Interpretation of Educational Measurements

Freeman, Frank S.; Kelley, Truman L.

doi:10.2307/1414476

Cited by 146 publications

(57 citation statements)

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“…A jingle fallacy is the erroneous assumption that two or more measures with the same name cover the same construct, whereas a jangle fallacy represents the misconception that two or more measures with different names automatically refer to two different constructs. Kelley (1927) was the first to describe this phenomenon when he discussed the measurement of achievement and intelligence. Hagger (2014) point to a very similar problem for several variables in social psychology (e.g., self-control) and called it déjà-variable phenomenon.…”

Section: Discussionmentioning

confidence: 99%

The Dimensionality of the Brief COPE Before and During the COVID-19 Pandemic

et al. 2021

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The Brief COPE (Coping Orientation to Problems Experienced) is a frequently used questionnaire assessing 14 theoretically derived coping mechanisms, but psychometric research has suggested inconsistent results concerning its factor structure. The aim of this study was to investigate primary and secondary order factor structures of the Brief COPE during the COVID-19 pandemic by testing 11 different models by confirmatory factor analyses and to assess differences between sex, age groups, and relationship status. Altogether, 529 respondents from Austria and Germany participated in a web-based survey. Results supported the originally hypothesized 14-factor structure but did not support previously described higher-order structures. However, bass-ackwards analyses suggested systematic overlap between different factors, which might have contributed to different factor solutions in previous research. Measurement invariance across sex, age groups, and relationship status could be confirmed. Findings suggest that cultural and situational aspects as well as the functional level should be considered in research on theoretical framing of coping behavior.

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Section: Discussionmentioning

confidence: 99%

The Dimensionality of the Brief COPE Before and During the COVID-19 Pandemic

et al. 2021

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“…Therefore, one question is how close are goal orientation traits to conscientiousness? The existence of jangle fallacies, implying that two scales are equivalent but just named differently (Kelley, 1927) has been studied a lot in the past years due to the frequent publication of so-called new constructs (see, for example, grit and conscientiousness, Credé et al, 2017;or self-compassion and conscientiousness, Pfattheicher et al, 2017). Based on the recently published semantic scale network, we can identify scales that show a semantic similarity to each item (Rosenbusch et al, 2020).…”

Section: Personality Traitsmentioning

confidence: 99%

Conscientiousness, Students' Goal Orientation, and Reasoning Ability: Significance for Educational Standards

Weiss¹,

Böhnisch²

2023

Preprint

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Previous studies show that students' goal orientation and conscientiousness are related to academic performance. Few studies, however, allow conclusions to be drawn about the factor structure of goal orientation and its distinctions from conscientiousness. In a study with N = 145 secondary school students (M = 13.9, SD = .85; 41% male), we investigated if the residuals of latent factors of goal orientation are still meaningfully correlated with academic performance and reasoning. Based on structural equation models, we have replicated the theoretically derived four-factor structure and showed that conscientiousness explains 29% of the variance in learning goals and 40% of the variance in work-avoidance. Furthermore, we show that the residuals of orientation are mainly not significantly related to reasoning or educational standards (only work-avoidance correlated with reasoning, and performance goals correlated with educational standards). Educational standards were highly correlated with reasoning. Implications for school practice and possible interventions are discussed.

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“…these constructs simultaneously within a single study. Without an empirical assessment of their relationships, we run the risk of jingle-jangle fallacies (Kelley, 1927;Thorndike, 1913).…”

Section: The Relationships Among Facets Of Distractibilitymentioning

confidence: 99%

A d factor? Understanding trait distractibility and its relationships with ADHD symptomatology and hyperfocus

Zhang¹,

Miyake²,

Osborne³

et al. 2022

Preprint

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People differ substantially in their vulnerability to distraction. Yet, distraction can occur for various reasons, such as external interference, thought intrusions, repetitive negative thoughts, and mind-wandering. How are these different forms of distraction related to each other? Is there a group of people who are successful at resisting all forms of distraction? Two samples of adult participants differing in several dimensions (total N = 1220) completed a large battery of self-report measures assessing different facets of distractibility. Latent modeling revealed that these measures could be explained by three correlated-yet-distinct factors: external distraction, unwanted intrusive thoughts, and mind-wandering. Importantly, about 80% of the total variance in the three factors could be explained by a single higher-order factor (d) that could be construed in terms of a person's general distractibility, and this general distractibility model was highly replicable across the two samples. We then applied the general distractibility model to understand the nature of ADHD symptomatology and hyperfocus (a long-lasting state of concentration often reported by people with ADHD). ADHD symptoms (particularly inattentive symptoms) were predominantly explained by d, whereas hyperfocus displayed qualities of both heightened distractibility and focused attention. Overall, the study contributes to a more comprehensive conceptualization of distractibility and highlights how general distractibility can be used to gain insight into other individual differences.

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Interpretation of Educational Measurements

Cited by 146 publications

References 0 publications

The Dimensionality of the Brief COPE Before and During the COVID-19 Pandemic

The Dimensionality of the Brief COPE Before and During the COVID-19 Pandemic

Conscientiousness, Students' Goal Orientation, and Reasoning Ability: Significance for Educational Standards

A d factor? Understanding trait distractibility and its relationships with ADHD symptomatology and hyperfocus

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