A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

Recommendations

Info

References References marked with an asterisk indicate a study. *Betz, N. E., (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441-448. doi:10.1037/0022-0167.25.5.441 Borrello, A. (2005). Subjective well-being and academic success among college students. (Unpublished doctoral dissertation), Capella University, Minneapolis, Minnesota. Brosnan, M. J. (1998). The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning, 14(3), 223-234. doi:10.1046/j.1365- 2729.1998.143059.x Busseri, M. A., & Sadava, S. W. (2010). A review of the tripartite structure of subjective wellbeing: Implications for conceptualization, operationalization, analysis, and synthesis. Personality and Social Psychology Review, 15(3), 290-314. doi:10.1177/1088868310391271 *Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. doi:10.1006/ceps.2001.1094 *Cheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: Results from three large samples. Quality of Life Research, 23(10), 2809-2818. doi:10.1007/s11136-014-0726-4 *Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396. doi:10.2307/2136404 Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–71. doi:10.1146/annurev-psych-010213-115137 DeLongis, A., Folkman, S., & Lazarus, R. S. (1988). The impact of daily stress on health and mood: Psychological social resources as mediators. Journal of Personality and Social Psychology, 54(3), 486-495. doi:10.1037/0022-3514.54.3.486 *Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of Personality and Social Psychology, 47(5), 1105-1117. doi:10.1037/0022- 3514.47.5.1105 *Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. doi:10.1207/s15327752jpa4901_13 Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. doi:10.1037/0033-2909.125.2.276 *Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics attitudes scales: Instruments designed to measure attitudes toward the learning mathematics by males and females. Journal for Research in Mathematics Education, 7(5), 324-326. Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden-andbuild theory of positive emotions. American Psychologist, 56(3), 218–226. doi:10.1037/0003-066X.56.3.218 *Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. R. (2003). What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11 th , 2001. Journal of Personality and Social Psychology, 84(2), 362-376. doi:10.1037/0022-3514.84.2.365 144
Gehlbach, H. (2015). Seven survey sins. Journal of Early Adolescence. doi:10.1177/0272431615578276. Gruber, J., Kogan, A., Quoidbach, J., & Mauss, I. B. (2013). Happiness is best kept stable: Positive emotion variability is associated with poorer psychological health. Emotion, 13(1), 1-6. doi:10.1037/a0030262 Holmes, T. H., & Rahe, R. H. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11(2), 213-218. doi:10.1016/0022-3999(67)90010-4 Hong, E., & Karstensson, L. (2002). Antecedents of state test anxiety. Contemporary Educational Psychology, 27(2), 348-367. doi:10.1006/ceps.2001.1095 Hopko, D. R. (2003). Confirmatory factor analysis of the math anxiety rating scale-revised. Educational and Psychological Measurement, 63(2), 336-351. doi:10.1177/0013164402251041 Hussey, H. D., & Lehan, T. (2015). A primer on scale development. In R. S. Jhangiani, J. D. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. Kashdan, T. B., Biswas-Diener, R., & King, L. A. (2008). Reconsidering happiness: The costs of distinguishing between hedonics and eudaimonia. The Journal of Positive Psychology, 3(4), 219-233. doi:0.1080/17439760802303044 Kashdan, T. B., & Yuen, M. (2007). Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents. Motivation and Emotion, 31(4), 260-270. doi:10.1007/s11031-007-9074-9 *Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222. doi:10.2307/3090197 Krypel, M. N., & Henderson-king, D. (2010). Stress, coping styles, and optimism: Are they related to meaning of education in students' lives? Social Psychology of Education: An International Journal, 13(3), 409-424. doi:10.1007/s11218-010-9132-0 *Kluemper, D. H., Little, L. M., & DeGroot, T. (2009). State or trait: Effects of state optimism on job-related outcomes. Journal of Organizational Behavior, 30(2), 209-231. doi:10.1002/job.591 Lamers, S. M. A., Westerhof, G. J., Bohlmeijer, E. T., ten Klooster, P. M., & Keyes, C. L. M. (2011). Evaluating the psychometric properties of the Mental Health Continuum-Short Form (MHC-SF). Journal of Clinical Psychology, 67, 99-110. doi:10.1002/jclp.20741 Legg, A. M., & Locker, L. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology, 11(3), 471-485. Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350. doi:10.1016/j.chb.2013.10.049 *Lester, D., Yang, B., & James, S. (2005). A short computer anxiety scale. Perceptual and Motor Skills, 100(3), 964-968. doi:10.2466/pms.100.3c.964-968 *Liebert & Morris (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Physiological Reports, 20(3), 975-978. doi:10.2466/pr0.1967.20.3.975 145
Page 1 and 2:
A COMPENDIUM OF SCALES for use in t
Page 3 and 4:
Table of Contents Chapter 1: Introd
Page 5 and 6:
Chapter 1: Introduction Rajiv S. Jh
Page 7 and 8:
and boredom; whereas the former inc
Page 9 and 10:
References Bishop-Clark, C. & Dietz
Page 11 and 12:
Chapter 2: Best Practices in Scale
Page 13 and 14:
o Participants respond to items suc
Page 15 and 16:
- Be aware of whether the scale is
Page 17 and 18:
References References marked with a
Page 19 and 20:
*Wielkiewicz, R. M. & Meuwissen, A.
Page 21 and 22:
example, McCabe (2015) examined the
Page 23 and 24:
psychometrically sound tool. Howeve
Page 25 and 26:
a history of the authors’ work do
Page 27 and 28:
*Oleson, K. C., Poehlmann, K. M., Y
Page 29 and 30:
Chapter 4: A Primer on Scale Develo
Page 31 and 32:
scales or develop new ones. In eith
Page 33 and 34:
found their 40-item measure could b
Page 35 and 36:
eflect overall teacher behaviors or
Page 37 and 38:
Although there is some variability
Page 39 and 40:
and/or do not correlate with instru
Page 41 and 42:
Fraley, R. C., & Vazire, S. (2014).
Page 43 and 44:
Streiner, D. L. (2003). Starting at
Page 45 and 46:
Psychology, 36 of the 47 articles (
Page 47 and 48:
Assessing and Reporting Validity In
Page 49 and 50:
Grades Another common source of alr
Page 51 and 52:
Page 53 and 54:
model of collaborative undergraduat
Page 55 and 56:
Chapter 6: Measuring Learning and S
Page 57 and 58:
joins a new team to teach them abou
Page 59 and 60:
Summative Assessments Summative Rub
Page 61 and 62:
programs. In a national survey of p
Page 63 and 64:
Course Outcomes Scale Centra and Ga
Page 65 and 66:
discuss The Motivated Strategies fo
Page 67 and 68:
The Motivated Strategies for Learni
Page 69 and 70:
Page 71 and 72:
Hacker, D. J., Bol, L., & Bahbabani
Page 73 and 74:
Stoloff, M. L., & Feeney, K. J. (20
Page 75 and 76:
interpretation of analogies is an a
Page 77 and 78:
Similar difficulties in accurately
Page 79 and 80:
How do we balance the need for effi
Page 81 and 82:
Page 83 and 84:
*Halpern, D. F. (2010). Halpern Cri
Page 85 and 86:
Appendix: A Compendium of General C
Page 87 and 88:
Chapter 8: Student Engagement Towar
Page 89 and 90:
particular items. Indeed, a point o
Page 91 and 92:
employing the SCEQ have shown other
Page 93 and 94: one of eight achievement emotions m
Page 95 and 96: Recent efforts (Saddler, Sonnert, H
Page 97 and 98: References References marked with a
Page 99 and 100: 64, 847-860. doi:10.1037/0022-3514.
Page 101 and 102: *Schaufeli, W.B., Salanova, M., Gon
Page 103 and 104: course. Pretest and posttest survey
Page 105 and 106: Perceptions 7 Problem-Solving 1 Sat
Page 107 and 108: Culture and Issues Knowledge of Cur
Page 109 and 110: Civic Attitudes and Skills Question
Page 111 and 112: Scale of Service-Learning Involveme
Page 113 and 114: engagement and psychological measur
Page 115 and 116: Giles, D. E., & Eyler, J. (2013). T
Page 117 and 118: Appendix A: Research Measures for M
Page 119 and 120: Robby, M.A. -CASQ -SAT/9 Scores -¹
Page 121 and 122: Steinberg, K. S., Hatcher, J. A., B
Page 123 and 124: Chapter 10: Measuring Individual Di
Page 125 and 126: either unnecessary or is referenced
Page 127 and 128: Park, 2005). The merit of the instr
Page 129 and 130: Similar factor structures were prod
Page 133 and 134: Chapter 11: Measuring Well-Being in
Page 135 and 136: items, and the PANAS 44 items, and
Page 137 and 138: Meaning in Life The Meaning in Life
Page 139 and 140: future,” using a 5-point scale (1
Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143: demonstrate peoples' varying levels
Page 147 and 148: Ritchie, R. A., Meca, A., Madrazo,
Page 149 and 150: Chapter 12: Assessing Professor-Stu
Page 151 and 152: ends with some unanswered questions
Page 153 and 154: positively about their professors
Page 155 and 156: The PSRS underwent further validati
Page 157 and 158: help or hinder the graduate student
Page 159 and 160: Komarraju, M. (2013). Ideal teacher
Page 161 and 162: Chapter 13: Effective Tools for Ass
Page 163 and 164: offer guidance based on their exper
Page 165 and 166: The Original TBC Study Our approach
Page 167 and 168: student/faculty rating with critica
Page 169 and 170: eveals that five qualities (knowled
Page 173 and 174: *Wann, P.D. (2001, January). Facult
Page 175 and 176: Nessie the Mythical Loch Ness Monst
Page 177 and 178: components of knowledge of cognitio
Page 179 and 180: a cognitive activity (Cacioppo et a
Page 181 and 182: teacher? In other words, how do we
Page 183 and 184: Christopher (2015) also suggests th
Page 185 and 186: Kirk, C., Busler, J., Keeley, J., &
show all

A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?