Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1992.

Thesis (M.S.)--University of Michigan, 1992.

Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2009. / Committee Chair: Roberts, James; Committee Member: Embretson, Susan; Committee Member: James, Larry

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Richard M. Luecht; submitted to the Dept. of Educational Research Methodology. Title from PDF t.p. (viewed May 17, 2010). Includes bibliographical references (p. 58-62).

The problem of this study addresses a preliminary Rasch rating scale analysis of the Brief Symptom Inventory in relation to reliability and validity. Also, this investigator will utilize information provided by the latent trait psychometric model.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the present study the Rey Auditory Verbal Learning Test (RAVLT) is translated into IsiXhosa, applied in either English or IsiXhosa, and results are compared to the norms of Wiens, McMinn and Crossen (1988). The aim is to provide a neuropsychological test to assess an IsiXhosa-speaking population with 15 or more years of education. It is also to determine the feasibility of assessing people in a second language if they have high proficiency in that second language, or to consider new norms for a South African population. Participants were 62 "healthy" male and female IsiXhosa and English home language speaking teachers, aged between 30 and 39 years, selected from schools in the Eastern Cape. The Rey Auditory Verbal Learning Test and the instructions of the Rey Complex Figure are translated into IsiXhosa, and these are applied onto 3 subgroups: English in their home language; IsiXhosa in their home language; IsiXhosa in a Second Language, English. When the home languages groups are compared, the English home language group faired better on some trials than the IsiXhosa home language group. Between the Home Languages and the Second Language group, the former did better on some trials. However, most trials were compatible between these groups. When results from this study were compared to norms of Wiens et al. (1988), the South African population achieved higher scores on most trials. They seemed to learn more words, make fewer errors and repetitions, while the norm group recalled more words on Trial 1 and the Percentage Recall Trial (with an exception to the Home languages group). The compatibility of groups and the better South African results led to the conclusion that assessments might be done in the second language - English, if the person is proficient, and meets the criteria for the current study population. / AFRIKAANSE OPSOMMING: In die huidige ondersoek is die Rey Auditory Verbal Learning Test (RA VLT) in IsiXhosa vertaal, toegepas in Engels en in IsiXhosa, en die resultate vergelyk met die norms van Wiens, McMinn en Crossen (1988). Die doel was om 'n neurosielkundige toets beskikbaar te stel wat toegepas kan word op isiXhosa-sprekende persone wat minstens 15 jaar skool- en na-skoolse onderrig ontvang het. 'n Verdere doel was om vas te stelof dit wenslik sou wees om die toets toe te pas in gevalle waar Engels die persoon se tweede taal is, en ook om nuwe norms vir 'n Suid Afrikaanse populasie te bereken. Die deelnemers was 62 "gesonde" manlike en vroulike Engels- en IsiXhosa-sprekende onderwysers, tussen die ouderdomme van 30 en 39 jaar, afkomstig uit skole in die Oos-Kaap. Die Rey Auditory Verbal Learning Test en die instruksies van die Rey Complex Figure is in IsiXhosa vertaal, en op drie sub-groepe toegepas: Engels in hul moedertaal; isiXhosa in hul moedertaal, en IsiXhosa in 'n tweede taal, Engels. 'n Vergelyking van die moedertaalgroepe het aangetoon dat die Engels- moedertaalgroep beter in sommige toetse ("trials") gepresteer het as die IsiXhosa-moedertaalgroep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die tweede taal-groep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die Tweede taalgroep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. Die groepe het oor die algemeen baie goed met mekaar vergelyk. Die resultate van hierdie ondersoek is ook met die norms van Wiens et al. (1988) vergelyk: die Suid Afrikaanse groep het oor die algemeen hoër tellings behaal. Dit het geblyk dat die deelnemers meer woorde kan aanleer, minder foute gemaak het, en dat minder herhalings nodig was. Die normgroep van Wiens et al. (1988) het op die "Trial]" en die "Percentage Recall Trial" (behalwe die moedertaalgroepe) meer woorde herroep. Die resultate van hierdie ondersoek dui daarop dat, indien voldoen aan die kriteria wat in die huidige projek gebruik is, die RAYLT wel in 'n toetsling se tweede taal (Engels) afgeneem kan word indien die persoon se vaardigheid in die taal goed is

The purpose of this study was to determine if deaf adolescents who scored as Reactive on the Test of Engagement Style would score significantly lower on the Stanford Achievement subtests of Reading, Math Concepts, Math Computations, Math Applications, and Language than would deaf adolescents who scored as Active on the same test. The Test of Engagement Style is a locus of control construct which utilizes a non-verbal, open-ended format. Subject responses are recorded as either Active or Reactive. The subjects of this study were 111 deaf adolescents who attended the Arizona School for the Deaf and Blind in Tucson. Cross-tabulation of data between sexes was utilized as was hypothesis testing procedures utilizing one-way analysis of variance with males and females combined in Active and Reactive dimensions for the following variables: IQ, onset of hearing loss, degree of hearing loss (in decibels), age, and the five Stanford Achievement subtests. Split-half procedures were utilized to test for significant correlation in item analysis of the Test of Engagement Style. The TES showed significant internal consistency with an alpha of .74 at the .05 level of significance. The following results were found: (1) There was no significant difference between males and females on TES scores. (2) There was significant difference on mean scores in the subtests of Reading, Math Computations, Math Applications, and Language between Active and Reactive students. (3) There was no significant difference between Active and Reactive subjects on onset of deafness, degree of hearing loss, age, and the Math Concepts subtest. (4) There was significant difference in IQ scores between Active and Reactive subjects. This study suggests that the Test of Engagement Style is useful for making comparisons between Stanford Achievement Test scores and locus of control perceptions.

The purpose of this study was to develop and test an instrument, the Hope Indicator Questionnaire (HIQ), which was designed to measure the latent variable of hope; and to identify antecedent variables which impact upon hope. A nonexperimental study with four-week test-retest was designed to examine the psychometric properties of the HIQ. Reliability of the HIQ was tested by 4-week stability. Internal consistency reliability was also performed on the HIQA. Validity of the HIQ was examined by content validity, exploratory factor analysis, convergence, and predictive causal model testing. Data were collected and analyzed from 111 subjects who did not have life threatening health problems during their study participation. Sixty (54%) were female, 83 (75%) were religious believers. The majority (66%) were Caucasian. The age ranged from 18 to 79, with the mean age of 38.95 (S.D. = 16.12). Results showed that low stabilities were found in the HIQP and HIQB (.52 and .45). Stability coefficient and internal consistency for the HIQA were .71 and .92. Satisfactory content validity of the HIQA was demonstrated by a three-member panel. The exploratory factor analysis confirmed that a latent factor was extracted from the three scales in the HIQ. Convergent validity was established by satisfactory correlations with the Herth Hope Scale (HHS) (.58) and Beck's Hopelessness Scale (HS) (-.42). The proposed predictive model was partially supported by the study when perceived functional support was measured by a modified Shang's Perceived Functional Support measure. Antecedents for both HIQ and HHS hope were explored. Personal control and perceived functional support were direct antecedents for HIQ hope while HHS hope was directly affected by personal control and chance control. Other variables (i.e. support network, religion and demographics) were indirect antecedents to HIQ and HHS hope through those direct antecedents. Additional analysis was accomplished on comparisons of the HIQ and HHS, and a qualitative content analysis was done on the first five hopes identified by the subjects. In conclusion, the HIQ had low reliability. Possible resources contributing to this low reliability were discussed. Results related to the HIQ measure should be interpreted with caution although the convergence of the HIQ with the HHS and HS was supported.

This study investigated differences among racial groups and between sex groups on psychometric test performances, demographic data, and vocational potential ratings of an adult rehabilitation client sample. Also, the psychometric and demographic variables were included in discriminant function equations to predict the vocational potential ratings of the white, Hispanic, and black groups and of the total sample. The sample in this study was composed of 99 adult rehabilitation clients who completed comprehensive vocational evaluations between January, 1980, and July, 1983. Each case included complete psychometric and demographic data. Also, a vocational potential rating based on this data, other aptitude and ability testing, work sample performances, behavior observations, and other information obtained by the vocational evaluator was reported for each case. Analysis of variance procedures found no significant differences between the male group and the female group of the total sample on the psychometric and demographic variables, or on the cumulative vocational potential rating. Significant differences were found among the racial groups on mean performance of reading comprehension and arithmetic computation, and on years of education attained. Tukey HSD procedures specified that these differences exist between the white group and the Hispanic group on reading comprehension, between the white group and the black group on arithmetic computation, and between the white and black groups and the hispanic group on years of educaton attained. Also, no significant differences were demonstrated among the racial groups on general mental ability, age, or cumulative vocational potential ratings. Discriminant function analysis procedures applied the psychometric and demographic variables to the prediction of vocational potential ratings of the racial groups and of the total sample. Observation of the resulting prediction equations indicated that some external bias may exist in the use of these equations for predicting vocational potential in white, Hispanic, and black groups. Also, no single predictor variable was the primarily selected variable in all of the discriminant function equations of vocational potential ratings in the total sample. Overall, the predictive power of the discriminant function equations was not sufficient to recommend their use in clinical practice.