Summary: Translation of psychological tests developed and normed in other countries appears to be a common practice in countries that, like Canada, recognize more than one official languages or have among their population considerable cultural groups whose mother tongue is not the official language. In such situations, rigorous assessment of the equivalence of the original and translated versions of the test is essential, in particular when translated test versions are scored using original test norms. This article, based upon a research project aimed toward establishment of double (for French and English Canadians) Canadian norms of the CPI-434 ( Gough, 1996 ), describes how the Guidelines for adapting tests, developed by the International Tests Commission, allow one to consider the process of equivalence assessment of a translated test as being similar in nature to the collection of construct validity evidence of a test. From this perspective, and in line with the Guidelines, a translation method focused on the judgmental assessment of conceptual and linguistic equivalence of translated tests is proposed and discussed.
The objective of this article is to discuss our research into the validation of a career-related locus of control scale. The instrument, the Vocational Locus of Control Scale developed by Fournier, Jeanrie, and Drapeau (1996), attempts to confirm the empirical existence of our conception of a five-level locus of control in the career domain. In this study, the empirical qualities of the instrument are confirmed through the demonstration of the factor analysis structure, the evaluation of inter-type correlations and the relationship established with Rotter's scale. The results, stemming from a study in which over 1,000 individuals were interviewed, demonstrate the sufficient reliability of the instrument and provide significant evidence for its conceptual validity, supporting, at the same time, the suggested nuances in the expression of a feeling of control. Questions of a theoretical and empirical nature are raised with regard to the structure of the concept.Journal of Career Assessment Volume 7/Number 1/Winter 1999/Pages 63-89The objective of this article is to discuss our research into the validation of a career-related locus of control scale. This instrument, the Vocational Locus of Control Scale (VLOC) takes its inspiration from a locus of control typology developed by Fournier, Pelletier, and Pelletier (1993) which suggested the existence of five-level continuum to express external or internal control. The typology belongs to a new generation of literature examining this concept which, on the one hand, proposes a less dichotomous view of the locus of control and which, on the other, suggests the existence of perceptions of control which vary according to the situation. The instrument developed by Fournier, Jeanrie, and Drapeau (1996) attempts to confirm the empirical existence of this subtler view of the concept, as applied to the career domain. The empirical qualities of the instrument are confirmed in this study through the demonstration of the factor analysis structure, the evaluation of inter-type correlations and the relationship established with Rotter's scale.As early as 1954, Rotter had underlined that the probability of a behaviour satisfying a need is dependent on two variables, namely the expectation of a specific reinforcement from this behaviour and the value that the Correspondence concerning this article and requests for offprints should be addressed to Professor Genevi6ve Fournier, D6partement d'orientation, d'administration et d'evaluation en education,
Since its operationalization in 1966 by Julian Rotter, the locus of control concept has been examined in an impressive number of studies across a wide range of disciplines (psychology, education, economy, medicine, etc.). Likewise, the dependent variables with which researchers have linked locus of control are extremely diverse, including adjustment ability, professional success, marital success, smoking cessation, mental health, self-efficacy, and so forth. This diversity shows just how much this concept, despite all the controversy surrounding it, is still considered to be central to the understanding of human behavior as well as to the optimization of one's strengths and capacity to adapt to various situations. Locus of control clearly fits into the positive psychology paradigm because it emphasizes the identification of those areas in which the individual can exercise control over his or her own development and psychological well-being while recognizing that some situations or events are out of his or her control (and may not be worth fighting against). This perspective also recognizes the importance of subjectivity in the perception of the external and internal intertwining forces that determine what happens to someone (and which behaviors he or she can choose to cope.) Thus, one of the objectives of the practitioner focusing on locus of control is to help people to discover and gain access to their strengths and, meanwhile, to choose health-promoting actions.Though locus of control has been widely studied, there is, nonetheless, little convergence in the results. This lack of convergence might be explained by the variability in instruments, a variability that is analogous to the different ways in which authors understand the construct. Indeed, the very concept of locus of control raises several theoretical and psychometric questions. The goal of this chapter is to briefly review the evolution of this concept, the main conceptual and empirical issues concerning it, and to present diverse instruments tapping various iterations of this construct. The Locus of Control Construct: Definition and Interpretation DifficultiesBasing his ideas on social learning theories, Rotter (1954) suggested that the probability that one engages in a behavior to satisfy a need rests on the 139
Comptant parmi les concepts les plus populaires des théories contemporaines de la motivation, le concept d'efficacité personnelle (Bandura, 1977; s'est taillé une solide réputation scientifique dans de nombreux contextes. A ce jour, son influence sur la performance académique a été clairement démontrée, permettant de saisir les attributs qui, outre les habiletés, viennent limiter l'apprentissage et le transfert. De nombreuses raisons peuvent ainsi inciter un enseignant ou une intervenante en milieu scolaire à tenter de diagnostiquer le sentiment d'efficacité personnelle des étudiants en regard d'une situation précise. Se pose alors le choix d'utiliser un instrument standardisé et général ou de construire une échelle directement associée à l'objet de mesure. Une telle démarche d'élaboration, accessible aux praticiens, implique néanmoins le respect de principes importants. Cet article présente quelques instruments ayant déjà fait l'objet de validation et discute des paramètres qui doivent sous-tendre l'élaboration d'un instrument visant à mesurer le sentiment d'efficacité personnelle. (sentiment d'efficacité personnelleévaluation -questionnaires principes d'élaborationrendement scolaire)Among the most popular constructs of contemporary théories of motivation, self-efficacy belief (Bandura, 1977; has acquired a solid scientific réputation. To this day, self-efficacy influence on academie performance has been largely supported by empirical data and can be seen as a lens through which one can look at those factors restricting learning and transfer. Consequently, many reasons can lead teachers and counsellors to assess the self-efficacy beliefs of the students in a spécifie situation, either by using a standardized but general measure of self-efficacy or by developing a scale more closely related to the situation. Such a development process, which can be undertaken by practitioners, needs to follow some important guidelines. This paper présents some validated self-efficacy scales, and discusses the way self-efficacy seules should be built in order to fit their theoretical origins. (self-efficacyassessment • rat in g scales -development guidelinesacademie achievement)
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