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Stone, Gregory Ethan; Koskey, Kristin L. K.; Sondergeld, Toni A. – Educational and Psychological Measurement, 2011
Typical validation studies on standard setting models, most notably the Angoff and modified Angoff models, have ignored construct development, a critical aspect associated with all conceptualizations of measurement processes. Stone compared the Angoff and objective standard setting (OSS) models and found that Angoff failed to define a legitimate…
Descriptors: Cutting Scores, Standard Setting (Scoring), Models, Construct Validity
Wu, Chia-Huei; Chen, Lung Hung – Educational and Psychological Measurement, 2010
In 2001, Elliot and McGregor proposed a 2 x 2 (mastery-performance x approach- avoidance) achievement goal frameworks and developed a questionnaire to measure four goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals). This study examines the dual meanings of items in 2 x 2 achievement goal…
Descriptors: Questionnaires, Achievement, Objectives, Factor Analysis
Stuive, Ilse; Kiers, Henk A. L.; Timmerman, Marieke E.; ten Berge, Jos M. F. – Educational and Psychological Measurement, 2008
This study compares two confirmatory factor analysis methods on their ability to verify whether correct assignments of items to subtests are supported by the data. The confirmatory common factor (CCF) method is used most often and defines nonzero loadings so that they correspond to the assignment of items to subtests. Another method is the oblique…
Descriptors: Assignments, Simulation, Construct Validity, Factor Analysis

Huelsman, Timothy J.; Furr, R. Michael; Nemanick, Richard C., Jr. – Educational and Psychological Measurement, 2003
Examined the issue of construct validity of several existing measures of affect and their fit with the circumplex model. Analyses demonstrate that data collected using the four scales studied are characterized by generally good concurrent and discriminant validity. Data are in partial agreement with the proposed circumflex model of affect. (SLD)
Descriptors: Affective Behavior, Affective Measures, Construct Validity, Goodness of Fit

Higgins, N. C.; Zumbo, Bruno D.; Hay, Jana L. – Educational and Psychological Measurement, 1999
Confirmatory factor analysis of data from 1,346 respondents to the Attributional Style Questionnaire (ASQ) (C. Peterson and others, 1982) reveals that adequate fit is provided by a three-factor attributional style model that includes context-dependent item sets. Results suggest that there is no such thing as a nonsituational attributional style.…
Descriptors: Adults, Attribution Theory, Construct Validity, Context Effect

Johnson, Donald A.; Saunders, David R. – Educational and Psychological Measurement, 1990
Confirmatory factor analysis using the LISREL computer program was performed on test scores from 500 workshop participants (adults) taking the Myers-Briggs Type Indicator--Expanded Analysis. Results, cross-validated with 500 other scores, support 4 factors as well-defined constructs. Improvements are suggested for subscale reliability. (SLD)
Descriptors: Adults, Construct Validity, Goodness of Fit, Models
Reio, Thomas G., Jr.; Wiswell, Albert K. – Educational and Psychological Measurement, 2006
Cognitive learning style instruments continue to enjoy widespread use in educational and occupational contexts by researchers and practitioners alike, despite widespread questions about the valid measurement of cognitive learning styles. This investigation examines the psychometric properties of one well-known measure of cognitive learning…
Descriptors: Factor Structure, Construct Validity, Cognitive Style, Cognitive Measurement
Attenweiler, William J.; Moore, DeWayne – Educational and Psychological Measurement, 2006
Goal orientation research has developed two branches. One branch uses a two-factor dispositional model. The other branch uses a three-factor domain-specific model. The present multiwave study examines dispositional goal orientation constructs through both two and three-factor models using repeated-measure confirmatory factor analysis. Results…
Descriptors: Factor Analysis, Goal Orientation, Research Methodology, Student Surveys
Kim, Kyung Hee; Cramond, Bonnie; Bandalos, Deborah L. – Educational and Psychological Measurement, 2006
There is disagreement among researchers as to whether creativity is a unidimensional or multidimensional trait. Much of the debate centers around the most widely used measure of creativity, the Torrance Tests of Creative Thinking (TTCT). This study used data from 1,000 kindergartners (ages 5-7), 1,000 third graders (ages 7-11) and 1,000 sixth…
Descriptors: Scores, Creative Thinking, Creativity Tests, Kindergarten