Timothy J. Huelsman

A New Measure of Perfectionism: The Perfectionism Inventory

In this investigation, we produced a new 8-scale measure of perfectionism called the Perfectionism Inventory (PI) that is designed to capture the important constructs provided by 2 existing Multidimensional Perfectionism Scale (MPS; Frost, Marten, Lahart, & Rosenblate, 1990; Hewitt & Flett, 1991b) measures, along with new perfectionism scales. In the results from 3 studies, we describe scale development, scale psychometric properties, and criterion-related validity evidence for the 8 PI scales: Concern Over Mistakes, High Standards for Others, Need for Approval, Organization, Parental Pressure, Planfulness, Rumination, and Striving for Excellence. We present relationships between the 8 PI scales, relevant MPS scales, and other criterion measures. Second-order exploratory and confirmatory analyses provide support for the 8-scale PI model as well as support for 2 composite PI factors labeled Conscientious Perfectionism and Self-Evaluative Perfectionism.

Scales to Measure Four Dimensions of Dispositional Mood: Positive Energy, Tiredness, Negative Activation, and Relaxation

The present study addresses the measurement of trait mood by examining a set of new scales to measure four separate dimensions: positive energy, tiredness, negative arousal, and relaxation. The data were divided into two halves. On the first half of the data, separate exploratory factor analyses were performed for each dimension using 15 items chosen from various sources to represent each dimension of mood. On the second half of the data, separate confirmatory factor analyses identified the items for which the data best fit the model. The factor analyses produced conceptually meaningful scales whose scores varied in internal consistency reliabilities ranging from .87 to .93. Relationships among the scales match the predictions of theories by Burke, Brief, George, Roberson, and Webster; Thayer; and Watson and Tellegen.

Measurement of Dispositional Affect: Construct Validity and Convergence with a Circumplex Model of Affect

A circumplex model of affect has recently gained tentative acceptance by prominent researchers investigating the structure of dispositional affect. The present study examines the issue of construct validity of several existing measures of affect and their fit with the circumplex model. A traditional multitrait-multimethod matrix approach is utilized first, followed by a confirmatory factor analytic approach. These analyses demonstrate that the data collected using these four scales are characterized by generally good concurrent and discriminant validity. Furthermore, the data are in partial agreement with the proposed circumplex model of affect. Issues for the further development of the circumplex model and the use of these measures are discussed.

Preschool Temperament Assessment: A Quantitative Assessment of the Validity of Behavioral Style Questionnaire Data

Research Findings: Child temperament is an important construct, but its measurement has been marked by a number of weaknesses that have diminished the frequency with which it is assessed in practice. We address this problem by presenting the results of a quantitative construct validation study. We calculated validity indices by hypothesizing the magnitude of relationships between Behavioral Style Questionnaire (BSQ) subscales and criterion measures assessing student–teacher relationships, student characteristics related to teaching stress, and peer play interactions. We tested these hypotheses against the actual correlations observed in a sample of 44 children 40 to 68 months of age. These analyses indicated strong support for 4 of the BSQ subscales (Activity, Rhythmicity, Approach, and Adaptability) and moderate support for 1 subscale (Mood). However, new item generation and testing is recommended for 3 subscales (Intensity, Persistence, and Threshold), along with further construct definition work for the final subscale (Distractibility). Practice or Policy: These findings are particularly relevant for early childhood educators who wish to assess temperament yet are uncertain of the issues involved in its measurement. Results derived from the BSQ, viewed in context, can increase practitioners’ understandings of childrens individual characteristics and guide the development of interventions to promote optimal early educational experiences for children.