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The construct validity of the Meta-cognitive Awareness of Reading Strategy Inventory (MARSI; Mokhtari & Reichard, 2002) was tested with 189 college students, and its convergent validity with reading comprehension ability was investigated. Reading ability was assessed using self-report and standardized measures. Results demonstrate weak construct validity of the MARSI, suggesting that the current form of the MARSI is not appropriate for use with students who are very proficient in reading (i.e., grade level equivalents beyond 12th grade). More theoretically-based quantitative and qualitative studies using the MARSI are warranted
In this invited editorial I acknowledge the need for greater efforts to translate both the identity and purpose of psychologists. I present a two-pronged approach involving building equitable representations of psychologists and opting into the usage of inclusive curricula. The former can begin with updates to career profiles and commercially available media for younger students while the latter helps to sustain the diverse legacy for the field. The aim of this invited editorial is to call us to broaden the opportunities for the next generation to understand what is meant by P is for psychologist.
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