Retrospective pretests provide a potentially useful elaboration on research methodology if they can be shown to be dependable under specific sets of conditions. Previous studies have examined response-shift bias and response-style effects, but less attention has been given to memory distortion associated with the retrospective recall of diverse types of variables. Identifying psychometric characteristics of these measures may help to clarify the picture emerging from retrospective accounts. The present study applied a methodology developed to measure the systematic error (i.e., memory distortion) that may be associated with variables involving a range of recall tasks. The study examined which types of variables account for the least measurement error in retrospective pretests administered at three time points. The types of variables examined in this study include students' self-ratings of academic abilities, self-reported attitudes and opinions about college, mood states, and perceptions of general health. The results of this study indicate that there was no main effect of time on any of the pairs of difference scores, and a moderate level of memory distortion was detected in the three variable types examined. The methodology applied provides an effective approach to understanding the effect of memory distortion on retrospective pretest variables. The author recommends that future applications of this methodology be applied to heterogeneous populations, investigate a range of complex variables, and include an examination of individual subject differences.

Within the past few decades, methodologists have made major advances in statistical methods for the analysis of change using longitudinal panel data, particularly in the area of modeling individual differences (Bryk & Raudenbush, 1987; Collins & Horn, 1991; Rogosa, 1991; Willett & Sayer, 1994; Willett, Singer, & Martin, 1998). These advances have made it possible for researchers to measure change and the correlates of change in ways that were not thought possible a few decades ago. These improvements should allow researchers to make stronger and more informed inferences regarding change over time. Despite the improvements individual growth modeling methods represent for the analysis of change, it remains unclear as to their adequacy for informing about individual differences with respect to change. The purpose of the present study was to directly compare three general classes of individual growth modeling strategies with each other and with two commonly used traditional fixed effects models of change in order to assess (a) the conclusions that can be drawn about change in general and about individual differences in change in particular; and (b) the robustness or stability of these various data analytic strategies.

Perceived risk of inherited susceptibility to cancer (ISC) historically has been determined by objective measures, which neither emphasize how people with ISC perceive their risk of cancer, nor address the meaning of being at risk. The few studies of perceived risk of ISC provide sparse data regarding the process of perceived risk. Knowledge of this process is important because perceived risk may affect how people act to reduce their cancer risk. This study tested the investigator-developed perceived risk of ISC (PRISC) model to learn about this process. The PRISC model, a latent variable (LV) model, is based on existing literature and a preliminary phenomenological study of women at high risk for breast cancer. LVs (Awareness, Perceived Risk, Fear, Support, and Action) in the PRISC model cannot be measured directly, rather, the score of the LVs is inferred through measurements of associated indicator variables. The purpose of this cross-sectional study was to: (a) estimate psychometric properties of instruments used to measure PRISC model indicator variables; (b) test the fit of the PRISC model with instrument-generated data; and (c) examine relationships among the LVs. The sample of 200 women had no cancer history and met established criteria for hereditary predisposition to breast cancer. Participants completed 12 self-report instruments. Analysis of instruments included descriptive statistics, estimates of internal consistency, and confirmatory factor analysis. Testing of the PRISC model used structural equation modeling (SEM) techniques. Psychometric analysis indicated eight instruments had acceptable standardized alpha coefficients of at least .70. Items in most scales loaded on one factor. SEM resulted in two models: one fit acceptably with the data but did not support relationships between LVs Awareness and Perceived Risk and Perceived Risk and Support. Respecification of the model (deleting Perceived Risk) resulted in poor fit with the data, but significant correlations between Awareness and Fear, Fear and Action, and Support and Action. Instability of the PRISC model indicated the need for theory-driven respecification and reconsideration of some instruments for future analysis. Although instability precludes generalization of findings, the model suggests that fear and support may positively predict action to reduce cancer risk.

Dissertation (Ph. D.)--University of Akron, Dept. of Counselor Education and Supervision, 2007. / "December, 2007." Title from electronic dissertation title page (viewed 03/19/2008) Advisor, Sandra Perosa; Committee members, Linda Perosa, Pat Parr, Fred H. Ziegler, Suzanne MacDonald; Department Chair, Karin Jordan; Interim Dean of the College, Cynthia Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4240. Adviser: Jeffrey Douglas. Includes bibliographical references (leaves 97-99) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2004. / Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3736. Chair: Neil Massoth. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0612. Chair: Charles E. Schaefer. Available also in print.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2094. Adviser: Francis M. Kozub.

De nos jours, les dirigeants consultent les résultats de programmes nationaux et internationaux d'évaluation des apprentissages afin de se renseigner au sujet de la qualité de l'enseignement dispensé dans les salles de classe. Cependant, des études ont remis en question la qualité des données issues de ces questionnaires contextuels au sujet des pratiques et croyances pédagogiques (Clare, 2000; Bali & Rowan, 2004, Hill, 2002; Mayer 1999, Mullens & Kasprzvk, 1999; Mullis, 2002; NCES, 1999; NCES, 2002; Porter & Smithson, 2001; Rogers et al., 2004; Rowan, Correnti & Miller, 2002; Stecher et al. 2002; Stigler & Hiebert, 1996). La présente recherche procède à l'évaluation de la qualité psychométrique des items issus des questionnaires contextuels de la Troisième enquête sur les mathématiques et les sciences (TEIMS) portant sur les pratiques pédagogiques recommandées par les réformes scolaires. L'étude cible la population des enseignants francophones de mathématiques oeuvrant en Ontario. Une méthodologie mixte est employée pour mesurer divers concepts de validité et de fidélité des items de la TEIMS. Les lacunes relevées au niveau de la validité proviennent principalement de la conception des items (formulation de la question, vocabulaire utilisé, période de référence de l'item, pertinence du sujet et des choix de réponse). La concordance entre élève et enseignant démontre que les items simples produisent des résultats davantage comparables que les items complexes faisant appel à des concepts vagues ou trop nombreux. La validité théorique n'a pu être établie en fonction des regroupements conceptuels inspirés par le curriculum de l'Ontario (1997). Les propriétés métriques des items s'avèrent également problématiques compte tenu du type de données générées et des lacunes distributives des items. Toutefois, les analyses n'ont pas permis de déceler la présence d'un biais de réponse systématique en fonction du phénomène de désirabilité sociale. Les analyses de cohérence interne démontrent une faible cohésion entre les items des questionnaires qui traitent des nouvelles pratiques et croyances pédagogiques. Ces résultats indiquent en grande partie que les données provenant de questionnaires contextuels des programmes à grande échelle n'arrivent pas à dresser un portrait valide ni fidèle des nouvelles pratiques pédagogiques chez les enseignants. Les résultats de cette étude doivent cependant, être interprétés avec discernement à cause de certaines faiblesses méthodologiques, dont les données non-representatives de la population ciblée et le choix limite des méthodologies.