The purpose of the present study is to investigate the predictive validity of the BUEPE through the use of the three-parameter IRT model&amp / #8217 / s ability estimates. The study made use of the BUEPE September 2000 data which included the responses of 699 students. The predictive validity was established by using the departmental English courses (DEC) passing grades of a total number of 371 students. As for the prerequisite analysis the best fitted model of IRT was determined by first, checking the assumptions of IRT / second, by analyzing the invariance of ability parameters and item parameters and thirdly, by interpreting the chi-square statistics. After the prerequisite analyses, the best fitted model&amp / #8217 / s estimates were correlated with DEC passing grades to investigate the predictive power of BUEPE on DEC passing grades. The findings indicated that the minimal guessing assumption of the one- and two-parameter models was not met. In addition, the chi-square statistics indicated a better fit to the three-parameter model. Therefore, it was concluded that the best fitted model was the three-parameter model. The findings of the predictive validity analyses revealed that the best predictors for DEC passing grades were the three-parameter model ability estimates. The second best predictor was the ability estimates obtained from sixty high information items. In the third place BUEPE total scores and the total scores obtained from sixty high information items followed with nearly the same correlation coefficients. Among the three sub-tests, the reading sub-test was found to be the best predictor of DEC passing grades.

The purpose of this study is to analyze the predictive power of the ability estimates obtained through the two-parameter IRT model on the English Proficiency Exam administered at BaSkent University in September 2001 (BUSPE 2001). As prerequisite analyses the fit of one- and two-parameter models of IRT were investigated. The data used for this study were the test data of all students (727) who took BUSPE 2001 and the departmental English course grades of the passing students. At the first stage, whether the assumptions of IRT were met was investigated. Next, the observed and theoretical distribution of the test data was reviewed by using chi square statistics. After that, the invariance of ability estimates across different sets of items and invariance of item parameters across different groups of students were examined. At the second stage, the predictive validity of BUSPE 2001 and its subtests was analyzed by using both classical test scores and ability estimates of the better fitting IRT model. The findings revealed that the test met the assumptions of unidimensionality, local independence and nonspeededness, the assumptions of equal discrimination indices was not met. Whether the assumption of minimal guessing was met remained vague. The chi square statistics indicated that only the two parameter model fitted the test data. The ability estimates were found to be invariant across different item sets and the item parameters were found to be invariant across different groups of students. The IRT estimated predictive validity outweighed the predictive validity calculated through classical total scores both for the whole test and its subtests. The reading subtest was the best predictor of future performance in departmental English courses among all subtests.

PURPOSE: The aims of this study were to: 1) determine the concurrent validity of the mini-Balance Evaluations Systems Test (BESTest) and the instrumented test of postural sway (iSWAY) to quantify sensory orientation impairments in adults with known postural control deficits; and 2) determine the predictive validity of iSWAY to differentiate between fallers and non-fallers in adults with known postural control deficits. The Sensory Organization Test (SOT) served as the gold standard measure. METHODS: An exploratory methodological design using secondary analysis was used. The sample consisted of 45 subjects with Parkinson¡¦s disease (PD). Subjects were concurrently tested on SOT, mini-BEST, and iSWAY. DATA ANALYSIS: Frequency distributions, central tendencies, variability, and outliers were used to analyze goodness-of-fit to the normal distribution. Mean was used for age while mode was used for fall group, fall status, and gender. The following statistical tests were used: 1) Spearman rank correlation (rs) to measure the relationship between the the mini-BEST and SOT outcome scores; 2) parametric Pearson product-moment correlation (r) was used to measure the relationship between the iSWAY and SOT outcome scores; and 3) multiple regression to analyze the association between several independent variables (iSWAY scores) and dependent variable (number falls). A receiving operator curve was constructed to determine the iSWAY score that best discriminates fallers from non-fallers. RESULTS: There was a significant and fair correlation between mini-BESTest and SOT: Composite and Total rs = 0.380 (p = 0.010); Composite and Sensory rs = 0.343 (p = 0.021), Individual Items Eyes Open, Foam Surface (EOF) and Condition five rs = 0.399 (p = 0.007). There was insignificant and little-to-no relationship between mini-BESTest and SOT Condition one. There was a moderate-to-good inverse correlation between iSWAY and SOT: Composite r = - 0.634 (p = f¬0.01); Individual items ECF and Condition five r = -0.543 (p = f¬0.01). There was significant and fair inverse correlation between iSWAY and SOT Condition one r = -0.432 (p = 0.028). There was a predictive relationship between iSWAY RANGE Composite (p = 0.040) and RMS Composite (p = 0.021) and history of falls. A multiple regression equation including three iSWAY Composite scores explained 38% variability in reported falls. The ROC curve identified an iSWAY RMS Score of less than 0.249 as demonstrating the highest likelihood of differentiating between fallers and non-fallers. DISCUSSION: Mini-BESTest and iSWAY are clinically meaningful measures of sensory orientation in persons with PD. iSWAY can help better quantify sensory orientation impairments and inform other examination findings about history of falls. Future research is needed to investigate validity of these tests with other populations and expand validation of other test components.

No description available.

Although many colleges and universities use a wide range of criteria to evaluate and select admissions applicants, much of the variance in college student success remains unexplained. Thus, success in college, as defined by academic performance and student retention, may be related to other variables or combinations of variables beyond those traditionally used in college admissions (high school grade point average and standardized test scores). The current study investigated the predictive validity of a measure of motivational-developmental dimensions as a predictor of the academic achievement and persistence of college students as measured by cumulative undergraduate grade point average and retention. These dimensions are based on social-cognitive (self-concept, self-set goals, causal attributions, and coping strategies) and developmental-constructivist (self-awareness and self-authorship) perspectives. Motivational-developmental constructs are under-explored in terms of the predictive potential derived from their use in evaluating admission applicants’ ability to succeed and persevere despite the academic and social challenges presented by postsecondary participation. Therefore, the current study aimed to generate new understandings to benefit the participating institution and other institutions of higher education that seek new methodologies for evaluating and selecting college admission applicants. This dissertation describes two studies conducted at a large, urban public university located in the Northeastern United States. Participants included 10,149 undergraduate students who enrolled as first-time freshmen for the Fall 2015 (Study 1) and Fall 2016 (Study 2) semesters. Prior to matriculation, participants applied for admission using one of two methods: standard admissions or test-optional admissions. Standard admission applicants submitted standardized test scores (e.g., SAT) whereas test-optional applicants responded to four short-answer essay questions, each of which measured a subset of the motivational-developmental dimensions examined in the current study. Trained readers evaluated the essays to produce a “test-optional essay rating score,” which served as the primary predictor variable in the current study. Quantitative analyses were conducted to investigate the predictive validity of the “test-optional essay rating score” and its relationship to cumulative undergraduate grade point average and retention, which served as the outcome variables in the current study. The results revealed statistically significant group differences between test-optional applicants and standard applicants. Test-optional admission applicants are more likely to be female, of lower socioeconomic status, and ethnic minorities as compared to standard admission applicants. Given these group differences, Pearson product-moment correlation coefficients were computed to determine whether the test-optional essay rating score differentially predicted success across racial and gender subgroups. There was inconclusive evidence regarding whether the test-optional essay rating score differentially predicts cumulative undergraduate grade point average and retention across student subgroups. The results revealed a weak correlation between the test-optional essay rating score and cumulative undergraduate grade point average (Study 1: r = .11, p < .01; Study 2: r = .07, p < .05) and retention (Study 1: r = .08, p < .05; Study 2: r = .10, p < .01), particularly in comparison to the relationship between these outcome variables and the criteria most commonly considered in college admissions (high school grade point average, SAT Verbal, SAT Quantitative, and SAT Writing). Despite these findings, the test-optional essay rating score contributed nominal value (R2 = .07) in predicting academic achievement and persistence beyond the explanation provided by traditional admissions criteria. Additionally, a ROC analysis determined that the test-optional essay rating score does not predict student retention in a way that is meaningfully different than chance and therefore is not an accurate binary classifier of retention. Further research should investigate the validity of other motivational-developmental dimensions and the fidelity of other methods for measuring them in an attempt to account for a greater proportion of variance in college student success. / Educational Leadership

The first objective of this research was to investigate the predictive validity of the learning potential as measured by Ability, Processing of Information and Learning Potential Short Version (APIL SV) in predicting work performance. The second objective was to investigate the predictive validity of personality as measured by the Occupational Personality Questionnaire Ipsative (OPQ32i) in predicting work performance. The sample consisted of 104 employees of a public sector department. Learning potential and personality were the predictor/independent variables; work performance as measured by supervisory rating was the only criterion/dependent variable of the study. The results revealed that both the APIL SV and the OPQ 32i dimensions did not correlate significantly with work performance as measured by supervisor rating. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Les objectifs du présent mémoire étaient d’identifier les dimensions présentes dans la Statique-99R, l’échelle actuarielle de prédiction de la récidive sexuelle la plus utilisée, et de tester leur validité prédictive. Une analyse factorielle exploratoire des items de l’instrument en a extrait trois dimensions : la déviance sexuelle, l’orientation antisociale et le détachement émotionnel. Des analyses de régressions de Cox ont révélé que ces facteurs affichaient une validité prédictive différentielle; la déviance sexuelle ne prédisait que la récidive sexuelle, alors que l’orientation antisociale ne prédisait que la récidive violente non sexuelle et la récidive générale. Le détachement émotionnel affichait une validité prédictive incohérente. Des analyses de courbes ROC ont indiqué que la dernière révision de la Statique-99, la Statique-99R, surpassait pratiquement en tout point son prédécesseur. Ces mêmes analyses indiquaient que la validité prédictive de l’échelle était similaire pour les agresseurs sexuels de femmes et d’enfants. / The aims of the current paper were to identify dimensions of the Static-99R, the most commonly used sex-offender actuarial scale, and to test their predictive validity. Exploratory factor analysis extracted three dimensions from the scale: sexual deviance, antisocial orientation and detachment. Cox regression analyses revealed that different actuarial factors predicted different recidivism outcomes: sexual deviance only predicted sexual recidivism, while antisocial orientation only predicted non sexual violent recidivism and general recidivism. Detachment had an inconsistent predictive validity. ROC curve analyses indicated that the latest Static-99 revision, the Static-99R, outperformed its predecessor in virtually every way. These same analyses revealed that the scale was as effective with rapists as with child molesters.

La satisfaction environnementale est un concept central en psychologie environnementale. Pourtant, un peu curieusement, elle reste peu explorée dans le cadre organisationnel et notamment dans le monde francophone. Notre travail de doctorat conçoit la satisfaction environnementale au travail comme l'évaluation globale qu'une personne fait de son lieu de travail et ce, quelle que soit l'échelle de référence spatiale sur laquelle elle se place. Une échelle a été construite pour mieux comprendre ce concept et son articulation avec les concepts issus de la psychologie environnementale et de la psychologie du travail qui lui sont proches. Notre recherche se décompose ainsi en 3 objectifs. Le premier objectif s’appuie sur le paradigme de Churchill (1979) et porte sur la construction (étude 1) et les validations exploratoire (étude 2) et confirmatoire (étude 3) d’une Échelle de Satisfaction Environnementale au Travail (ÉSET). Le deuxième objectif confronte la satisfaction environnementale au travail à différentes variables issues de la psychologie environnementale (étude 1) et de la psychologie du travail (étude 2). Le troisième objectif confronte l’ÉSET à l’épreuve interculturelle en comparant la satisfaction environnementale au travail des employés de bureau français et italiens, selon une approche émique (étude 1) et étique (étude 2). L’ÉSET présente des caractéristiques psychométriques satisfaisantes pour son utilisation par les chercheurs en sciences humaines mais également par les gestionnaires de ressources humaines. Elle pourrait conduire à des applications visant l’amélioration de la qualité de vie dans les environnements de travail. / Environmental satisfaction is a key concept in environmental psychology. Surprisingly however, it has been little explored in the French-speaking organisational framework. Our research defines environmental satisfaction at work as an individual’s overall assessment of the workplace, regardless of the spatial scale (workstation, office, organization, neighbourhood). We have constructed a scale in order to better understand this concept and its links with concepts from both environmental psychology and occupational psychology. Our study has three objectives. The first is based on Churchill’s paradigm (1979) and involves the construction (study 1), and exploratory (study 2) and confirmatory (study 3) validation of the Environmental Satisfaction at Work Scale. Our second objective involves examining environmental satisfaction at work in relation to variables from environmental psychology (study 1) and occupational psychology (study 2). Finally, we examine the ESET from an intercultural perspective by comparing the environmental satisfaction of French and Italian office workers taking an emic (study 1) and an etic (study 2) approach.The ESET possesses satisfying psychometric characteristics that can be used both by researchers in social sciences and by human resource managers. This scale can help improve the quality of life in work environments.

Les objectifs du présent mémoire étaient d’identifier les dimensions présentes dans la Statique-99R, l’échelle actuarielle de prédiction de la récidive sexuelle la plus utilisée, et de tester leur validité prédictive. Une analyse factorielle exploratoire des items de l’instrument en a extrait trois dimensions : la déviance sexuelle, l’orientation antisociale et le détachement émotionnel. Des analyses de régressions de Cox ont révélé que ces facteurs affichaient une validité prédictive différentielle; la déviance sexuelle ne prédisait que la récidive sexuelle, alors que l’orientation antisociale ne prédisait que la récidive violente non sexuelle et la récidive générale. Le détachement émotionnel affichait une validité prédictive incohérente. Des analyses de courbes ROC ont indiqué que la dernière révision de la Statique-99, la Statique-99R, surpassait pratiquement en tout point son prédécesseur. Ces mêmes analyses indiquaient que la validité prédictive de l’échelle était similaire pour les agresseurs sexuels de femmes et d’enfants. / The aims of the current paper were to identify dimensions of the Static-99R, the most commonly used sex-offender actuarial scale, and to test their predictive validity. Exploratory factor analysis extracted three dimensions from the scale: sexual deviance, antisocial orientation and detachment. Cox regression analyses revealed that different actuarial factors predicted different recidivism outcomes: sexual deviance only predicted sexual recidivism, while antisocial orientation only predicted non sexual violent recidivism and general recidivism. Detachment had an inconsistent predictive validity. ROC curve analyses indicated that the latest Static-99 revision, the Static-99R, outperformed its predecessor in virtually every way. These same analyses revealed that the scale was as effective with rapists as with child molesters.

The first objective of this research was to investigate the predictive validity of the learning potential as measured by Ability, Processing of Information and Learning Potential Short Version (APIL SV) in predicting work performance. The second objective was to investigate the predictive validity of personality as measured by the Occupational Personality Questionnaire Ipsative (OPQ32i) in predicting work performance. The sample consisted of 104 employees of a public sector department. Learning potential and personality were the predictor/independent variables; work performance as measured by supervisory rating was the only criterion/dependent variable of the study. The results revealed that both the APIL SV and the OPQ 32i dimensions did not correlate significantly with work performance as measured by supervisor rating. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)