Results of confirmatory factor analysis of data from 5 samples (308 financial professionals, 578 employees, 588 management students, 728 employees in South Korea, and 250 employees in Bangladesh) support the convergent and discriminant validities of subscales of the Leader Power Inventory (M. A. Rahim, 1988). (SLD)

The structural and external validity of the Tridimensional Personality Questionnaire (TPQ) and the relations among TPQ lower-order and higher-order scales and those of the Multidimensional Personality Questionnaire were examined. Results for 1,236 adults support the TPQ's validity but indicate its failure to operationalize portions of the…

The Illinois Classroom Assessment Profile is a teacher rating scale that is sensitive to behavior disorders exhibited by hyperactive children. The behavioral dimensions represent sustained attention, impulsivity, conduct, fine motor coordination, and evaluative anxiety. The development of the scale and investigations of its factor structure are…

Double cross-validation of a test battery against multiple criterion variables found the first general factor accounts for most criterion variance in cross-validated regression weights. Small contributions are made by mechanical/technical and psychomotor factors. It appears a common general factor plays the major role in validity for a range of…

Subjects participated in a multivariable-multimethod investigation and completed a variety of self-report assessment devices, direct self ratings, and peer ratings. Substantial convergence for three dimensions of interpersonal behavior, Agressive Dominance, Affiliation-Sociability, and Autonomy, was obtained across all modes of measurement.…

Speeded cognitive processing tasks involving card sorting and reaction time were administered to 141 young adults aged 18 to 33 and to 142 elderly adults aged 58 to 73. Confirmatory factor analysis was unsuccessful, but independent analyses revealed different factors for the two age groups. (Author/GDC)

Validity evidence for a new instrument, the Situation-Response Measure of Achievement Motivation for analyzing cross-situational consistency of achievement-related behavior, is presented in a study of 246 college students. Exploratory factor analysis indicates the presence of two factors, striving and apprehensiveness. (SLD)

The factorial validity of the Maslach Burnout Inventory (MBI) and the equivalence of factorial measurements and structure across groups were studied for 163 intermediate-grade teachers, 162 secondary school teachers, and 218 university teachers in Canada. Reasons why the MBI may not be appropriate for university educators are discussed. (SLD)