RESEARCH METHOD COHEN ok

598 NOTES
and Karp, M. (1991) Psychodrama: Inspiration and
Technique.London:Routledge.
24 QUANTITATIVE DATA ANALYSIS
1 Bynner and Stribley (1979: 242) present a useful
table of alphas, which lists values of r ii from
0.05 to 0.80 and the values of item numbers
from 2 to 50. The values of alpha can then be
interpolated. See Bynner, J. and Stribley, K. M. (eds.)
(1979) Social Research: Principles and Procedures.
London: Longman and the Open University Press,
Table 19.1.
2 Muijs (2004) indicates that, in SPSS, one can
find multicollinearity by looking at ‘collinearity
diagnostics’ in the ‘Statistics’ command box, and
in the collinearity statistics one should look at the
‘Tolerance’ column on the output. He indicates that
values will vary from 0 to 1, and the higher the value
the less is the collinearity, whereas a value close to 0
indicates that nearly all the variance in the variable
is explained by the other variables in the model.
25 MULTIDIMENSIONAL MEASUREMENT AND
FACTOR ANALYSIS
1 Robson,(1993) suggests that as few as 100 can be
used.
2 Self-serving bias refers to our propensity to accept
responsibility for our successes, but to deny
responsibility for our failures.
3 For examples of research conducted using factor
analysis, see McEneaney, J. E. and Sheridan, E.
M. (1996) A survey-based component for programme
assessment in undergraduate pre-service
teacher education. Research in Education, 55,
49–61; Prosser, M. and Trigwell, K. (1997) Relations
between perceptions of the teaching environment
and approaches to teaching. British Journal
of Educational Psychology, 67, 25–35;Vermunt,J.
D. (1998) The regulation of constructive learning
processes. British Journal of Educational Psychology,
68, 149–71; Andrews, P. and Hatch, G. (1999) A
new look at secondary teachers’ conception of
mathematics and its teaching. British Educational
Research Journal, 25 (2), 203–23;Valadines,N.
(1999) Formal reasoning performance of higher
secondary school students: theoretical and educational
implications. European Journal of Psychology
of Education, 14 (1), 109–17. For an example
of research using cluster analysis see Seifert, T.
L. (1997) Academic goals and emotions: results
of a structural equation model and a cluster
analysis. British Journal of Educational Psychology,67,
323–38. For examples of research using correlation
coefficients, see Lamb, S., Bibby, P., Wood, D. and
Leyden, G. (1997) Communication skills, educational
achievement and biographic characteristics
of children with moderate learning difficulties.
European Journal of Psychology of Education,
12 (4), 401–14; Goossens, L., Marcoen, A., van
Hees, S. and van de Woestlijne, O. (1998)
Attachment style and loneliness in adolescence.
European Journal of Psychology of Education, 13
(4), 529–42; Okagaki, L. and Frensch, P. A. (1998)
Parenting and school achievement: a multiethnic
perspective. American Educational Research Journal,
35 (1), 123–44.
4 Examplesofmultilevelmodelling in educational research
can be seen in the following: Fitz-Gibbon, C.
T. (1991) Multilevel modelling in an indicator system.
In S. W. Raudenbush and J. D. Willms (eds)
Schools, Classrooms and Pupils: International Studies
of Schooling from a Multilevel Perspective. SanDiego,
CA: Academic Press; Bell, J. F. (1996) Question
choice in English literature examination. Oxford
Review of Education,23(4),447–58;Hill,P.W.and
Rowe, K. J. (1996) Multilevel modelling in school
effectiveness research. School Effectiveness and School
Improvement, 7(1),1–34;Schagen,I.andSainsbury,
M. (1996) Multilevel analysis of the key stage
1nationalcurriculumdatain1995.Oxford Review
of Education, 22(3),265–72;Croxford,L.(1997)
Participation in science subjects: the effect of the
Scottish curriculum framework. Research Papers in
Education, 12(1),69–89; Thomas,S.,Sammons,
P., Mortimore, P. and Smees, R. (1997) Differential
secondary school effectiveness: comparing the
performance of different pupil groups. British Educational
Research Journal,23(4),351–69;Kivulu,J.M.
and Rogers, W. T. (1998) A multilevel analysis
of cultural experience and gender influences on
causal attributions to perceived performance in
mathematics. British Journal of Educational Psychology,
68, 25–37; McNiece,R. and Jolliffe, F.
(1998) An investigation into regional differences
in educational performance in the National
Child Development Study. Educational Research,
40(1),13–30;Mooij,T.(1998)Pupil-class
determinants of aggressive and victim behaviour
in pupils. British Journal of Educational Psychology,
68, 373–85; Musch, J. and Bröder, A. (1999) Test
anxiety versus academic skills: a comparison of two
alternative models for predicting performance in a
statistics exam. British Journal of Educational Psychology,69,105–16.