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

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References References marked with an asterisk indicate a scale. Buskist, W. (2013). Preparing the new psychology professoriate to teach: Past, present, and future. Teaching of Psychology, 40, 333-339. http://dx.doi.org/10.1177/0098628313501047 *Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 27-39). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. *Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119, 197-253. http://dx.doi.org/10.1037/0033-2909.119.2.197 Christopher, A. N., Furnham, A., Batey, M., Martin, G. N., Koenig, C. S., & Doty, K. (2010). Protestant ethic endorsement, personality, and general intelligence. Learning and Individual Differences, 20, 46-50. http://dx.doi.org/10.1016/j.lindif.2009.10.003 Daniel, D. B., & Chew, S. (2013). The tribalism of teaching and learning. Teaching of Psychology, 40, 363-367. http://dx.doi.org/10.1177/0098628313501034 *Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087- 1101. http://dx.doi.org/10.1037/0022-3514.92.6.1087 *Gosling, S. D., Rentfrow, P. J., & Swann, W. B., Jr. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504-528. http://dx.doi.org/10.1002/tl.20071 *Glick, P., & Fiske, S. T. (1996). The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70, 491-512. http://dx.doi.org/10.1037/0022-3514.70.3.491 Gurung, R. A. R. (2015). Best practices in scale use in SoTL. In R. S. Jhangiani, J. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. *Keeley, J., Smith, D., & Buskist, W. (2006). The Teaching Behaviors Checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33, 84-91. http://dx.doi.org/10.1207/s15328023top3302_1 McCabe, J. A. (2015). Learning the brain in Introductory Psychology: Examining the generation effect for mnemonics and examples. Teaching of Psychology, 42, 203-210. http://dx.doi.org/10.1177/0098628315587617 Meriac, J. P., Slifka, J. S., & LaBat, L. R. (2015). Work ethic and grit: An examination of empirical redundancy. Personality and Individual Differences, 86, 401-405. http://dx.doi.org/10.1016/j.paid.2015.07.009 *Midgley, C., Kaplan, A., Middleton, M., Maehe, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roesner, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131. *Miller, M. J., Woehr, D. J., & Hudspeth, N. (2002). The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory. Journal of Vocational Behavior, 60, 451-489. http://dx.doi.org/10.1006/jvbe.2001.1838 26
*Oleson, K. C., Poehlmann, K. M., Yost, J. H., Lynch, M. E., & Arkin, R. M. (2000). Subjective overachievement: Individual differences in self-doubt and concern with performance. Journal of Personality, 68, 491-524. http://dx.doi.org/10.1111/1467-6494.00104 Richmond, A. S. (2015). The missing link(s) of SoTL scales: One researcher’s perspective. 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. Sawyer, R. K. (Ed.). (2006). The Cambridge handbook of the learning sciences, preface. New York, NY: Cambridge University Press. Wilson-Doenges, G. (2015). The state of scale validation in SoTL research in psychology. In R. S. Jhangiani, J. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. 27
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: a history of the authors’ work do
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 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 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:
References References marked with a
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:
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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
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Appendix A: Research Measures for M
Page 119 and 120:
Robby, M.A. -CASQ -SAT/9 Scores -¹
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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
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Park, 2005). The merit of the instr
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Similar factor structures were prod
Page 131 and 132:
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
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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
Page 147 and 148:
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
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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