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Test TitleStoffle, Richard W. 01 November 1968 (has links)
Test Description / Test Abstract
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Relationship of certain Rorschach indicators to a vocational interest group of male Kansas State College freshmanWhitman, Dorothy January 2011 (has links)
Typescript, etc. / Digitized by Kansas State University Libraries
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Co-Science Handbuch / Co-Science HandbookBargheer, Margo 01 January 2000 (has links)
No description available.
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The determination of cultural item bias in the California Achievement Tests.McGrogan, Harold James, Jr. January 1989 (has links)
A three parameter model of Item Response Theory reported by Lord (1968, 1980) was used to determine whether cultural item bias existed in the Reading Comprehension subtest of the California Achievement Tests. Item responses from 1500 second graders from Southern Arizona schools with 500 responses from each of three groups (Anglo, Black, and Hispanic) were analyzed via MULTILOG program (Thissen, 1984) using the likelihood ratio chi-square (IRT-LR) method. Results indicated that there were no significant differences in item difficulty across items and groups. However, the typical group mean differences often reported wherein Anglos usually score between.5 to 1 standard deviation above the group means of other minorities on standardized tests did appear. The results of this study were also consistent with and supportive of the notion that most standardized tests today are not biased against specific minority groups. Selected items from the Reading Comprehension subtest on the California Achievement Tests are being used to date as anchor items for newer achievement tests. As such, this study lends support and credence to those items. Other implications for future research are discussed.
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Creating an alternative energy source for the streets of the worldLynch, Cathy 10 January 2008 (has links)
test abstract Ŭ
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Examination stress and coping from a cognitive-process perspectiveGrina, Michaele E. 30 April 1987 (has links)
This study was designed to determine whether or not students'
emotions and coping would change during stages of an examination.
If changes in emotions and coping were recorded at different phases of
an examination, then these findings would substantiate the position that
stress and coping are processes. In addition, the research attempted
to determine whether or not mediating factors would influence students'
reactions to the examination encounter. The mediating factors that were
examined were personality traits, cognitive appraisals, stress emotions,
and coping strategies.
One hundred-seventeen student volunteers from four sections of
college mathematic classes participated in this study. They were asked
to complete four sets of questionnaires on their reactions to tests.
The instruments used for measuring personality traits were The
Reactions to Tests Scale (Test Anxiety), the Rosenberg Self-esteem Scale,
and the Test Efficacy Scale. Emotions were assessed with the Stress
Emotions Scale; cognitive appraisal was measured by The Stakes and
Difficulty of the Examination Scale; and coping was assessed by the
Ways of Coping Checklist.
Eleven hypotheses were tested in this study. The statistical
procedure for the first two hypotheses was the T test. In addition, a
Pearson Product-Moment Correlation was computed to test for significant
relationships for the remaining nine hypotheses. Regressions were
used for variables which showed significant correlations with the
personality trait measures in order to explain variations in emotions.
Seven of the null hypotheses were rejected. The following conclusions
we~e drawn from the study:
1. In some respects, stress and coping can be defined as a process.
2. The mediating factors, appraisal and coping, did influence the
students' emotional reactions to the examination.
3. The mediating factor, personality traits, did influence the
students' emotional and behavioral reactions to the examination.
In view of the findings, it is recommended that:
1. Further research be conducted on examination stress in order to
convincingly substantiate that stress and coping are processes.
2. Counselors and educators in higher education develop testing
procedures that facilitate students' test-taking ability.
3. Counseling services in higher education be designed to enhance
the performance and comfort level of highly test-anxious students. / Graduation date: 1987
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Testing 5Labelle, Patrick 10 December 2010 (has links)
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede.
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A comparison of three treatments to reduce test anxiety / c by Anna Lee.Lee, Anna. January 1978 (has links)
Thesis (M.A.)--Ohio State University. / Bibliography: leaves 67-73.
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Form, farve, og emotionerRattleff, Anker. January 1958 (has links)
Afhandlung--Københavns universitet. / Summary in Danish and English. "Bekendtgørelse": leaf inserted. Bibliography: p. 180-181.
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Message framing and cervical cancer screening : a test of deviance regulation theory /O'Brien, Andrea Jayne. January 2002 (has links) (PDF)
Thesis (B. Sc.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.
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