The development and score validation of the Self-Directed Learning for Exercise Scale (SDLES) will be explored. The SDLES instrument was tested on 368 autonomous exercisers and 217 novice exercisers. Scores from the instrument demonstrated a high level of validity support and predictive ability for categorizing exercisers.

Objective: This study reports on the operationalization and testing of the newly developed Relationship Quality (RQ) scale, designed to assess an individual's perception of his or her RQ in their current partnership. Methods: Data were generated through extended sampling from an original U.K.-based research project, "Enduring Love? Couple…

While considerable research explores the phenomenon of early-career teacher retention, surprisingly few studies report long-term intervention strategies that attempt to resolve this issue. For context, the paper briefly describes one exception, a seven-year longitudinal project involving over 170 secondary teachers that provides mechanisms to help…

Parallel analysis (PA) assesses the number of factors in exploratory factor analysis. Traditionally PA compares the eigenvalues for a sample correlation matrix with the eigenvalues for correlation matrices for 100 comparison datasets generated such that the variables are independent, but this approach uses the wrong reference distribution. The…

This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6-8, 9-11, 12-14, 15-16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V "Technical and Interpretation…

There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate.…

The purpose of this study was to develop a concise composite measure of mindset and intellectual development in order to inform pedagogical strategies to support students' intellectual growth. A development sample of undergraduate students (n = 295) completed the 37-item pilot Mindset and Intellectual Development Scale (MINDS). The dataset was…

To investigate the factor structure of the Figural Torrance Tests of Creative Thinking (Figural TTCT), a meta-confirmatory factor analysis was performed. A sample of 33 correlation matrices from 26 studies (N[subscript individuals] = 6,982) was included in the meta-analysis. Four different factor models previously presented in the literature were…

The present study examined the factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition, Spanish (WISC-IV Spanish, Wechsler, 2005a) with normative sample participants aged 6-16 years (N = 500) using confirmatory factor analytic techniques not reported in the WISC-IV Spanish Manual (Wechsler, 2005b). For the 10 core subtest…

This methodological paper examines current conceptions of reliability in chemistry education research (CER) and provides recommendations for moving beyond the current reliance on reporting coefficient alpha (a) as reliability evidence without regard to its appropriateness for the research context. To help foster a better understanding of…

The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218-item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to…

In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K-12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended…

Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate…

This study investigates the relationship between attitudinal and non-attitudinal variables that impact digital technology use by EFL students in Vietnam. An adapted questionnaire was administered to 1,005 students from different tertiary courses. The results showed that students have a positive attitude to the use of technology and sometimes apply…

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more…