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

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Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67- 72. doi:10.1016/j.lindif.2013.01.005 Komarraju, M., Ramsey, A., & Rinella, V. (2013). Cognitive and non-cognitive predictors of college readiness and performance: Role of academic discipline. Learning and Individual Differences, 24, 103-109. doi:10.1016/j.lindif.2012.12. Lent, R. W., Brown, S. D., and Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology 33, 265– 269. doi: 10.1037/0022-0167.33.3.265 Morling, B. (2015). Research methodology in psychology: Evaluating the world of information (2e). New York: Norton. National Research Council. (2000). How people learn: Brain, mind, experience and school. Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., & Glaser, R. (Eds.). Washington, DC: National Academy Press. Noar, S. M. (2003). The role of structural equation modeling in scale development. Structural Equation Modeling, 10, 622-647. doi: 10.1207/S15328007SEM1004 *Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, G. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire. Educational and Psychological Measurement, 53, 801-813. doi: 10.1177/0013164493053003024 Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychological and study skill factors predict college outcome? A meta-analysis. Psychological Bulletin, 130, 261–288. *Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475. doi: 10.1006/ceps.1994.1033 Schwartz, E., & Gurung, R. A. R., (2012). Evidence-based teaching in higher education. Washington, DC: American Psychological Association. *Solberg, V. S., O’Brien, K., Villareal, P., Kennel, R., and Davis, B. (1993). Self-efficacy and Hispanic college students: Validation of the college self-efficacy instrument. Hispanic Journal of Behavioral Sciences 15, 80–95. doi: 10.1177/07399863930151004 *Sosu, E. M. (2013). The development and psychometric validation of a critical thinking disposition scale. Thinking Skills and Creativity, 9, 107-119. doi:10.1016/j.tsc.2012.09.002 *Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurements, 51, 473-480. doi: 10.1177/0013164491512022 *Tuncer, M. & Kaysi, F. (2013). The development of the metacognitive thinking skills scale. International Journal of Learning and Development, 3, 70-76. doi: 10.5296/ijld.v3i2.3449 *Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: a contribution to the study of relationship between critical thinking and motivation. Electronic Journal of Research in Educational Psychology, 9, 823-848. *Wells, A. & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour Research and Therapy, 42, 385-396. doi: 10.1016/S0005-7967(03)00147-5 18
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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: References References marked with 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: References References marked with a
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:
References References marked with a
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
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Similar difficulties in accurately
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How do we balance the need for effi
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Page 83 and 84:
*Halpern, D. F. (2010). Halpern Cri
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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
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Recent efforts (Saddler, Sonnert, H
Page 97 and 98:
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64, 847-860. doi:10.1037/0022-3514.
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*Schaufeli, W.B., Salanova, M., Gon
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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
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either unnecessary or is referenced
Page 127 and 128:
Park, 2005). The merit of the instr
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Similar factor structures were prod
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Page 133 and 134:
Chapter 11: Measuring Well-Being in
Page 135 and 136:
items, and the PANAS 44 items, and
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Meaning in Life The Meaning in Life
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future,” using a 5-point scale (1
Page 141 and 142:
Domain-Specific Stress and Anxiety
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demonstrate peoples' varying levels
Page 145 and 146:
Gehlbach, H. (2015). Seven survey s
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Ritchie, R. A., Meca, A., Madrazo,
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Chapter 12: Assessing Professor-Stu
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ends with some unanswered questions
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positively about their professors
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The PSRS underwent further validati
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help or hinder the graduate student
Page 159 and 160:
Komarraju, M. (2013). Ideal teacher
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Chapter 13: Effective Tools for Ass
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offer guidance based on their exper
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The Original TBC Study Our approach
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student/faculty rating with critica
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eveals that five qualities (knowled
Page 171 and 172:
Page 173 and 174:
*Wann, P.D. (2001, January). Facult
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Nessie the Mythical Loch Ness Monst
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components of knowledge of cognitio
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a cognitive activity (Cacioppo et a
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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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