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Direct linkNémeth, Lilla; Bernáth, László – Educational Assessment, 2023
The Cognitive Test Anxiety Scale (CTAS) is a unidimensional scale designed to measure the cognitive aspect of test anxiety. The instrument has been adapted in several countries, and convincing psychometric properties have been found; however, uncertainties remain regarding its factor structure. Therefore, the aim of this study is twofold: to…
Descriptors: Test Anxiety, Cognitive Processes, Measures (Individuals), Factor Structure
Novick, Laura R.; Catley, Kefyn M. – International Journal of Science Education, 2012
In a recent article, Nadelson and Southerland (2010. Development and preliminary evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM. "The Journal of Experimental Education", 78, 151-190) reported on their development of a multiple-choice concept inventory intended to assess college students' understanding…
Descriptors: Evidence, Validity, Science Education, College Students
Sackes, Mesut; Trundle, Kathy Cabe; Tuckman, Bruce W.; Krissek, Lawrence A. – Journal of Experimental Education, 2012
The purpose of this study was to develop an instrument to assess college students' efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual…
Descriptors: Evidence, College Students, Construct Validity, Factor Structure
Lee, Jongwon; Bednarz, Robert – Journal of Geography, 2012
This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied…
Descriptors: Evidence, Construct Validity, Factor Analysis, Spatial Ability
Lee, Hee-Sun; Liu, Ou Lydia; Price, C. Aaron; Kendall, Amber L. M. – Journal of Research in Science Teaching, 2011
The purpose of this study was to explore college students' recognition of temporal magnitudes associated with durations of scientific changes through construct validation of a 30-item instrument. We administered the instrument to 514 students from 10 higher education institutions in the United States. Among them, 419 students took the instrument…
Descriptors: College Students, Construct Validity, Validity, Psychometrics
