School victimization issues remain largely unresolved due to over-reliance on unidimensional conceptions of victimization and data from a few developed OECD countries. Thus, support for cross-national generalizability over multiple victimization components (relational, verbal, and physical) is weak. Our substantive-methodological synergy tests the…

For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…

The present study explores the validity of a recent stages of change (SoC) measure and algorithm among a sample of late adolescents. MANOVA and structural equation modeling are used to assess the relationship between five SoC groups (precontemplation, contemplation, preparation, action, and maintenance) and a set of dependent measures including…

Peer review is a gatekeeper, the final arbiter of what is valued in academia, but it has been criticized in relation to traditional psychological research criteria of reliability, validity, generalizability, and potential biases. Despite a considerable literature, there is surprisingly little sound peer-review research examining these criteria or…

Reanalyzed data from the Self-Description Questionnaire II (SDQII) from an earlier study of 376 gifted students, and a new study of 837 gifted students to explore alternative approaches to missing data and data normalization. Results strongly support the construct validity of responses to the SDQII by gifted adolescents. (SLD)

Peer review is valued in higher education, but also widely criticized in terms of potential biases, particularly gender. We evaluate gender differences in peer reviews of grant applications, extending Bornmann, Mutz, and Daniel's meta-analyses that reported small gender differences in favor of men (d = 0.04), but a substantial heterogeneity in…

In this investigation, we used a classic latent profile analysis (LPA), a person-centered approach, to identify groups of students who had similar profiles for multiple dimensions of academic self-concept (ASC) and related these LPA groups to a diverse set of correlates. Consistent with a priori predictions, we identified 5 LPA groups representing…

This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms…

The validity of students' evaluations of university teacher effectiveness must be demonstrated through a construct validation approach. Empirical relations between students' evaluations of teaching effectiveness (such as the Students' Evaluation of Educational Quality instrument) and other indicators of effective teaching are examined. (SLD)

Evaluated external assessor ratings of the quality of the research team and the proposed research for proposals submitted to the Australian Research Council large grants program. Data from 313 evaluations show that the reliability of the assessments varied systematically with the number of assessors and the score considered. Discusses implication…

The average of student evaluations for each section of a computer programming course correlated positively with the average of student performance on a standardized final examination. A multisection method, with randomized assignment of instructors to conditions, was used and an unconfounded comparison between feedback and nonfeedback conditions…

Responds to comments made by Dai (see record 2004-14303-011) and Plucker et al (200414303-012) on the current authors' original article (see record 2003-06802-005) on the big-fish--little-pond effect (BFLPE). In its simplest form the BFLPE predicts that equally able students have lower academic self-concepts when attending schools where the…

In five studies, the applicability of two North American instruments for student evaluation of teacher performance was assessed at the University of Western Sydney (Macarthur, Australia). Results of a multitrait-multimethod analysis indicate the instruments are applicable at this institution and across diverse educational settings. (Author/MSE)

Attending academically selective schools is intended to have positive effects, but a growing body of theoretical and empirical research demonstrates that the effects are negative for academic self-concept. The big-fish-little-pond effect (BFLPE), based on social comparison theory, posits that equally able students will have lower academic…

College faculty evaluated their own teaching and were evaluated by their students in each of two courses. There was considerable student-faculty agreement in the ratings obtained. Separate factor analyses indicated that similar dimensions underlay both student and faculty evaluations. Validity coefficients were statistically significant for all…