The effects of response format and internal versus external criteria measures on the evaluation of importance weighted models of job satisfaction

Hendricks, Reginald Lynn

doi:10.31274/rtd-180815-4783

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…This 99-point scale and the associated transformation has provided useful results in a large number of studies involving affection stimuli (e.g., Hendricks, 1974;Elrod and Crase, 1980). The transformation changes the 99-point scale by separating more widely response differences in the two ends of the scale and, relatively, compressing the center part of the scale.…”

Section: Discussionmentioning

confidence: 99%

An analysis (between and within classrooms) of student evaluation of instruction

Phutinart

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Inconsistent Findings of Student Ratings and Student 16 Characteristics Student Characteristics and Student Ratings 20 Student gender and student ratings 21 Required course vs. elective course and student ratings 22 Expected grade (and actual grade), GPA, and student ratings 23 Conclusion 31 METHODOLOGY AND PROCEDURE 33 Sample 33 Instrument 34 Analysis 34 RESULTS AND DISCUSSION 37 Factor Analysis of the Student Evaluation of Instruction 38 Questionnaire The Analysis of Correlation and Variation of Student Rating

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Section: Discussionmentioning

confidence: 99%

An analysis (between and within classrooms) of student evaluation of instruction

Phutinart

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“…First, the item responses have been converted to a 1-99 agree-disagree, true-false, or relevant-irrelevant format (Wolins & Dickinson, 1973), making them more suitable for factor analyses, without appreciably changing their contents. Ninety-nine point scales result in more reliable factors than do the short item-response formats that have traditionally been used (Hendricks, 1975). Second, overt sexism has been eliminated from the items to insure that their originally intended meanings were clear.…”

Section: Instrumentationmentioning

confidence: 99%

A validation study of instruments designed to measure irrationality

Porosoff

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This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted.The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page's) or sectscrs, thoy are spliced sntG the fsSm slong with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. When an image on the film is obliterated with a large round black mark, itis an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame.3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sscticning" the rrrateria!. !t is custcmary to bsgir; phctcing 2t the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again -beginning below the first row and continuing on until complete. The majority of users indicate that the textual content is of greatest value,however, a somewhat higher quality reproduction could be made from "photographs" if essentia: to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. Signature was redacted for privacy. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University MicmlllmsSignature was redacted for privacy.Signature was redacted for privacy.ii (195b; 1960; 1964), who in his investigations of authoritarianism and dogmatism dealt with the formal properties of belief systems. An individual's primitive or core beliefs, according to Rokeach (1960), are said to "develop early in life, are generally unquestioned, and are responsible for the sense of personal identity and stability that the person has about himself and the physical and social world" (Levy, 1970, p. 272). An example of a cognitive approach of pos sibly greater theoretical importance than Rokeach's, is that of George Kelly. Kelly (1955) conceives of people as scientists, con stantly trying to predict and explain their environment as perfectly as possible. The tools that Kelly postulates are used for predic tions and explanations are individualized, hierarchical, personal construct repertoires. A cognitive point of view that is rather different from either of the above is that of Classer's (1965) reality therapy, which emphasizes the importance of values and responsibility. For all cognitive ap...

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The Social Competency Scale for Preschool-Age Children: Its Development and Factorial Validity

Pease

Clark

Crase

1981

Educational and Psychological Measurement

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The Iowa Social Competency Scale-Preschool (ISCS-P) was developed as a paper-and-pencil test for parents to measure typical behavior of preschool-age children as they function within the family setting. After preliminary testing with 133 parents of preschool-age children, a 60-item test was administered to 436 rural and urban parents (250 mothers, 186 fathers). The results of a factor analysis for each sex suggested a five-factor, 34-item form for mothers and a five-factor, 29-item form for the fathers. Social Activator, Hypersensitivity, Reassurance, Cooperativeness, and Uncooperativeness are the five factors of the mother form, whereas Social Activator, Hypersensitivity, Reassurance, Social Ineptness, and Attentiveness are the five factors of the father form. Although the factor names are the same in some instances, each factor has somewhat different items. Items for each form of the scale are given a 1 to 5 rating, and ratings are added for all items within a factor to obtain a factor score. Reliability estimates for each factor scale from application of the Spearman-Brown formula were computed for total variance (range = .57 to .86, mothers; range = .47 to .88, fathers) and for unique variance (range = .52 to .85, mothers; range = .47 to .87, fathers). Subseqently, a 19-item combined form was developed for use with both mothers and fathers. This form is especially applicable to investigations of psychosexual development and sex stereotyping among children. Additional research is required to establish reliability and validity of the combined form.

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The effects of response format and internal versus external criteria measures on the evaluation of importance weighted models of job satisfaction

Cited by 3 publications

References 25 publications

An analysis (between and within classrooms) of student evaluation of instruction

An analysis (between and within classrooms) of student evaluation of instruction

A validation study of instruments designed to measure irrationality

The Social Competency Scale for Preschool-Age Children: Its Development and Factorial Validity

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