
The validity of Graduate Management Admission Test (GMAT) scores is examined by summarizing 273 studies conducted between 1997 and 2004. Each of the studies was conducted through the Validity Study Service of the test sponsor and contained identical variables and statistical methods. Validity coefficients from each of the studies were corrected…
Descriptors: Validity, Business Administration Education, Graduate Study, College Entrance Examinations
Lange, Rael T.; Iverson, Grant L. – Educational and Psychological Measurement, 2008
This study evaluated the concurrent validity of estimated Wechsler Adult Intelligence Scales-Third Edition (WAIS-III) index scores using various one- and two-subtest combinations. Participants were the Canadian WAIS-III standardization sample. Using all possible one- and two-subtest combinations, an estimated Verbal Comprehension Index (VCI), an…
Descriptors: Intelligence, Validity, Intelligence Tests, Memory
Huffman, Ann H.; Youngcourt, Satoris S.; Payne, Stephanie C.; Castro, Carl A. – Educational and Psychological Measurement, 2008
Research examining the influence of nonwork issues on work-related outcomes has flourished. Often, however, the breadth of the interrole conflict construct varies widely between studies. To determine if the breadth of the interrole conflict measure makes a difference, the current study compares the criterion-related validity of scores yielded by a…
Descriptors: Spouses, Employees, Job Satisfaction, Conflict
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