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The National Adult Reading Test (NART), developed in Britain is commonly used in clinical settings to estimate premorbid intelligence in New Zealand. Research suggests psychometric tests are more accurate if normed on the population they are used with. This study attempted to establish norms for the original NART based on a New Zealand population and develop a National Adult Reading Test for use with a New Zealand population (NZART). Sixty-four university students were administered the Wechslers Abbreviated Scale of Intelligence (WASI), the NART and the New Zealand Adult Reading Test (NZART). A regression equation was developed to estimate premorbid intelligence in this sample. Results indicate fewer errors occur on the NZART than the NART suggesting it may be a better indicator of premorbid intelligence for a New Zealand sample. Furthermore, the NZART was more accurate at estimating premorbid WASI IQ across all three subscales of the WASI at a range of IQ levels. Analyses were also conducted to ascertain the impact of demographic variables. Little overall difference was found in test scores in relation to gender, age or income. Although future studies need to be conducted to validate this new measure, initial results suggest that the NZART may be a more accurate predictor of premorbid IQ in a New Zealand population.

Santrauka Šio tyrimo tikslas – įvertinti WAIS-III psichometrines charakteristikas. Tyrime iš viso dalyvavo 75 tiriamieji, kuriems kvalifikuoti tyrėjai pateikė WAIS-III užduotis. Atrenkant tyrimo dalyvius, buvo vykdoma tikslinė atranka, remiantis šiais kriterijais: amžiumi, gyvenamąja vieta ir išsilavinimu. Šiame tyrime dalyvavo 36 vyrai ir 39 moterys. Tiriamųjų amžius nuo 16 iki 79 metų. Vertinant WAIS-III psichometrines charakteristikas, buvo įvertintas atskirų subtestų užduočių tinkamumas, naujų užduočių tinkamumas, verbalinių ir neverbalinių subtestų patikimumas dalijimo pusiau metodu ir testo konstrukto validumas. Buvo vertintas verbalinių ir neverbalinių subtestų užduočių tinkamumas, remiantis užduoties sunkumo bei diferencinės galios indeksais, koreguotos koreliacijos koeficientu. Labiausiai pakito Žodyno subtestas, kuriame buvo paliktas 21 originalios versijos žodis ir pridėta 12 naujų žodžių. Panašumų subteste buvo palikta 19 originalios versijos užduočių ir pridėtos 3 naujos. Informacijos subteste buvo palikti 24 originalios versijos klausimai ir pridėta 4 nauji. Supratingumo subteste buvo palikta 18 originalios versijos užduočių ir pridėtos 2 naujos. Visų verbalinių subtestų užduotys buvo išdėliotos nauja tvarka, išskyrus Skaičių eilė ir Raidžių – skaičių eilės. Paveikslėlių užbaigimo, Kubelių kompozicijos, Matricų ir Paveikslėlių užbaigimo užduotys buvo išdėliotos nauja tvarka. Objektų surinkimo subtestas buvo paliktas toks, koks pateikiamas originalioje versijoje... [toliau žr. visą tekstą] / Summary The purpose of this research is to evaluate WAIS-III psychometric characteristics. In total 75 subjects participated in the research; they were provided with WAIS-III tasks by the qualified researchers. When selecting the participants for the research, a target selection was carried out based on the following criteria: age, place of residence and education. 36 men and 39 women participated in this research. The age of the participants was from 16 to 79 years. While evaluating WAIS-III psychometric characteristics suitability of separate tasks of the subtests was estimated, as well as availability of new tasks, reliability of verbal and non-verbal subtests by the odd/even method and also the validity of the construct of the test. Suitability of the tasks of the verbal and non-verbal subtests was evaluated based on the indexes of the complexity of the task and the differential power, coefficient of the adjusted correlation. The Vocabulary subtest was transformed the most, in it 21 words from the original version were maintained and 12 new words added. In the Similarities subtest 19 tasks from the original version were maintained and 3 new tasks added. In the Information subtest 24 questions from the original version were maintained and 4 new questions added. In the Comprehension subtests 18 tasks were maintained from the original version and 2 new tasks were added. All the tasks of verbal subtests were set out in a new order, except for the Digit Span and Letter –... [to full text]

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The Mandarin Chinese version of the first PEAK module (Direct Training) assessment was created and compared to the English version, by examining alternate-form reliability and cross-cultural validity. Thirty-two typically developing children under 10 years old (19 males and 13 females) residing in USA, Canada, and mainland China were recruited and assessed by bilingual parents with both language versions of PEAK-DT assessments. Statistical results show that the two language versions had strong correlations between the PEAK raw scores (r = .98), the component raw scores (r ranged .93 to .98), and the component age-referenced scores (r ranged .77 to .93). Equivalence between the two versions was also demonstrated by high test-retest percentage of agreement on all items as well as scored items, (88%, and 92% respectively). No significant testing effects were observed across the test-retest intervals, and no differences were observed in terms of the assessors’ English proficiency. Furthermore, 183 out of the 184 items in the PEAK-DT assessments rejected the null hypothesis of One-Sample Chi-square test (p < .05 at confidence level of 95%), indicating that the globally high percentage of agreement from both versions was the result of valid translation. In summary, the Chinese version of the PEAK-DT assessment exhibited cross-cultural reliability and validity, which may lay the foundation for the future research on the use of the PEAK system with the Chinese community.

Background: Given that anthropogenic climate change has been suspected in the increased distribution of infectious diseases, cardiovascular mortality, and malnutrition, the adoption of climate change mitigation and adaptation behavior (MAB) is paramount. College students in the USA have not given evidence of adherence to MAB. Because (a) fossil-fuel emissions in the USA exceed that which is observed in many other countries and (b) college students have the potential to influence climate policy/research in the future, an understanding of the factors that contribute to or prohibit the uptake of the these behaviors among this population is needed. Purpose: The purpose of the present study was to (a) test the psychometric characteristics of an instrument designed based on the Behavioral Ecological Model to measure factors that influence the uptake of MAB and (b) examine tentative differences between (based on demographic factors) and relationships among all of the latent constructs examined in the psychometric testing phase of the study. Methods: A convenience sample of students from a midwestern university (n = 509) participated in the study by completing a web-based survey. Partial Least Squares Confirmatory Factor Analysis (CFA) was conducted in order to examine the psychometric characteristics of the instrument. Kruskal-Wallis H tests and Mann-Whitney U tests were utilized in order to examine differences, based on demographic factors, on the latent constructs created in the CFA. Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized in order to test a preliminary structural model (based on the BEM) of factors that predict the uptake of MAB. Results: The results of the PLS CFA showed that the instrument was valid and reliable. Differences on the latent constructs in the model differed by demographic factors and the structural model showed that race, descriptive social norms, perceived governmental control, and cultural worldviews predicted the uptake of MAB. Conclusion: Interventions on college campuses informed by the BEM are needed in order to stimulate greater adherence to MAB.

The goal of this research was to develop and test a self-completed questionnaire for use in the routine assessment of work-related stress in a high-technology industrial organization. The initial phase of the study involved reviewing the existing literature to identify items and scales developed to assess workplace stress and strain. The initial item pool contained 92 items divided into 11 domains. Through a process of content validation using focus group discussions, the item pool was reduced to a 38-item questionnaire covering eight domains: demands, control, support, role, relationships, rewards, change, and communications. These 38 items, along with other items included to enable psychometric testing, were converted to a web-based questionnaire. The entire workforce of the organization was invited to complete this questionnaire as part of the pilot study phase.Data from the pilot study were used to test scaling assumptions, evaluate the factor structure, estimate internal consistency reliability, and examine criterion and construct validity of the 38-item Workplace Climate Questionnaire. The distribution of responses to questionnaire items tended to be skewed, with more respondents scoring among the more positive categories. With the exception of the role and relationships scales, no substantial floor and ceiling effects were seen for all the other scales. Each of the 38-item Workplace Climate Questionnaire scales exhibited satisfactory internal-consistency reliability estimates. Items within the demands, control, support, and role scales loaded on the hypothesized scales, while items within the relationships, change, and rewards failed to load on the hypothesized scales.The pilot study provided support for criterion validity of the 38-item Workplace Climate Questionnaire. As hypothesized, individual scales in the questionnaire correlated positively with similar constructs in existing occupational stress instruments. The pilot study also provided support for construct validity of the questionnaire. The demands, control, support, relationships, rewards, and change scales predicted the risk of poor self-reported mental health.Revisions to the 38-item questionnaire resulted in the 22-item Workplace Climate Questionnaire covering the following six domains: demands, control, role, rewards, support, and relationships. The 22-item questionnaire reduces respondent burden and retains satisfactory psychometric properties in terms of factor structure, reliability, criterion validity, and construct validity.

Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / The purpose of this thesis has been to develop new trait-based and abilities-based measures of "emotional intelligence" (EI), and evaluate their psychometric properties. A popular construct, some have claimed that EI is more important than IQ in predicting life success (Goleman, 1995). But developments in the definition and measurement of EI have not kept pace with these assertions. A review of current conceptualisations of EI in chapter I indicated that there is no consensually agreed upon definition of the construct (Van Rooy &Viswesvaran, 2004). In addition, an examination of EI instruments in chapter 2 indicated a number of limitations with respect to their psychometric properties. In particular, self-report measures of EI typically lack discriminant validity in relation to existing personality domains, and comparatively few studies have examined the incremental validity of these measures. A comparison of outcomes both before and after personality is controlled for is also of interest to obtain a more complete picture of the total and unique variance that EI is able to account for. A further limitation of existent performance-based measures relates to scoring methods and ultimately reliability outcomes. Nevertheless, the construct has the potential to be able to account for additional variance in test scores, and has implications for the definition and diagnosis of mental health problems and, where relevant, for the treatment and prevention of such problems. But before such assertions can be made, self-report and performance-based measures of EI need to be developed that demonstrate appropriate psychometric properties. As a result of limitations with existing EI measures, chapter 3 began by focusing on the development of a new self-report, and peer-report measure of EI. The two new measures were developed based on the Mayer and Salovey (1997) definition of EI as the best definition at present on conceptual and empirical grounds. A "domain-referenced" approach to the development of affective test items was adopted to generate questions (Anderson, 1981). Following the development of the new self-report and peer-report instruments, the psychometric properties of both measures were evaluated. In the first pilot study, the reliability, factorial validity, and convergent validity of the two instruments were investigated. The results revealed that the internal reliability levels for both the self-report, and peer-report measure of EI were good. However, an evaluation of the construct validity revealed a factor structure for the two EI measures that was somewhat inconsistent with the theorized factor structure. For the convergent validity, both the self-report, and peer-report measures of EI were significantly correlated with the theoretically related construct of empathy. Both EI measures were only minimally intercorrelated, and the results of paired samples t-tests revealed that self-reported EI scores were (in the main) higher than peer-report estimates. There was also evidence of gender differences in EI in favour of both males, and females. Chapter 3 continued with a second pilot study to investigate test-retest reliability levels, and the convergent validity of the two EI measures in relation to an alternative trait EI measure, the Assessing Emotions Scale (AES). Test-retest reliability levels were good, and there was higher correlation between the self-report, and peer-report measures. Paired samples t-tests again revealed that self-reported EI scores were markedly higher than peer-report estimates. Next, an analysis of the convergent validity of the new selfreport and peer-report measure in relation to a self-report and peer-report AES indicated some support, with modest correlation between the new self-report measure and the self report AES. The modest correlation was attributed to the presence of response bias in the first instrument but not the latter. In contrast, there was good convergence between the new peer-report measure and the peer-report version of the AES. One objective of chapter 4 was to refine the new self-report measure of EI. A second aim was to develop a new performance-based measure of EI scored according to consensus protocols but with improvements to response options and instructions to participants. As part of the development of the new performance-based measure of EI, a new scoring approach was devised termed confidence scoring. The final objective of chapter 4 was to conduct a third study that was designed to comprehensively evaluate the psychometric properties of both the self-report and performance-based measure of EI. The validation process included an assessment of: (l) internal reliability, (2) factorial validity, (3) convergent validity, (4) discriminant validity, and (5) incremental validity (before and after personality was controlled for). Individual differences in gender were also examined. For the self-report measure of EI, there was good evidence for internal reliability, and factorial validity. Likewise, the instrument converged with a measure of empathy, was distinguishable (in the main) from the Big Five personality domains, and was incrementally predictive of grade point average, stress, and loneliness but not general well-being. The incremental validity of the self-report measure ofEI was further supported in relation to low and high scoring EI subgroups for stress, and loneliness. Additional variance accounted for ranged from 5% to 23% prior to the inclusion of personality in the regression equation but decreased to 3% to 12% after the Big Five were controlled for. Results were also indicative of individual differences in EI in favour of males or females, depending upon the ability being tested. With respect to the performance-based measure of EI, consensually scored results exhibited poor to good internal reliability levels, and a good factor structure but only once redundant test items were deleted. The results indicated that consensually derived answers converged with two measures of cognitive ability, was distinguishable from the Big Five, and incrementally predicted grade point average, stress, loneliness, and general well-being in the order of 29% prior to controlling for personality but decreased to between 2% and 7% of variance when the Big Five were entered into the analysis. Where the performance-based measure of EI was scored according to confidence levels, the results revealed an instrument that had excellent reliability, and reasonable factorial validity. Confidence scores were significantly correlated with empathy; both measures of cognitive ability; and exhibited discriminant validity in relation to the Big Five. In addition, confidence scores of low and high scoring individuals were incrementally predictive of loneliness and general well-being in the order of 14% before and 4% to 5% of variance after the Big Five were partialled out. Chapter 5 concluded this thesis by first revisiting the initial aims and reviewing the findings in light of the aforementioned objectives. Based on the above outcomes it was concluded that measures of the EI construct were generally reliable and valid, but there is still a long way to go to evaluate the full utility of the construct. Additionally, contributions of this thesis to an understanding of the field of EI were discussed along with limitations relating to this research. Finally, a number of recommendations were made for future research. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1241858 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2006

Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / The purpose of this thesis has been to develop new trait-based and abilities-based measures of "emotional intelligence" (EI), and evaluate their psychometric properties. A popular construct, some have claimed that EI is more important than IQ in predicting life success (Goleman, 1995). But developments in the definition and measurement of EI have not kept pace with these assertions. A review of current conceptualisations of EI in chapter I indicated that there is no consensually agreed upon definition of the construct (Van Rooy &Viswesvaran, 2004). In addition, an examination of EI instruments in chapter 2 indicated a number of limitations with respect to their psychometric properties. In particular, self-report measures of EI typically lack discriminant validity in relation to existing personality domains, and comparatively few studies have examined the incremental validity of these measures. A comparison of outcomes both before and after personality is controlled for is also of interest to obtain a more complete picture of the total and unique variance that EI is able to account for. A further limitation of existent performance-based measures relates to scoring methods and ultimately reliability outcomes. Nevertheless, the construct has the potential to be able to account for additional variance in test scores, and has implications for the definition and diagnosis of mental health problems and, where relevant, for the treatment and prevention of such problems. But before such assertions can be made, self-report and performance-based measures of EI need to be developed that demonstrate appropriate psychometric properties. As a result of limitations with existing EI measures, chapter 3 began by focusing on the development of a new self-report, and peer-report measure of EI. The two new measures were developed based on the Mayer and Salovey (1997) definition of EI as the best definition at present on conceptual and empirical grounds. A "domain-referenced" approach to the development of affective test items was adopted to generate questions (Anderson, 1981). Following the development of the new self-report and peer-report instruments, the psychometric properties of both measures were evaluated. In the first pilot study, the reliability, factorial validity, and convergent validity of the two instruments were investigated. The results revealed that the internal reliability levels for both the self-report, and peer-report measure of EI were good. However, an evaluation of the construct validity revealed a factor structure for the two EI measures that was somewhat inconsistent with the theorized factor structure. For the convergent validity, both the self-report, and peer-report measures of EI were significantly correlated with the theoretically related construct of empathy. Both EI measures were only minimally intercorrelated, and the results of paired samples t-tests revealed that self-reported EI scores were (in the main) higher than peer-report estimates. There was also evidence of gender differences in EI in favour of both males, and females. Chapter 3 continued with a second pilot study to investigate test-retest reliability levels, and the convergent validity of the two EI measures in relation to an alternative trait EI measure, the Assessing Emotions Scale (AES). Test-retest reliability levels were good, and there was higher correlation between the self-report, and peer-report measures. Paired samples t-tests again revealed that self-reported EI scores were markedly higher than peer-report estimates. Next, an analysis of the convergent validity of the new selfreport and peer-report measure in relation to a self-report and peer-report AES indicated some support, with modest correlation between the new self-report measure and the self report AES. The modest correlation was attributed to the presence of response bias in the first instrument but not the latter. In contrast, there was good convergence between the new peer-report measure and the peer-report version of the AES. One objective of chapter 4 was to refine the new self-report measure of EI. A second aim was to develop a new performance-based measure of EI scored according to consensus protocols but with improvements to response options and instructions to participants. As part of the development of the new performance-based measure of EI, a new scoring approach was devised termed confidence scoring. The final objective of chapter 4 was to conduct a third study that was designed to comprehensively evaluate the psychometric properties of both the self-report and performance-based measure of EI. The validation process included an assessment of: (l) internal reliability, (2) factorial validity, (3) convergent validity, (4) discriminant validity, and (5) incremental validity (before and after personality was controlled for). Individual differences in gender were also examined. For the self-report measure of EI, there was good evidence for internal reliability, and factorial validity. Likewise, the instrument converged with a measure of empathy, was distinguishable (in the main) from the Big Five personality domains, and was incrementally predictive of grade point average, stress, and loneliness but not general well-being. The incremental validity of the self-report measure ofEI was further supported in relation to low and high scoring EI subgroups for stress, and loneliness. Additional variance accounted for ranged from 5% to 23% prior to the inclusion of personality in the regression equation but decreased to 3% to 12% after the Big Five were controlled for. Results were also indicative of individual differences in EI in favour of males or females, depending upon the ability being tested. With respect to the performance-based measure of EI, consensually scored results exhibited poor to good internal reliability levels, and a good factor structure but only once redundant test items were deleted. The results indicated that consensually derived answers converged with two measures of cognitive ability, was distinguishable from the Big Five, and incrementally predicted grade point average, stress, loneliness, and general well-being in the order of 29% prior to controlling for personality but decreased to between 2% and 7% of variance when the Big Five were entered into the analysis. Where the performance-based measure of EI was scored according to confidence levels, the results revealed an instrument that had excellent reliability, and reasonable factorial validity. Confidence scores were significantly correlated with empathy; both measures of cognitive ability; and exhibited discriminant validity in relation to the Big Five. In addition, confidence scores of low and high scoring individuals were incrementally predictive of loneliness and general well-being in the order of 14% before and 4% to 5% of variance after the Big Five were partialled out. Chapter 5 concluded this thesis by first revisiting the initial aims and reviewing the findings in light of the aforementioned objectives. Based on the above outcomes it was concluded that measures of the EI construct were generally reliable and valid, but there is still a long way to go to evaluate the full utility of the construct. Additionally, contributions of this thesis to an understanding of the field of EI were discussed along with limitations relating to this research. Finally, a number of recommendations were made for future research. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1241858 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2006