The validity and reliability of the Dutch Effort–Reward Imbalance Questionnaire.

The reliability and validity of the Effort–Reward Imbalance Questionnaire were tested in 775 blue- and white-collar workers in the Netherlands. Cronbach's alpha revealed sufficient internal consistency of all subscales except Need for Control. With exploratory probabilistic scaling (Mokken) analysis, the psychometric qualities of the Need for Control scale were improved. With confirmatory factor analysis, the factorial validity of the Extrinsic Effort and Reward subscales was confirmed. A model with 3 separate dimensions for reward (status control, esteem reward, and monetary gratification) proved adequate, emphasizing the importance of distinguishing subscales. The congruent validity of the subscales and a hypothesized relationship with an external construct, health functioning, were confirmed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.

Describes a learning orientation scale in which 5 dimensions are defined by an intrinsic and an extrinsic pole: preference for challenge vs preference for easy work, curiosity/interest vs teacher approval, independent mastery attempts vs dependence on the teacher, independent judgment vs reliance on the teacher's judgment, and internal vs external criteria for success/failure. The reliability and factorial validity of the scale have been adequately demonstrated. Additional validity studies with a total of 2,925 Ss in Grades 3–9 are reported. Higher-order factoring yielded 2 distinct clusters of subscales: The 1st 3 dimensions form 1 factor and are interpreted as more motivational in nature; the remaining 2 are viewed as more cognitive–informational in nature. Developmental data show that across Grades 3–9 there was a shift from intrinsic to extrinsic on the 1st motivational cluster. Conversely, there was a dramatic developmental shift from extrinsic to intrinsic on the cognitive–informational cluster. Interpretations for these developmental differences are advanced, and the educational implications are explored. The discussion focuses on the need to be precise in conceptualizing and operationalizing the term "intrinsic motivation." (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rotter's internal-external scale: Confirmatory factor analysis and correlation with social desirability for alternative scale formats.

536 undergraduates completed alternative versions of Rotter's Internal–External Locus of Control Scale and the Marlowe-Crowne Social Desirability Scale. 178 Ss completed the scales in their original formats (forced-choice and true/false, respectively), and 358 Ss completed a Likert instrument that incorporated both measures. It was hypothesized (a) that J. F. Watson's (see record 1982-29470-001) 2-factor structure for the forced-choice scale and B. E. Collins's (see record 1974-25219-001) 4-factor structure for the Likert version would be confirmed and (b) that both scales would exhibit significant social desirability correlation. A restricted factor analysis of the data confirmed the reported factorial structures, but the variance explained by the factors was small, and there was evidence that the scale may be tapping a unitary construct. Correlation with social desirability was found for the Likert data but not for the forced-choice results. However, data indicate that there may be problems with the interpretation of results that were based on use of the Marlowe-Crowne scale. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discrepancy between predicted and obtained WAIS–R IQ scores discriminates between traumatic brain injury and insufficient effort.

This study examines how well the discrepancy between predicted and obtained Wechsler Adult Intelligence Scale–Revised (WAIS–R) scores discriminate between insufficient effort (IE) and traumatic brain injury (TBI). The 27 IE patients performed significantly more poorly on the WAIS–R than the 48 moderate-severe TBI patients. Premorbid IQs were calculated with formulae that use demographics (Barona Index) or demographics and WAIS–R performance (Best-3 and the Oklahoma Premorbid Intelligence Estimation). Predictions were similar on the Barona, but IE patients' predicted IQs were lower than TBIs for measures with a performance component. IE patients demonstrated a greater discrepancy score (i.e., predicted IQ—obtained IQ) than TBIs; variable levels of sensitivity and specificity were obtained when discriminate functions were developed on these scores. The potential advantage of using discrepancy scores versus performance-based measures to detect insufficient effort is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structural integration of the Affect Balance Scale and the Life Satisfaction Index A: Race, sex, and age differences.

In this research we examined race, sex, and age differences in the factorial structure of Liang's (1985) model of subjective well-being that integrates the Affect Balance Scale and the Life Satisfaction Index A. In particular, we viewed the covariance structure of the items as a function of several parameter matrices. We analyzed the factorial invariance by testing hypotheses involving the equivalence constraints of one or more parameter matrices with regard to the following: White and Black subsamples, men and women, and the young–old and the old–old. Data for the research came from the 1974 Harris National Council on Aging Survey, Myths and Reality of Aging in America. Analysis of covariance structures, or {lisrel}, was used to assess the factorial invariance. Replicated race differences were found in the factorial structure, but sex and age differences were not found. Consistent race differences were found for the second-order factor loadings for negative affect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of Eysenck's PEN and Lanyon's Psychological Screening Inventory in a group of American students.

Administered Eysenck's Psychoticism, Extraversion, and Neuroticism Inventory and the Psychological Screening Inventory (PSI) to 178 male and 297 female undergraduates. Included in the study was an 18-item Lie scale taken from the Eysenck Personality Inventory. A factorial analysis of the intercorrelations showed that 3 major factors could account for the bulk of correlations among the 9 differently labeled characteristics covered by the 2 inventories. These 3 factors were identified as Psychological Disturbance, Extraversion, and Defensiveness, respectively. The 1st factor was characterized by alienation, psychoticism, discomfort, and neuroticism. The 2nd factor was mainly identified by high loadings on Eysenck's Extraversion and the PSI Expression scales. The Defensiveness factor was mainly marked by the Lie scale and the PSI Defensiveness scale. The PSI Social Nonconformity scale loaded equally moderately on both the Psychological Disturbance and Defensiveness factors for both male and female groups. In the case of the male group, its highest loading was on the Extraversion factor. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internal€xternal control expectancies: From contingency to creativity.

Highlights theory and research concerning internal vs external locus of control of reinforcement (IE) and explores the ways in which the IE dimension is related to attributions and personal styles such as perceived control, helplessness, and optimism, particularly in regard to health. Discussed are (1) J. B. Rotter's (1954) social learning theory and early IE research, (2) the Nowicki-Strickland Internal–External Scale, (3) contemporary cognitive-expectancy variables and health, and (4) IE in relation to creativity. It is suggested that the strategies that individuals use to understand and control events in their lives depend on understanding of contingencies between behavior and subsequent events and include the creation of new patterns of contingencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing regulatory emotional self-efficacy in three countries.

The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino, 2001). In this study of young adults, the factorial structure of the RESE scale was found to be similar in Italy, the United States, and Bolivia. In addition to a factor for POS, NEG was represented by a second-order factor of 2 different negative affects: despondency-distress (DES) and anger-irritation (ANG). Overall, there was partial invariance at both metric and scalar levels across gender and countries. Discriminant and convergent validity of the RESE scale was further examined in the Italian sample. Stronger patterns of association of POS with prosocial behavior, of ANG with low aggressive behavior problems and irritability, and of DES with low anxiety/depressive problems and shyness and high self-esteem were found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Varieties of psychological test homogeneity.

Lists 5 steps in the historical development of the psychological test item: Blin's concept of a scale; Alfred Binet's use of simple tests as components of a scale; the development of key-scored tests; the Army Alpha with its new item types; and the proliferation of objective testing in the 1920s. 3 concepts of homogeneity are appropriate for test items: (a) factorial (items exhibit a rank 1 matrix of correlations); (b) scalar (successive items exhibit increase in factorial complexity as in a Guttman scale); and (c) criterial (such unity as the items may have comes from their being predictors of a unified external criterion). Test construction goals can be clarified by observing the distinctions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A psychometric evaluation of the Beck Depression Inventory–II.

This article provides psychometric information on the second edition of the Beck Depression Inventory (BDI–II; A. T. Beck, R. A. Steer, & G. K. Brown, 1996), with respect to internal consistency, factorial validity, and gender differences. Both measures demonstrated high internal reliability in the full student sample. Significant differences between the mean BDI and BDI-II scores necessitated the development of new cutoffs for analogue research on the BDI–II. Results from exploratory and confirmatory factor analyses indicated that a 2-factor solution optimally summarized the data for both versions of the inventory and accounted for a cumulative 41% and 46% of the common variance in BDI and BDI–II responses, respectively. These factor solutions were reliably cross-validated, although the importance of each factor varied by gender. The authors conclude that the BDI–II is a stronger instrument than the BDI in terms of its factor structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beck's cognitive triad: One versus three factors.

Examined the factorial validity of the cognitive triad (view of self, world, and future) hypothesized by A. T. Beck (1987) to be a key depression-related variable. A nonclinical sample of 641 university undergraduates completed the Cognitive Triad Inventory (CTI). Although an initial confirmatory factor analysis failed to support a 3-factor model for the CTI drawn from Beck's paradigm, a principal components analysis yielded a single factor which was labeled, "Self-Relevant Negative Attitude." Additional analyses confirmed the viability of the 1-factor solution and showed that the CTI was still a reliable scale with 12 as opposed to the original 30 items. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A psychometric study of the McMaster Family Assessment Device in psychiatric, medical, and nonclinical samples.

Investigated the psychometric properties of the McMaster Family Assessment Device (FAD [N. Epstein et al; see PA, Vol 71:2891]), a multidimensional measure of family functioning, using data from psychiatric (n?=?1,138), nonclinical (n?=?627), and medical (n?=?298) samples. Internal scale reliabilities and factorial validity were assessed for each group, and results were compared across groups. In general, scale reliabilities were favorable and the hypothesized factor structure of the FAD was supported. Results also support the use of the 60-item version over the original 53-item version. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concerning the evidence for a general factor in the Internal–External Control Scale: A reanalysis of Franklin's data.

Examined contradictory findings concerning the dimensionality of Rotter's Internal–External Locus of Control (I–E) Scale through a reanalysis of data previously reported by R. D. Franklin (1963). Results of principal factor analysis do not support the conclusion of a general factor in the I–E scale accounting for 53% of the total scale variance. Rather, the general factor reported by Franklin was found to account for less than 9% of the total I–E scale variance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect.

Reanalyzed data from 2 studies with 419 undergraduates of the Dr. Fox effect (R. G. Williams and J. E. Ware; see PA, Vol 55:8285 and Vol 60:12778). Factor analysis identified 5 evaluation factors that varied in the way they were affected by experimental manipulations of instructor expressiveness (IE) and content coverage in 3 incentive conditions. For Ss in the incentive condition most like the actual classroom, the Dr. Fox effect was not supported in that (a) IE only affected ratings of Instructor Enthusiasm—the factor most logically related to the manipulation—and (b) content coverage affected ratings of Instructor Knowledge—the factor most logically related to that manipulation—and examination performance, but not ratings of Instructor Enthusiasm. However, when Ss were not given the incentive to learn, IE had a greater impact than did content coverage on each of the rating factors (supporting the Dr. Fox effect) and examination performance. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing changes in the meaning of children's behavior: Factorial invariance of teachers' temperament ratings.

Tested the assumption that the same behavioral rating scale may be used over a wide age range, using temperament ratings provided by 24 teachers of 564 kindergarten through 4th-grade children. A LISREL analysis supported the hypothesized 3-factor model and established factorial invariance. The consistency of the factor structure over grade and the similarity of this structure to the findings from other factor analytic studies suggest that teachers may organize information about student behavior along the same dimensions regardless of the grade they teach. Such invariance may result from the demands of the teaching task rather than actual covariation among student behaviors. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A quantitative analysis of expressed preferences for compensation plans.

The method of factorial paired comparisons is employed in 2 studies designed to evaluate employee preferences for alternative forms of job compensation. Explicitly considered are 4 compensation features with 2 levels each: weekly salary vs. hourly wage, use or nonuse of supervisory merit-ratings, inclusion or exclusion of a piece-incentive plan, and pay increase vs. no increase. A 24 factorial design provides estimates for and tests of significance on preference scale values associated with each compensation "package," as well as for scale contrasts between the 2 levels of each separate compensation feature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Construction et validation de l'échelle de motivation en éducation (EME).

Studied the construction, psychometric properties, and validity of an instrument to measure motivation toward education—the EME. The scale consists of 7 subscales assessing 3 types of internal motivation (to know, to accomplish, and to experience sensations) and 3 types of external motivation (external, introjected, and identified regulation). Human subjects: 746 male and female Canadian adults (mean age 17.62–18.97 yrs) (college students). The EME was administered to 3 groups of students during class time. One group was given the scale twice to determine internal stability. Internal consistency, factorial structure, and construct validity were determined using factorial analysis and the LISREL VI statistical software package (K. G. Joreskog and D. Sorbom, 1984). (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of uniform and religious status on interviewees.

Assessed the effects of uniform and religious status of interviewers on male and female Catholic and non-Catholic interviewees. 128 16–21 yr old Ss had interviews with a nun dressed either in lay clothing or a habit or with a non-nun dressed either in lay clothing or a habit. The design was a 4?×?2?×?2 factorial. The main effects were the 4 interviewer combinations (Religious Status?×?Dress), sex of interviewee, and religious preference of interviewee. The dependent variables were length of interview and scores on an attitude measure, an experience scale, and an interviewer rating scale. ANOVAs revealed significant main effect differences in (a) length of interview (interviewees spent more time speaking to nuns dressed in a habit) and (b) interviewee attitude (female interviewees responded more conservatively than males, Catholics responded more conservatively than non-Catholics, and all Ss responded more conservatively to nuns than non-nuns). (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)