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

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Lyubomirsky, S., King, L., Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803-855. doi:10.1037/0033- 2909.131.6.803 Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22(1), 57-62. doi:10.1177/0963721412469809 *Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137-155. doi:10.1023/A:1006824100041 *Marteau, T. M., & Bekker, H. (1992). The development of a six-item short-form of the state scale of the Spielberger State-Trait Anxiety Inventory (STAI). British Journal of Clinical Psychology, 31(3), 301-306. doi:10.1111/j.2044-8260.1992.tb00997.x Maybury, K. K. (2013). The influence of a positive psychology course on student well-being. Teaching of Psychology, 40(1), 62-65. doi:10.1177/0098628312465868 *McInerney, V., Marsh, H. W., & McInerney, D. M. (1999). The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling. Education and Psychological Measurement, 59(3), 451- 470. doi:10.1177/00131649921969974 O’Connor, B. P., Crawford, M. R., & Holder, M. D. (2014). An item response theory analysis of the subjective happiness scale. Social Indicators Research. doi:10.1007/s11205-014- 0773-9. Ouweneel, E., Le Blanc, P. M., Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The Journal of Positive Psychology, 6(2), 142-143. doi:10.1080/17439760.2011.558847 Pavot, W., Diener, E., Colvin, C. R., & Sandvik, E. (1991). Further validation of the satisfaction with life scale: Evidence for the cross-method convergence of well-being measures. Journal of Personality Assessment, 57(1), 149-161. doi:10.1207/s15327752jpa5701_17 *Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2), 551-557. doi:10.1177/001316448204200218 Quoidbach, J., Gruber, J., Mikolajczak, M., Kogan, A., Kotsou, I., & Norton, M. (2014). Emodiversity and the emotional ecosystem. Journal of Experimental Psychology: General, 143(6), 2057-2066. doi:10.1037/a0038025 Rand, K. L., Martin, A. D., Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45(6), 683-686. doi:10.1016/j.jrp.2011.08.004 *Renner, M. J., & Mackin, R. S. (1998). A life stress instrument for classroom use. Teaching of Psychology, 25(1), 46-48. doi:10.1207/s15328023top2501_15 Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. doi:10.1037/a0026838 146
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
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Assessing and Reporting Validity In
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Grades Another common source of alr
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model of collaborative undergraduat
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Chapter 6: Measuring Learning and S
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joins a new team to teach them abou
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Summative Assessments Summative Rub
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programs. In a national survey of p
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Course Outcomes Scale Centra and Ga
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discuss The Motivated Strategies fo
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The Motivated Strategies for Learni
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Hacker, D. J., Bol, L., & Bahbabani
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Stoloff, M. L., & Feeney, K. J. (20
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interpretation of analogies is an a
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Similar difficulties in accurately
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How do we balance the need for effi
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*Halpern, D. F. (2010). Halpern Cri
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Appendix: A Compendium of General C
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Chapter 8: Student Engagement Towar
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particular items. Indeed, a point o
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employing the SCEQ have shown other
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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 and 144: demonstrate peoples' varying levels
Page 145: Gehlbach, H. (2015). Seven survey s
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., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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