Brenda H. Loyd

Reliability and Factorial Validity of Computer Attitude Scales

As computer-related programs are introduced into school curricula, it is helpful to evaluate student attitudes which may affect the success of such programs. This study, involving 155 eighth-through twelfth-grade students, examines the reliability and factorial validity of the Computer Attitude Scale and its three subscales (Computer Liking, Computer Confidence, and Computer Anxiety). The data suggest that this instrument is an effective, reliable, and convenient means of measuring student attitudes toward learning about and using computers.

The Effects of Sex, Age, and Computer Experience on Computer Attitudes.

AbstractStudent attitudes toward computers are important to success in computer-related programs. This study of 354 high school and college students examines the effects of age, sex, and computer experience on the attitudes (computer anxiety, confidence, and liking) measured by the Computer Attitude Scale. Computer experience was found to be significantly related to more positive attitudes on all three subscales. Some significant age effects were also found, but no clear trend with age was demonstrated. Sex was not found to be significantly related to computer attitudes on any of the three subscales. Interaction effects were also examined.

Validation Studies of a New Computer Attitudes Scale.

AbstractTo explore the usefulness of a new instrument, the Computer Attitude Scale, its subsidies (Computer Anxiety, Computer Confidence, Computer Liking) were subjected to two validation studies. The first study examined the reliability and factorial validity of the subscales. The second study analyzed the results of preprogram-postprogram administration of the subscales. The results of the studies suggest that the Computer Attitude Scale is a convenient. reliable and valid measure of computer attitudes, and that it can be confidently and effectively utilized in research and program evaluation contexts.

Effect of Speededness on Test Performance of Handicapped and Nonhandicapped Examinees

ABSTRACT Handicapped and nonhandicapped fifth-grade students were administered subtests of the Iowa Tests of Basic Skills (ITBS) under timed and untimed conditions to examine the effect of speededness on the test performance of the two groups. The results of a two-group discriminant analysis suggested that the handicapped group cannot be distinguished from the nonhandicapped group on the basis of completion or noncompletion of 90% of the test items, or on the number of items attempted under timed conditions. Furthermore, the results of analysis of variance procedures provided no evidence that the groups were differentially affected when the amount of speededness was reduced. One possible implication of the findings was that members of some handicapped groups may reasonably be included in the standardized testing situation with other members of their class, rather than be excluded or exempted from the testing experience.

Socioemotional Adjustment of Adolescent Girls Enrolled in a Residential Acceleration Program.

This prospective study of adolescent girls enrolled in a residential early college entrance program investigated whether socioemotional adjustment could be predicted by prior personality and family characteristics. Adjustment was assessed from staff, student, and peer perspectives over the course of one academic year. Results indicate consistent predictive relationships between the Jackson Personality Inventory, the Self-Perception Profile for Adolescents, the Family Environment Scale, the Parent Adolescent Communication Scale, and four outcome adjustment measures. The importance of studying individual differences in how students adjust in acceleration programs is emphasized.

Characteristics of Persons with Mental Retardation who have been Abused by Caregivers

The relationship between specific characteristics of individuals with mental retardation, as rated by their teachers, and their abuse by residential caregivers was investigated. Teacher ratings of 91 abuse victims from five state training centers in Virginia for individuals with mental retardation were compared to 91 randomly selected control subjects from the same facilities. Discriminant analysis results indicated a significant relationship (p < .001) between abuse status and a linear combination of subject characteristics. In addition, the Pearson chisquare test of independence was used to test the relationship between individual characteristics and behaviors of subjects and abuse status. Results indicated a significant relationship (p < .05) between abuse status and teacher ratings of level of functioning and frequency of maladaptive behaviors. Implications for caregivers and educators are discussed.

The Use of Multiple Matrix Sampling for Survey Research.

AbstractMultiple matrix sampling procedures can be employed to improve survey research when the results of matrix sampling are equivalent to those obtained by the traditional census testing approach. This study examined the use of multiple matrix sampling as a strategy for the collection of data and compared rates of response when subgroups of items were administered as opposed to an entire instrument. In addition, the study investigated whether responses were equivalent in the two sampling procedures and whether bias was present. The results indicate that multiple matrix sampling is a viable and reasonable procedure to use when a mail survey questionnaire consists of a large number of pages and/or items.

An investigation of beliefs about smoking among diabetes patients: Information for improving cessation efforts

The purpose of this study was to identify differences between current smokers and ex-smokers in beliefs about the health effects of smoking. This information will enable educators to design better smoking cessation interventions for diabetes patients. A smoking behavior questionnaire was developed to collect information about demographics, personal lifestyle, and beliefs about smoking and diabetes. Participants were 40 current smokers and 30 ex-smokers located from a patient registry at the University of Virginia Diabetes Research and Training Center. Less than half of the diabetic smokers in the study reported receiving advice to quit from their physician and none of them reported having attended a formal smoking cessation program. Results indicate that demographic and lifestyle variables predict 21% of the variance between smokers and non-smokers in this sample. The group of health belief variables collectively raised the amount of variance that could be accounted for from 21% to 42%. It is recommended that health professionals who provide services to diabetes patients determine present smoking behavior of each diabetes patient, provide firm advice to stop smoking, assess the special circumstances of the smokers, and offer specific smoking cessation programs to meet the unique needs of diabetes patients.

Perceived Competence and Parent-Adolescent Communication in High Ability Adolescent Females.

Adolescent females have been largely ignored in previous research on high ability youth, despite the social pressures and family conflicts they may experience as a result of their efforts to achieve commensurate with their high abilities. The present study investigates the self-concepts (perceived competence) and quality of parent-adolescent communication in 60 high ability adolescent females, including 42 who left home to enroll in an early college entrance program and 18 who attended more traditional high school programs. Results indicate that the quality of parent-adolescent communication for these young women: (1) varies widely with both mothers and fathers; and (2) is consistently associated with perceived competence in both academic and non-academic areas. As a group, the young women have above-average academic and overall perceived competence, but IQ is negatively correlated with perceived competence in non-academic areas.

Assessment of Reading Comprehension: A Comparison of Constructs.

Theoretical models describing reading comprehension have implications for how reading comprehension is assessed. Because of the need for objective and standardized scoring, most reading comprehension tests utilize formats which involve multiple choice questions based upon a passage which is read. Another assessment technique utilizes free recall. This study investigates whether standardized tests measure the same construct as free recall assessment techniques, by evaluating for a sample of 108 high school students the relationship between scores from written recalls and scores from a standardized reading test (as well as skill area scores based on subsets of items from the standardized test).