The multitrait-multimethod matrix procedure was employed to examine the convergent and discriminant validity of the five subscales of the Career Maturity Inventory (CMI) Attitude Scale, Counseling Form B-1. (Author/LMO)

This study compared four methods for setting item response time thresholds to differentiate rapid-guessing behavior from solution behavior. Thresholds were either (a) common for all test items, (b) based on item surface features such as the amount of reading required, (c) based on visually inspecting response time frequency distributions, or (d)…

This study evaluated the validity of the Type A behavior pattern as measured by paper-and-pencil questionnaires. The Jenkins Activity Survey, Framingham Type A Scale, Thurstone Activity Scales, a new bipolar adjective Type A measure, and measures of achievement and nurturance needs were completed by 418 students. (Author/BS)

Using hierarchical confirmatory factor analysis to analyze multitrait-multimethod data, the validity of the Satisfaction with My Supervisor Scale (SWMSS) was evaluated by comparing the SWMSS to commitments to the organization, department, and occupation for 100 professional employees of a multinational software firm. The validity of the SWMSS was…

Researchers sometimes need a statistical test of the hypothesis that two values of Cronbach's alpha reliability coefficient are equal. The situation may involve scores from two different measures administered to independent random samples or from the same measure administered to random samples from two different populations. Feldt derived a test…

Whether 12 university students could discriminate validly between the correctness and originality of responses of 150 elementary school children to 3 creativity tests was studied as a determination of the discriminant validity of the tests through the multitrait-multimethod procedure. There was compelling evidence for convergent and discriminant…

Two large samples of high school teachers were rated for teaching effectiveness by the teachers and by their students, using the IDEA Form H. Factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors, supporting the validity of student ratings. (Author/GDC)