Compares the factor structure and degree of deviance in the Behavior Problem Checklist. Regardless of the subject child's sensory handicap, the Conduct Problem and the Personality Problem factors were consistent. The pattern for the Inadequacy-Immaturity factor was much less consistent. (Author/AS)

Reports a series of studies in the development of the Personal Authority in the Family System (PAFS) questionnaire, designed to measure family processes based on aspects of current intergenerational family theory. Results indicated that the scales have good internal consistency, and test-retest reliability, and supported construct validity. (JAC)

The factorial validity of the Stanford Achievement Test (SAT) was investigated with a sample of first graders (n=393). Although eight areas are proposed from the SAT, this analysis produced only one general factor. Results suggest limiting SAT interpretation for first graders to a total score approach. (Author/BS)

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…

The Learning Style Questionnaire is a new 40-item semantic differential rating scale designed to assess individual learning styles within an experiential learning model. It was administered to 543 undergraduates. Results indicated acceptable reliability. Least squares factor analysis supported its construct validity. (Author/GDC)

Experiments were conducted to determine undergraduates' attributions for examination performance. A latent partition analysis of subjects' categories was performed by another group of educational psychology students. Combined attribution clusters reflected locus of control and stability dimensions. Students differentiated attribution clusters only…

This study investigated the factor structure of the 10 subtests of the Career Maturity Inventory (CMI). Although two principal factors emerged, the CMI Competence and Attitude subtests did not load distinctly on the two separate factors. Results also tended to indicate that the discriminant validity of the CMI may be minimal. (PN)

The results of this study of the factorial validity of the Bias in Attitudes Survey (BIAS) suggest the the BIAS in relation to other sex-role scales is measuring more complete and complex attitudes toward sex roles. Two factors represented both the traditional view of male/female roles and a nonsexist view. (Author/BW)

The Attitudes toward Mathematics Inventory (ATMI) was developed to measure students' attitudes toward mathematics. The ATMI was initially produced using samples of high school students at a private high school, and the initial pool of items was submitted to exploratory factor analysis. Four factors were identified: self-confidence, value,…

This paper reviews a work culture productivity model and reports the development of a work culture instrument based on the culture productivity model. Higher order principal components analysis was used to assess work culture, and a third-order factor analysis shows how the first-order factors group into higher-order factors. The school work…

The Minnesota Test of Critical Thinking (MTCT) has been designed to measure both critical thinking (CT) skills and a key disposition of critical reasoning: the willingness to evaluate arguments that are congruent with one's own goals and beliefs critically. The MTCT uses a taxonomy of CT skills derived from the American Philosophical Association's…

In an earlier study, I. Newman and D. Waechter (1999) investigated graduate education students' perceptions and attitudes toward cheating in scientific research. A questionnaire was developed that was based on reactions and concerns related to cheating behavior seen in a public television video about faking scientific data. This study examined the…

The dispositional motivation of individuals to engage in information processing was studied through an instrument, the Need for Closure Scale (NFCS) (A. Kruglanski and others, 1996), developed to measure differences in the need for structure and closure. One goal of the two studies reported was to address criticisms related to the dimensionality…

The purpose of this study was to examine the factor structure that underlies students' perceptions of intellectual progress and personal growth and to suggest additional ways of using survey information. The study was based on a sample of 68,650 students who completed the American College Testing College Outcomes between 1999 and 2001. From the…

This study used confirmatory factor analytic methods to investigate whether the subscales of the Advanced Placement International English Language examination (APIEL[R]) measuring Writing, Speaking, Listening, and Reading were invariant across 2 groups, 197 Chinese students and 434 German students. Since categorical responses were observed on…