This paper examines students' self-assessment of their information literacy, presenting a study involving 1,575 social science students at five Spanish universities. Data were collected and analyzed through a validated instrument that measures the variables of (1) the students' belief in the importance of information literacy skills; (2)…

The purpose of this study was to evaluate the construct and predictive validity of scores on a measure of social acceptability of class-wide and individual student intervention, the School Intervention Rating Form (SIRF), with high school teachers. Utilizing scores from 158 teachers, exploratory factor analysis revealed a three-factor (i.e.,…

When the matching score is either less than perfectly reliable or not a sufficient statistic for determining latent proficiency in data conforming to item response theory (IRT) models, Type I error (TIE) inflation may occur for the Mantel-Haenszel (MH) procedure or any differential item functioning (DIF) procedure that matches on summed-item…

Most researchers using factor analysis extract factors from a matrix of Pearson product-moment correlation coefficients. A method is presented for extracting factors in a non-parametric way, by extracting factors from a matrix of Spearman rho (rank correlation) coefficients. It is possible to factor analyze a matrix of association such that…

The results of this study conclude that there is a multidimensional basis for test score inferences on the mathematics and critical reading sections of the SAT. Results from the exploratory analyses indicate that the data are multidimensional, as mathematics displayed two dimensions and critical reading displayed three dimensions. The correlations…