Hussey, H. D., & Lehan, T. J. (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 <strong>for</strong> <strong>use</strong> <strong>in</strong> <strong>the</strong> scholarship of teach<strong>in</strong>g and learn<strong>in</strong>g. Imose, R., & Barber, L. K. (2015). Us<strong>in</strong>g undergraduate grade po<strong>in</strong>t average as a selection tool: A syn<strong>the</strong>sis of <strong>the</strong> literature. The Psychologist-Manager Journal, 18, 1-11. *Keeley, J., Smith, D., & Buskist, W. (2006). The teacher behaviors checklist: Factor analysis of its utility <strong>for</strong> evaluat<strong>in</strong>g teach<strong>in</strong>g. Teach<strong>in</strong>g of Psychology, 33, 84-91. doi: 10.1207/s15328023top3302_1 *Komarraju, M. (2013). Ideal teach<strong>in</strong>g behaviors: Student motivation and self-efficacy predict preferences. Teach<strong>in</strong>g of Psychology, 40, 104-110. doi: 10.1177/0098628312475029 *Lawson, T. J., & Crane, L. L. (2013). Dows<strong>in</strong>g rods designed to sharpen critical th<strong>in</strong>k<strong>in</strong>g and understand<strong>in</strong>g of ideomotor action. Teach<strong>in</strong>g of Psychology, 41, 52-56. doi: 10.1177/0098628313514178 Layous, K., Nelson, S. K., & Legg, A. M. (2015). Measur<strong>in</strong>g well-be<strong>in</strong>g <strong>in</strong> <strong>the</strong> scholarship of teach<strong>in</strong>g and learn<strong>in</strong>g. In R. S. Jhangiani, J. D. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales <strong>for</strong> <strong>use</strong> <strong>in</strong> <strong>the</strong> scholarship of teach<strong>in</strong>g and learn<strong>in</strong>g. *Maybury, K. K. (2013). The <strong>in</strong>fluence of a positive psychology course on student wellbe<strong>in</strong>g. Teach<strong>in</strong>g of Psychology, 40, 62-65. doi: 10.1177/0098628312465868 Noar, S. M. (2003). The role of structural equation model<strong>in</strong>g <strong>in</strong> scale development. Structural Equation Model<strong>in</strong>g, 10, 622-647. *Renken, M. D., McMahan, E. A., & Nitkova, M. (2015). Initial validation of an <strong>in</strong>strument measur<strong>in</strong>g psychology-specific epistemological beliefs. Teach<strong>in</strong>g of Psychology, 42, 126-136. doi: 10.1177/0098628315569927 *Richmond, A. S., Berglund, M. B., Epelbaum, V. B., & Kle<strong>in</strong>, E. M. (2015). a + (b 1 )Professor-student rapport + (b 2 ) humor + (b 3 ) student engagement = (Y) student rat<strong>in</strong>gs of <strong>in</strong>structors. Teach<strong>in</strong>g of Psychology, 42, 119-125. doi: 10/1177/0098628315569924 *Richmond, A. S., Murphy, B. C., Curl, L S., & Broussard K. A. (2015). The effect of immersion schedul<strong>in</strong>g on academic per<strong>for</strong>mance and students’ rat<strong>in</strong>gs of <strong>in</strong>structors. Teach<strong>in</strong>g of Psychology, 42, 26-33. doi: 10/1177/0098628314562674 *Rogers, D. T. (2015). Fur<strong>the</strong>r validation of <strong>the</strong> Learn<strong>in</strong>g Alliance Inventory: The roles of work<strong>in</strong>g alliance, rapport, and immediacy <strong>in</strong> student learn<strong>in</strong>g. Teach<strong>in</strong>g of Psychology, 42, 19-25. doi: 10.1177/0098628314562673 *Ryan, R. G., Wilson, J. H., & Pugh, J. L. (2011). Psychometric characteristics of <strong>the</strong> professor-student rapport scale. Teach<strong>in</strong>g of Psychology, 38, 135-141. doi: 10.1177/0098628311411894 *Simon-Dack, S. L. (2014). Introduc<strong>in</strong>g <strong>the</strong> action potential to psychology students. Teach<strong>in</strong>g of Psychology, 41, 73-77. doi: 10.1177/0098628313514183 *Wielkiewicz, R. M., & Meuwissen, A. S. (2014). A lifelong learn<strong>in</strong>g scale <strong>for</strong> research and evaluation of teach<strong>in</strong>g and curricular effectiveness. Teach<strong>in</strong>g of Psychology, 41, 220-227. doi: 10.1177/0098628314537971 *Woodzicka, J. A., Ford, T. E., Caudill, A., & Ohanmamooreni, A. (2015). A successful 52
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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 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
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- 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
- 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
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- 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
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course. Pretest and posttest survey
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Perceptions 7 Problem-Solving 1 Sat
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Culture and Issues Knowledge of Cur
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Civic Attitudes and Skills Question
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Scale of Service-Learning Involveme
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engagement and psychological measur
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Giles, D. E., & Eyler, J. (2013). T
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Appendix A: Research Measures for M
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Robby, M.A. -CASQ -SAT/9 Scores -¹
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Steinberg, K. S., Hatcher, J. A., B
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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
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References References marked with a
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Chapter 11: Measuring Well-Being in
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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
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Domain-Specific Stress and Anxiety
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demonstrate peoples' varying levels
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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
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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
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References References marked with a
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*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
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Christopher (2015) also suggests th
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Kirk, C., Busler, J., Keeley, J., &