The Cognitive Test Anxiety Scale (CTAS) is a unidimensional scale designed to measure the cognitive aspect of test anxiety. The instrument has been adapted in several countries, and convincing psychometric properties have been found; however, uncertainties remain regarding its factor structure. Therefore, the aim of this study is twofold: to…

In the current article, we describe the development and validation of the Mistake Rumination Scale as a supplement to existing trait and cognitive measures of perfectionism. The Mistake Rumination Scale is a seven-item inventory that taps the tendency to ruminate about a past personal mistake. Psychometric analyses confirmed that the Mistake…

We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner's attributes and the learning task…

The Ruminative Thought Styles Questionnaire (RTS) conceptualizes rumination as repetitive, recurrent, intrusive, and uncontrollable thinking. This article outlines the development and validation of a Chinese language version of the RTS, the RTS-CH. Following independent translation, back translation, and final translation checking, the factor…

This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. Five hundred and sixty six students responded to an initial pool of 87 items and were split into two samples to investigate the factor structure of the new measurement…

The purpose of this study was to evaluate the factor structure and the reliability of the French versions of the Identity Style Inventory (ISI-3) and the Utrecht-Management of Identity Commitments Scale (U-MICS) in a sample of college students (N = 457, 18-25 years old). Confirmatory factor analyses confirmed the hypothesized three-factor solution…

Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…

High fidelity simulation has become a widespread and costly learning strategy in nursing education because it can fill the gap left by a shortage of clinical sites. In addition, high fidelity simulation is an active learning strategy that is thought to increase higher order thinking such as clinical reasoning and judgment skills in nursing…

The purpose of this study was to evaluate the factor structure and convergent validity of an Italian translation of the Identity Style Inventory (ISI). Confirmatory factor analyses revealed a clear three-factor structure of identity style and a mono-factor structure of commitment, not only in the overall sample, but also in gender and age…

The present study investigated the composition of negative affect and its function as inhibitory to thought processes such as self-regulation. Negative affect in the present study were composed of anxiety, worry, thought suppression, and fear of negative evaluation. These four factors were selected based on the criteria of negative affect by…

Twenty-six test variables for psychological differentiation and cognitive abilities were factor analyzed with a view towards replication of certain factors of perceptual and conceptual differentiation and related these factors to cognitive abilities. (Author)

Cognitive holding power is defined as a characteristic of the learning setting that presses students into different kinds of cognitive activity. Development of an instrument to measure cognitive holding power and studies of the instrument's reliability with over 1,500 Australian technical college students are reported. (SLD)

This study investigated the nature of field independence by exploring the structure underlying responses to Forms A and B of a multiple-choice measure of field-independence, the Finding Embedded Figures Test (FEFT). Subjects included 302 students (52.7% male) enrolled in mathematics courses at a university in the southern United States. Students…

This study reports on the development and psychometric properties of a new 87-item Mathematics Information Processing Scale that explores learning strategies, metacognitive problem-solving skills, and attentional deployment. Results with 340 college students support the use of the instrument, for which factor analysis identified five theoretically…

Construct validity of a prototype baccalaureate generic problem solving skills test was explored through a structural analysis. The assessment method used three real-life problem situations crossed by six generic skills, namely Decision-Making, Communication, Analysis, Synthesis, Valuing and Execution. There were six written responses for each…