Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety.

The structure of perceived school climate and the relationship of climate dimensions to adaptation were examined in a large-scale multi-year investigation of students who attend middle-grade-level schools. Analyses of the structure, reliability, interrater convergence, and stability of school climate ratings were conducted in a large-scale sample of over 105,000 students in 188 schools. The climate scales exhibited a stable dimensional structure, high levels of internal consistency, and moderate levels of stability over 1- and 2-year time intervals. The relationship between climate ratings and students' adjustment was examined in 3 increasingly large samples of schools and students that were collected during successive years of this project. Ratings of multiple climate dimensions were associated consistently with indexes of academic, behavioral, and socioemotional adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher ratings of three psychological report styles.

This paper reviews the literature on psychological assessment report writing and describes a study of elementary school teachers' (n = 104) ratings of three alternate report styles. Results indicated that teachers assigned higher ratings to reports in which the results were organized by themes rather than in a test-by-test format. Teachers rated the report style with a lowered reading grade level as being the most teacher-friendly. Across all three-report styles, 53% of teachers generated one or more appropriate intervention ideas based on the assessment data. The discussion describes strategies for educating professional psychologists in effective report writing and describes directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative perceptions of counselor behavior: A replication and extension.

Investigated comparative perceptions of counselor behavior. 40 counseling interviews were rated by 40 16–50 yr old participating clients, 9 counselors (professional staff members), and 5 observers (staff psychologists) along social influence and client-centered dimensions at a Midwestern community mental health center. The Counselor Rating Form (CRF) and Barrett-Lennard Relationship Inventory ere used to yield measures of these dimensions. Results support the hypothesis that clients would rate their counselors highest on each variable relative to counselor self-ratings and observers' ratings of counselors. Correlational analyses revealed a high degree of relationship among the social influence and client-centered dimensions for client and observer ratings. There was greater agreement between clients and observers than between clients and counselors or counselors and observers on 4 dimensions. Data suggest the existence of a common factor of perceived counselor behavior. The utility of the social influence constructs as measured by the CRF was supported, and this area of study appears to have direct relevance to research in applied professional settings. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the assessment center scoring method affect the cross-situational consistency of ratings?

Examined the effect of 2 different assessment center scoring methods on the cross-situational consistency of assessor ratings. A scoring method that focused on dimensions yielded similar heterotrait-nonmethod and monotrait-heteromethod correlations compared with the more typical within-exercise procedure. As in previous research, dimension ratings correlated higher with different dimensions in the same exercise than with ratings of the same dimensions in other exercises. In light of this as well as other studies, the authors concluded that different changes appear necessary to increase convergent validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A personality dimension of consistency versus variability without the use of self-reports or ratings.

34 university students enacted scenes in which they portrayed junior high school mathematics teachers giving a short "lesson." Ss portrayed the teachers in 3 different ways: natural, extraverted, and introverted. Objective measures of time talking, eye contact time, and total lesson time were employed to construct cross-trial variability scores. The relationships between these cross-trial variability scores were highly significant, suggesting that an individual difference measure of intraindividual behavioral variability may be constructed without resort to ratings. Behavioral variability was also related to variability in self-ratings. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent styles associated with children's self-regulation and competence in school.

This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3–6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of the predictive validity and economic utility of the assessment center for the high-management level.

Obtained final ratings on 25 assessment dimensions for 382 candidates for high-level management positions in an Israeli corporation. The ratings were determined by an assessment center process, 2 clinically derived assessment scores, and a mechanically derived assessment score. For 49 of the assessees, scores were also available on a battery of paper-and-pencil cognitive tests. For all Ss, data were obtained on 2 criterion measures over a period of 4 yrs. Both the general intelligence rating formulated in the assessment center and the scores on the cognitive tests were found to be predictively invalid, while the personality measure proved valid. Despite the modest coefficients of predictive validity found for the other assessment center predictors, the economic utility analysis performed with an amended formula demonstrated a cost-effectiveness for the assessment center program. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational specificity in assessment center ratings: A confirmatory factor analysis.

Assessment center ratings of eight abilities from each of five situational exercises were examined for their cross-situational consistency and discriminant validity. A series of confirmatory factor analyses revealed that the ratings were largely (if not totally) situation specific, and that assessors failed to distinguish among the eight target abilities. These results combined with previous research suggest that the assessment center method measures mainly situation-specific performance, not cross-situational managerial abilities. We suggest that the intended constructs might be better measured if more ability-related behaviors were elicited within each exercise and if the cognitive demands placed on assessors were reduced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Authoritative school discipline: High school practices associated with lower bullying and victimization.

In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate—structure and support—are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear modeling, that consistent enforcement of school discipline (structure) and availability of caring adults (support) were associated with school safety. Structure and support were associated with less bullying and victimization after we controlled for size of school enrollment and the proportion of ethnic minority and low-income students. These findings suggest that discipline practices should not be polarized into a “get tough” versus “give support” debate because both structure and support contribute to school safety for adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of school violence on school personnel: Implications for psychologists.

Each year, approximately 234,000 teachers in the United States are victims of school-related violence. After a violent incident, school-based mental health professionals, psychologists from the community, and administrators appropriately intervene to provide counseling and other services for students. Unfortunately, many school personnel who have been victimized do not receive adequate treatment after such incidents occur. In this article, the authors argue that psychologists, school personnel, and mental health counselors must be aware of the needs of teachers and administrators who have been affected by these events and must, therefore, provide counseling for them as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The predictive validity of premilitary performance ratings by high school personnel.

Describes a study in which 4,533 male and 639 female faculty members in large and small high school settings rated former students as to their future performance as Marine Corps enlisted men. The ratings were evaluated against a criterion of attrition and pay grade. Validity coefficients were generally low but valid. Ratings made by males were significantly higher in validity than ratings by females. Ratings made in small school settings were more valid than those made in the large school settings. Suggestions are given for modifying the use of these ratings to increase their predictive validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictive value of teachers' ratings of young children.

Assessed the relation of teachers' ratings of young children's abilities, classroom skills, and personal-social characteristics to achievement (Wide Range Achievement Test) in school. Teachers' ratings of 217 children were obtained in the fall and spring of kindergarten and again in 2nd and 3rd grades. By the end of the 3rd grade, 146 children remained in the sample. A total of 63 teachers participated. Predictive validity of the ratings was high for both concurrent and subsequent achievement by the children. The sum of 4 ratings (Effective Learning, Retaining Information, Vocabulary, and Following Instructions) predicted achievement nearly as well as the entire battery of ratings. Average ratings were consistently higher for girls than for boys. Ratings made by mothers were less predictive of scholastic success than ratings made by teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exercise design approach to understanding assessment center dimension and exercise constructs.

Arobust finding in assessment center research is that ratings cluster according to exercises and not dimensions. Seeking further understanding of exercise effects, the authors proposed 2 exercise-based factors (exercise form and exercise content) as sources of variance in assessment center ratings. Exercise designs were manipulated so that 2 levels of form (leaderless group discussions and role-play exercises) were crossed with 2 levels of content (cooperative and competitive task designs). Analysis of variance (ANOVA) and confirmatory factor analysis procedures applied to multitrait–multimethod ratings of 89 high school student assessees revealed that most of the variance in the ratings was explained by exercises and not dimensions. Exercise form accounted for 16% of method variance, whereas exercise content had near zero effect. The form effect was primarily due to higher correlations of dimension ratings across role-play exercises. Practical implications and future directions for exercise design research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and race composition of assessment center groups as a determinant of peer and assessor ratings.

Evaluated the effects of sex and race composition of assessment center groups on assessment center ratings for 54 racially and sexually mixed groups. Results indicate that there were minimal effects as a result of the race–sex composition of the group, but some assessment ratings for Black females were negatively and significantly correlated with the number of White males in the assessment group. The ratings of White males tended to be higher when the number of White males in the assessment group increased. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure and correlates of ratings of inattention, hyperactivity, and antisocial behavior in a large sample of 9-yr-old children from the general population.

Investigated teacher ratings of inattentive, impulsive, hyperactive, aggressive, and anxious behaviors among 926 9-yr-old children and examined the relation of these variables (and subsequently obtained factors) to other developmental and background variables. Ss were also assessed via parental ratings of the same behaviors rated by teachers and cognitive and speech–motor measures (e.g., WISC—R). Factor analysis of the teacher ratings identified 4 factors: Inattention, Antisocial Behavior, Hyperactivity, and Worry-Fearful. Subscales based on these factors were only weakly related to parental ratings. Canonical correlational analysis indicated that both cognitive (performance, IQ, reading, and spelling) and motor (speech articulation and tapping speed) abilities best predicted parent and teacher ratings of inattention. Family background measures were associated primarily with the antisocial, hyperactive, and worry ratings. Results suggest that inattention represents the core dysfunction in hyperactivity. It is argued that inattention, hyperactivity, and antisocial behaviors should be regarded as at least partially independent dimensions. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructs and assessment center dimensions: Some troubling empirical findings.

Maintains that exercise design alone serves as weak evidence for construct validity due to the complexity of the typical assessment center rating and evaluation process. Evidence that assessment ratings accurately reflect the complex traits they purport to measure has not been provided to date. To explore this issue, the interrelationships among dimensional ratings between and within exercises in 3 assessment centers were examined. 559 candidates for upper-level management from a multinational firm, a civil service commission, and a retailer were assessed on managerial skills (including communication and interpersonal skills). Postexercise ratings of assessment dimensions were correlated and factor analyzed. The resulting factor pattern for all 3 organizations represented exercises rather than dimensions. In 2 of the organizations, the mean correlation among across-exercise ratings of individual dimensions was near zero. These findings suggest that assessment ratings do not measure the intended constructs. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing children's competence: Mothers' and teachers' ratings of competent behavior.

The purposes of this study were to test the replicability of the factor structure of the Health Resources Inventory (HRI; E. L. Gesten [see PA, Vol 57:7209]) for teachers, to describe the factor organization of the HRI when used with parents, and to assess the strength of agreement between parents' and teachers' views of children's competence. Parents' ratings were available for 269 children (ages 4 to 12 years), and teachers' ratings were gathered for a subset of 102. Analysis of teachers' responses confirmed a 5-factor structure of the HRI. The factor structure for mothers closely mirrored that of teachers. The similarity of factor structure argues for the usefulness of the HRI in assessing children's competence at home and school. The relatively modest correlation between mothers' and teachers' ratings suggests possible setting differences in children's behavior and/or variance related to rater source. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Descriptive, theoretical, and behavioral characteristics of subdoctoral school psychologists.

Reports an analysis of theoretical and behavioral characteristics of a group of applicants and enrollees to an advanced National Defense Education Act Institute held for school psychologists in 1967. Data collected are discussed in relationship to the training, background, theoretical orientation preferences, work load and time allocation to alternate school psychology activities, and behavioral characteristics of applicants and enrollees. Findings suggest that theoretical orientation does appear to effect dimensions of school psychology practice. Factor analyses and step-wise regressions were completed on both paper-pencil measures and observational data obtained from video tape analysis. Results suggest that school psychologists have been recruited for the most part from the ranks of teachers and counselors within the public school setting. Traditional and novel predictors and multiple criteria are discussed in relationship to the emergence of a task-oriented social-learning model for school psychology training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the validity of social skills assessments: An analysis of role-play and ward staff ratings of social behavior in a maximum security setting.

Assessed the social skill of 64 male patients in a maximum security psychiatric hospital. Assertion and conversational role-plays were videotaped and rated on a variety of social skill dimensions. Ward staff rated the S's social behavior on a socialization scale and on the Social Contact and Communication subscales of the MACC Behavioral Adjustment Scale. Social skill and a number of relatively complex social skill dimensions in both assertion and conversation role-plays correlated significantly with the in vivo measures. Results support the external validity of role-played interactions in the assessment of social skill as well as the suggestion that social skills training should emphasize the more complex interpersonal behaviors. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)