This study tested the factor structure of the explanatory style for failure (ESF) using confirmatory factor analysis (CFA), tested measurement invariant across direct entry and transfer students, tested latent mean differences between these groups on the ESF factors, and tested a theoretical path model, whereby ESF explains variance in grades…

e-Textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is…

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…

Working under classical test theory (CTT) and item response theory (IRT) frameworks, this study investigated psychometric properties of the Revised Purdue Spatial Visualization Tests: Visualization of Rotations (Revised PSVT:R). The original version, the PSVT:R was designed by Guay (1976) to measure spatial visualization ability in…

Confirmatory factor analysis of responses from 991 undergraduates showed that a four-factor structure (Affect, Cognitive Competence, Value, and Difficulty) provided the best fit for males and females as the factor structure of the Survey of Attitudes toward Statistics, developed for this study to measure students' attitudes about statistics. (SLD)