The measurement of perfectionistic cognitions has recently caused disagreement among researchers. Flett, Hewitt, Blankstein, and Gray proposed that perfectionistic cognitions are unidimensional. However, after re-examining the factor structure of the instrument used to measure perfectionistic automatic thoughts (Perfectionism Cognitions Inventory…

In the current study, we aimed to develop a reliable and valid scale to address individual cognitive load types. Existing scale development studies involved limited number of items without adequate convergent, discriminant and criterion validity checks. Through a multistep correlational study, we proposed a three-factor scale with 13 items 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…

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 aim of the present study was to examine the validity and reliability of a multi-dimensional measure of trait anxiety specifically designed for the physical education lesson. The Physical Education Trait Anxiety Scale was initially completed by 774 high school students during regular school classes. A confirmatory factor analysis supported the…

The goal of this study was to create and validate a brief multidimensional scale of teacher engagement--the Engaged Teachers Scale (ETS)--that reflects the particular characteristics of teachers' work in classrooms and schools. We collected data from three separate samples of teachers (total N = 810), and followed five steps in developing and…

The construct of perfectionism is related to many important outcome variables. However, the term "perfectionism" has been defined in many different ways, and items comprising the different existing scales appear to be very different in content. The overarching aim of the present set of studies was to help clarify the specific…

Educational performance based on the learning outcomes of formal schooling in a future knowledge society could be significantly different from that of today. This study investigates the possibilities of developing an educational performance indicator for new-millennium learners (NMLs). The researchers conducted literature reviews, a meeting of…

The "Decision-Making Questionnaire" (DMQ) was developed and validated in order to examine the factors that affect decision making. The investigation was carried out with two samples, one of 170 participants and the other of 425 of both sexes. Each sample was divided into three age ranges: young students (18-25 years), adults (26-60…

This study presents the development of a new instrument, the "Multidimensional Attitudes Scale Toward Persons With Disabilities" (MAS). Based on the multidimensional approach, it posits that attitudes are composed of three dimensions: affect, cognition, and behavior. The scale was distributed to a sample of 132 people along with a…

Developed instrument to assess cognitive stress of graduate students and investigated instruments' reliability and factor structure using data from 305 graduate students in education, public health, and psychology at 3 colleges and universities. Internal consistency reliability was considered acceptable and factor analysis of 31 items resulted in…

Over 600 children were rated on 60 items describing a broad range of cognitive deficits, inappropriate behavior, and positive social behavior. A principal components analysis yielded five factors: conduct problems, anxiety-depression, social competence, attention deficits and impulsivity, and deficits in language processing and memory. (Author/BW)

Comparison of the correlates of two spatial ability tests that used the same item type but different test design principles (cognitive design versus psychometric design) indicated differences in the factorial complexity of the two tests. For the sample of 209 undergraduates, the impact of verbal abilities was substantially reduced by applying the…

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)

When William G. Perry (1968) developed his scheme of nine stages of cognitive development, most of which are experienced during the college years, he did not attempt to quantify it. Subsequently, T. D. Erwin (1983) constructed a scale that attempted to quantify the Perry scheme. His findings supported the overall conception of student development…