Test‐retest reliability data gathered from 79 sources (34 separate studies) were analyzed by a multiple‐regression method in an attempt to estimate the effects of several factors on the temporal stability of individually tested intelligence. Five intelligence tests were examined: the Standford‐Binet (except the fourth edition), the WISC, the WISC‐R, the WAIS, and the WAIS‐R. Samples encompassed a wide range of subjects divergent on status, age, and sample size. Subject age and status, gender, and test‐retest interval were evaluated, and age and interval were found to be significant predictors of reliability. Subject sex and specific instrument were not found to have a significant effect on reliability. A summary table provides expected reliability coefficients, standard error, and percent of persons with IQ change in excess of 15 points, tabulated for combinations of each of the two predictors.
Analyzed test-retest reliability data gathered from 106 sources (89 independent samples), using a multiple-regression method in an attempt to estimate the effects of several factors on questionnaire stability. We examined 8 self-report inventories: the High School Personality Questionnaire, the 16PF, the MMPI, the Myers-Briggs Type Indicator, the CPI, the Guilford-Zimmerman Temperament Survey, the EPPS, and the OPI. Samples ranged in size and encompassed a wide range of Ss divergent on status and age. We found S's age and status, number of test items, test interitem correlation, and test-retest interval to be significant predictors of reliability. Variables representing general adjustment were found to be less predictable than extraversion variables, and short-term reliability was more predictable than long-term reliability. S's sex and specific questionnaires were not found to have a significant effect on reliability.The temporal stability of commercial self-report personality inventories is a topic that has interested us for several years. In our earlier work (Schuerger, Tate, & Tavernelli, 1982), we provided a summary of test-retest correlations from 41 sources (26 separate studies) that used many of the common personality inventories. The most significant of our findings was that tests of general personality all show a similar pattern of decline in reliability (stability) over time, a pattern of exponential decay asymptotic at about .50. Another finding was lower stabilities for measures of pathologies when compared with those of measures of normal personality traits. The suggestion of higher stabilities when used with older people was also made, although the data supporting this assertion were not strong enough for a firm hypothesis regarding this point. Some controversy surrounding these latter issues exists in the literature (Costa, Mc-Crae, & Arenberg, 1980). It also seemed desirable to explore possible differences between short-term (less than 1 year) and long-term (1 year or more) stabilities, as the long-term stabilities are (arguably) representative of trait characteristics rather than of just test characteristics. Prompted by these issues, and dissatisfied with certain lacunae in the earlier study, we sought to redo our analyses with a larger base and a different method. The present analysis includes twice as many sources as the first one and, with the use of the multiple-regression method, allows simultaneous estimation of the effects of several factors on questionnaire stability, including the following factors: length of interval, age of subjects, and status (pathological or normal) of subjects. Method QuestionnairesWe included in this study the test-retest reliabilities of eight questionnaires: the High School Personality Questionnaire (HSPQ), the Sixteen
A review of the literature suggests that a paucity of information exists regarding how culture‐specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students.
Examination of several variables fails to indicate any transfer from the high school course to the college course.More than 500,000 students take high school psychology the spring of 1975; 35 had taken high school psychology, 79 each year (Dambrot & Popplestone, 1975;Zunino, 1974). A had not. All students were lowerclassmen, and all but two significant proportion of them will also take introductorv were freshmen. psychology in college. Some degree of transfer should be expected between the two courses. At the most students with high school psychology might be able to get advanced placement or credit by examination for the introductory course. At the least they should be better prepared for the introductory course than are their counterparts without exposure to the subject in high school.The use of advanced placement or credit by examination does not appear to be widespread. Furthermore, the data (Dambrot et al., 1975) suggest that students with high school psychology are not more academically successful in the introductory class in terms of final grades than are students without such a background. Academic performance as measured by final grades, however, may mask initial differences in knowledge or preparation between the two groups. Differences in final grades would certainly be insensitive if the teacher insured that there were no differences in academic performance between the groups by the end of the course. Yet transfer effects might still be manifested in such things as initial knowledge, study time, or attitudes toward psychology.Specifically, students with high school psychology should score higher on a pre-test in the introductory course than students without such a background. Additionally, they should experience a savings in study time during the course, and should have acquired familiarity with the vocabulary. They may also have more positive attitudes about the subject; high school psychology has been shown to be an important positive influence in forming students' attitudes toward the area (Titley & Vattano, 1972).The present study investigated whether students who had studied high school psychology and those who had not, all enrolled in the same introductory course in college, differed on certain specific dimensions: (a) pre-and post-test scores of psychological knowledge, (b) pre-and post-test scores measuring attitudes toward psychology, (c) study time, (d) class attendance, and (e) overall GPA. MethodSubjects. Subjects were 114 students enrolled in an introductory psychology course at Cleveland State University in Procedure On the first day of class students were told that the instructor was conducting a survey to determine: (a) what background beginning psychology students had in the subject, (b) what their attitudes toward it were, (c) how their over-all college achievement would compare with their performance in the specific course, and (d) how much time was spent in studying for each test. Students were then asked to indicate on a questionnaire whether they had taken high school psychology ...
The lack of a summary table of normative reliabilities for self-report inventories prompts this compendium of test-retest reliabilities of several questionnaires that encompass a range of ages and instruments and differ in construction method and number of items per scale. Included are the Strong Vocational Interest Blank, the Edwards' Personal Preference Schedule, the Jr.-Sr. High School Personality Questionnaire, the Sixteen Personality Factor Questionnaire, the California Psychological Inventory, and the Minnesota Multiphasic Personality Inventory. Samples vary in size, sex, and occupation. Findings indicate that tests of general personality have a similar pattern of decline in reliability over time and that homogeneous scales provide greater stability per item. When measured by occupational interest items, similar constructs have greater stability. In general, group profiles remain the same even over long periods, despite considerable reordering of individuals on any trait over time.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.