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This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership.

This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership.

The thesis is based on the notion that a person's behaviour is largely a result of the interplay between his beliefs and values. A model is described which ccmbines Personal Construct Theo~J (as a means of describing beliefs) and Multi-Attributed Utility Theory (as a means of describing values) in order to predict purposive choice behaviour. The model is applied to choice of records, books, clothes and role behaviours and is found to predict choices with a high degree of accuracy. Prediction using personal constructs is shown to be superior to that using supplied dimensions. Furthermore, construct weights elicited by a lottery tech~que are shown generally to be purposespecific and to give better predictions of behaviour than UIUt weights. The model is then used to investigate the sentencing of offenders by magistrates and is again found to predict behaviour with a high degree of accuracy. The data also indicate the problems inherent in using verbal measures of construct similarity since the same words may be used differently and different words may be used similarly. Claims for the model's broad applicability are illustrated by using the model to reformulate the concepts of 'attention' and 'role' and a means of operationally defining role conflict is suggested.

Thesis (M.S.)--University of North Texas, Dec., 2006. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vi, 103 p. : ill. Includes bibliographical references (p. 79-88).

In the current era of high stakes testing, educators use curriculum-based measures (CBMs) and large-scale benchmark assessments to inform instruction and monitor student performance. The Elementary and Secondary Education Act, The No Child Left Behind Act, and Race to the Top all require annual testing in grades 3 through 8 in mathematics and reading. Therefore, educators need appropriate assessments to make valid inferences about instruction and students' current level of performance as well as risk. Consequently, construct validity is essential for both CBMs and large-scale tests to ensure they appropriately identify students' current level of performance in reading and math, particularly in making inferences about proficiency (Adequate Yearly Progress). This study of third grade students explored the construct validity of a state math test by correlating it with both math and reading CBMs and determining the sensitivity and specificity of the CBM in predicting performance on the state test. Results indicated a positive correlation and predictive relation between both CBM math and reading with the Oregon statewide benchmark assessment in mathematics at third grade. Regression analysis showed the strength of the predictive relation of CBM in the identification of students' current level of performance increased with the addition of CBM reading to the CBM math. A receiver operator characteristics analysis indicated that CBM math and CBM reading (passage reading fluency and vocabulary) consistently predicted students who were on target to meet grade-level benchmarks on the statewide assessment. The study adds to the construct validity research on math and reading CBMs. The results may inform assessment development and accommodations needed to assess math content without the reading construct interfering with the interpretation of the results. In addition, it may be useful for educators seeking to identify students who are "at risk" for making grade level progress in mathematics.

Psychometric instruments are used internationally in organisations to assist companies when making recruitment or development decisions. But the differences that exist on similar psychometric instruments between international groups of people with similar qualifications necessitate the evaluation of the construct validity of these instruments. The objective of this study was to determine the construct validity of the locus of control inventory developed by Udai Pareek in 1998. The instrument consists of 30 items and it was completed by 155 pre-and postgraduate students at the University of Pretoria. Oblimin rotation was used to assist with the interpretation of the factors. In the pattern and structure matrix the highest loadings were highlighted which meant that these items measured the construct that they were supposed to measure. Items were deleted where there was no clear indication as to what the item was measuring. Item analysis was done on each of the constructs identified to further investigate the appropriateness of each item and even more items were deleted, which also had an impact on the Cronbach’s alpha value. The chi-square as well as other fit indices was used to determine the model fit. Confirmatory factor analysis was conducted to establish how well the model fitted the data. It was clear that the two-factor model fitted the data considerably better than the three-factor model because of a high correlation between two of the factors which indicated that they might be measuring the same construct. The results indicate that the locus of control instrument is not suitable for use in the South African context and should therefore be modified until a satisfactory model fit is found. AFRIKAANS: Psigometrise instrumente word wereldwyd benut om maatsappye te help met werwing en ontwikkelings besluite. Maar die verskille wat ontstaan wanneer internasionale groepe met soortgelyke kwalifikasies teen mekaar opgeweeg word vereis dat die konstruk geldigheid van die instrumente bepaal word. Die doel van die studie was om die konstruk geldigheid van die lokus van kontrole vraelys, wat deur Udai Pareek ontwikkel is, te ondersoek.Die instrument bestaan uit 30 items en dit was voltooi deur 155 voor-en nagraadse studente van die Universiteit van Pretoria. Oblimin rotasie was gebruik om die interpretasie van die faktore te vergemaklik. Die items wat werklik meet wat dit ontwikkel is om te meet is ingekleur sodat dit maklik geidentifiseer kan word.Items is slegs uit die vraelys gehaal waar daar geen duidelike indikasie was wat die item meet nie. Item analise was op elke konstruk toegepas, en die chi-square en ander passings indekse was gebruik om te bepaal hoe die model op die data pas. Dit was duidelik dat die twee-faktor model die data baie beter pas as die voorgestelde drie-faktor model. Volgens die drie faktor model is daar twee van die voorgestelde drie faktore wat moontlik die selfde konstruk kan meet. Die resultate dui aan dat die lokus van kontrole vraelys nie geskik is vir gebruik in Suid–Afrika nie, en sal daarom aangepas moet word totdat „n aanvaarbare model gevind is. Copyright 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Engelbrecht, C 2009, Determining the construct validity of Udai Pareek's locus of control inventory , MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02092012-100414 / > C12/4/75/gm / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / unrestricted

The current economic climate has placed a tremendous amount of pressure on businesses and their staff to perform and as a consequence the number of lost workdays associated with work place stress is becoming a significant burden upon the UK economy. In order to improve and reduce the cost burden of lost workdays many businesses, and more specifically their leadership teams, have now started to look at non-business related environments in their search for success and ways in which to combat workplace stress. On such environment that business leaders have shown a growing interest in is that of sport and in particular the development and utilisation of mental toughness in order to achieve and sustain high performance. As a result there is a growing, if not an insatiable, desire to create mentally tough business professionals. However even though there are numerous books describing mental toughness to date no one has determine whether its ‘stress coping’ capability will actually benefit business professionals and whether the [sporting] definitions and frameworks are really appropriate for use in a business context. Existing examinations of sporting mental toughness have successfully adopted a qualitative approach in order to examine mental toughness. Similarly this research thesis adopted a qualitative approach using both Personal Construct Psychology and Appreciative Inquiry in order to capture business professional’s individual views, experiences, meanings, and perceptions of theirs or other people’s responses to events and situations in order to describe and characterise business mental toughness. Twelve business professionals participated in the study from which a definition of business mental toughness was developed and the attributes of the ideal mentally tough business person documented. The findings suggest that business mental toughness does exist but is different to that observed in sport and draws on our own values, beliefs, motivations and emotional intelligence and a set of coping mechanisms that enable business professional to cope with the stress and pressure of the work environment whilst maintaining emotional control and delivering on their objectives. This thesis provides the basis for further empirical research into business mental toughness, as well as providing guidance as to some of the conceptual and practical implications for the use of mental toughness techniques within a business environment. Given that £25.9 billion is lost due to work place stress in the UK alone, there is sufficient demand and reason to further the research into the stress coping capabilities of mental toughness and ensure that the correct type of mental toughness is developed within business.

Este estudio investiga el modelo de las competencias profesionales del catedrático a través de sus cuatro dimensiones (aptitud, empatía, sapiencia y seguridad) adaptado al contexto peruano, específicamente a la ciudad de Lima, haciendo uso del análisis factorial confirmatorio de segundo orden, como un caso particular de un modelo de estructuras de covarianza (SEM). El modelo fue usado para probar la hipótesis de investigación de este estudio que se realizó en una universidad pública de Lima, en la Facultad de Ciencias Administrativas, con una muestra de 195 participantes seleccionados en forma aleatoria. Los resultados apoyan la idea de que las competencias profesionales del catedrático tienen una relación directa con su aptitud, empatía, sapiencia y seguridad con coeficientes de 0,86; 0,86; 0,84 y 0,78 respectivamente; con una significación del 1%. Además, el modelo propuesto en la presente investigación cumple con las propiedades psicométricas, es decir posee consistencia interna de 0,79 y cumple con la evidencia de la validez de constructo con un índice GFI de 0,93 y RMSEA de 0,054; que son los índices adecuados. Por tanto, este estudio proporciona un modelo para los catedráticos que buscan mejorar día a día en su desenvolvimiento como tales. / Revisión por pares