Sara J. Finney

Self-efficacy beliefs in college statistics courses

We developed measures of current statistics self-efficacy (CSSE) and self-efficacy to learn statistics (SELS) to address whether statistics self-efficacy is related to statistics performance, and whether self-efficacy for statistics increases during an introductory statistics course. Both instruments yielded reliable, one-factor solutions that were related positively to each other and to two measures of statistics performance (i.e., specific statistics problems and overall course performance). The CSSE and SELS also were related positively to math self-efficacy and attitudes towards statistics, but related negatively to anxiety. Changes between two different testing occasions using the CSSE indicated that statistics self-efficacy increased almost two standard deviations over a 12-week instructional period.

Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context

The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goal orientation, and (b) it answers the call for examining achievement goal orientation measures at different levels of specificity. The authors found that the four-factor structure of goal orientation replicated when used in a general academic context.

A Model of Statistics Performance Based on Achievement Goal Theory

Structural equation modeling techniques were used to test a model of statistics performance based on achievement goal theory. Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively related to the use of deep-processing strategies and to self-efficacy and were negatively related to test anxiety. Performance goals were positively related to disorganization in study strategies and to test anxiety. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Use of deep-processing strategies was positively related to effort but displayed an unexpected negative relationship to achievement. Disorganization was a positive predictor of test anxiety. Implications of these findings for teaching and learning statistics are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigating Validity Evidence for the Experiences in Close Relationships-Revised Questionnaire

The current study gathered internal structural validity and external criterion validity evidence for the Experiences in Close Relationships-Revised Questionnaire (ECR-R) scores. Specifically, confirmatory factor analysis of the data provided general support for the hypothesized two-factor model, and hypothesized relationships with external criteria were substantiated. However, minor model misfit and low communalities (R 2) suggested that some items may represent extraneous constructs. Further avenues of study regarding the functioning of the instrument are provided.

Motivation Matters: Using the Student Opinion Scale to Make Valid Inferences About Student Performance

Institutions of higher education are expected to address accountability and transparency of student learning and development efforts. The Student Opinion Scale assesses examinee motivation during testing and asks students to report level of effort invested and perceived importance of tasks. This article evaluates validity evidence and supports widespread instrument use.

A Factor Analytic Study of the Cross-Cultural Adaptability Inventory

The Cross-Cultural Adaptability Inventory (CCAI) was developed as a tool to assess an individuals effectiveness in cross-cultural interaction and communication. Because limited validity evidence had been published regarding the CCAI, the purpose of the current study is to evaluate the psychometric properties of CCAI scores, specifically focusing on the replicability of the proposed four-factor structure. This study is based on responses from a sample of 709, primarily Caucasian, college sophomores at a mid-Atlantic university. Confirmatory factor analysis indicated poor fit of the four-factor structure and follow-up exploratory factor analyses failed to reveal an interpretable structure. Possible explanations of poor fit are discussed, and recommendations for further research are suggested.

The Development and Evaluation of the Academic Entitlement Questionnaire

Validity evidence was gathered for the Academic Entitlement Questionnaire (AEQ). After reviewing entitlement literature, items were written to cover the breadth of academic entitlement. Results provide evidence for the substantive, structural, and external aspects of validity of the AEQ. Implications for research and use of the AEQ are discussed.

Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing

Given the prevalence of low-stakes testing internationally (e.g., NAEP, TIMSS, PIRLS), it is crucial to try to better understand examinee motivation in these contexts. In the current study, mixture modeling results supported three different profiles of test-taking effort over the course of five tests. Classes 1 and 2 had varying levels of effort whereas Class 3 had steady levels of effort across the five tests. Examination of relationships between class membership and external variables suggested the classes could be differentiated by achievement goals, personality, and ability. Implications of these results for international assessment and directions for future research are discussed.

Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students

There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across African American and White university students. Confirmatory factor analyses support measurement invariance across the two groups. These findings provide additional validity evidence for the newly conceptualized 2 × 2 framework of achievement goal orientation and for the equivalence of functioning of the AGQ-M across these distinct groups. Because this level of invariance is established, researchers can make more valid inferences about differences in the AGQ-M scores across African American and White students.

Measurement Invariance of the Mindful Attention Awareness Scale across Adult Attachment Style

Abstract In this study, the authors examine the measurement invariance of the Mindful Attention Awareness Scale I MA AS) across adult attachment style. A I-factor mode1 and measurement invariance war supported across groups. As predicted, latent mean differences showed that securely attached individuals reported significantly more mindfulness than did insecurely attached individuals, providing construct validity evidence for the MAAS.