Sara J Finney
Dados Biográficos
| ID | 6517133 |
|---|---|
| NOME | Sara J Finney |
| PRENOMES | Sara J |
| SOBRENOME | Finney |
| ASSINATURA | FINNEY S J |
| AFILIAÇÕES | James Madison University |
| ORCID | 0000-0002-9194-6808 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 29 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Disengaged Responses, Distorted Risks
Chronic absenteeism among high school students poses a significant threat to academic success. As schools address the root causes of absenteeism, assessments such as the Washington Assessment of Risks and Needs of Students (WARNS) help identify students’ risk factors and support needs. However, assessment scores depend on the quality and authenticity of student responses. When students are disengaged (e.g., rushing through items, exerting minimal…
Antecedents of examinee motivation during low-stakes tests
To understand examinee motivation, researchers have used expectancy-value theory, which posits that examinee’s perceived value of the test and self-efficacy in the test domain impact test-taking effort. Conclusions from studies designed to examine these relations may be premature given methodological issues, most notably, use of cross-sectional designs. We illustrate how support for expectancy-value theory is impacted by the research design emplo…
Connecting assessment practices with curricula and pedagogy via implementation fidelity data
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provid…
Student learning in higher education
Answering a call put forth decades ago by the higher education community and the federal government, we investigated the impact of US college coursework on student learning gains. Students gained, on average, 3.72 points on a 66-item test of quantitative and scientific reasoning after experiencing 1.5 years of college. Gain scores were unrelated to the number of quantitative and scientific reasoning courses completed when controlling and not cont…
Does the Measurement or Magnitude of Academic Entitlement Change Over Time
Academic entitlement (AE) characterizes students who believe they deserve positive academic outcomes independent of performance. Using the Academic Entitlement Questionnaire, we evaluated the longitudinal stability of the measurement and magnitude of AE. Results indicated partial measurement invariance, slight average increase in AE, and differential individual change in AE over time
Applying Longitudinal Mean and Covariance Structures (LMACS) Analysis to Assess Construct Stability Over Two Time Points
Traditional methods of assessing construct stability are reviewed and longitudinal mean and covariance structures (LMACS) analysis, a modern approach, is didactically illustrated using psychological entitlement data. Measurement invariance and latent variable stability results are interpreted, emphasizing substantive implications for educators and the utility of LMACS analysis in longitudinal research.KeywordsLMACSconstruct stabilitymeasurement i…
Using the Bifactor Model to Assess the Dimensionality of the Hong Psychological Reactance Scale
The Hong Psychological Reactance Scale (HPRS) purports to measure reactance: a motivational state experienced when a behavioral freedom is threatened with elimination. To date, five studies have examined the psychometric properties of the HPRS, but reached different conclusions regarding its factor structure. The current study further investigated the factor structure of the HPRS by testing four competing models using responses from 1,282 college…
The Development and Evaluation of the Academic Entitlement Questionnaire
Validity evidence was gathered for the Academic Entitlement Questionnaire (AEQ). After reviewing entitlement literature, items were written to cover the breadth of academic entitlement. Results provide evidence for the substantive, structural, and external aspects of validity of the AEQ. Implications for research and use of the AEQ are discussed.Keywordsacademic entitlementscale developmentvaliditymeasurement Additional informationNotes on contri…
Measuring basic needs satisfaction
Parent Report of ADHD Symptoms of Early Adolescents
The Disruptive Behavior Disorders (DBD) scale includes the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. This study examined only the ADHD items of the DBD scale. This scale is frequently used for assessing parent- and teacher-reported ADHD symptoms. Although some research on teacher report exists, little is known a…
Students’ Group and Member Attachment to Their University
This study examined the psychometric properties of scores from the University Attachment Scale, a measure that operationalizes group and member attachment as two separate dimensions of attachment to a university. A two-factor model was championed over a one-factor model providing evidence of a distinction between university attachment and member attachment. Relationships with external criteria provided further support for this distinction and con…
Conceptualization and Utility of University Mattering
The purpose of this study was to gather validity evidence for the University Mattering Scale. Theoretically based factor structures were tested, resulting in the four-factor conceptualization of mattering being championed. As predicted, university mattering related positively to academic motivational and relatedness constructs and negatively to maladaptive help seeking and social adequacy concern
Can We Feel Confident in How We Measure College Confidence
Two studies were conducted to examine validity evidence for the College Self-Efficacy Inventory, by investigating dimensionality and theoretically based relationships with external criteria. Modifications to the scale yielded an adequately fitting three-factor model, and most hypothesized relationships were empirically supported. However, continued refinement of the instrument is recommended owing to construct underrepresentation
What Matters in the Measurement of Mattering
This study evaluates the psychometric properties of a measure of mattering to other people. A confirmatory factor analysis supported a four-factor model. In addition, mattering was positively related to measures of well-being and negatively related to measures of worry. The four factors related differently to these variables, providing additional support for their distinctiveness.Keywordsmatteringrelatednessvalidityinstrument Additional informati…
Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students
There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across Africa…
Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students
Measurement Invariance of the Mindful Attention Awareness Scale Across Adult Attachment Style
In this study, the authors examine the measurement invariance of the Mindful Attention Awareness Scale I MA AS) across adult attachment style. A I-factor mode1 and measurement invariance war supported across groups. As predicted, latent mean differences showed that securely attached individuals reported significantly more mindfulness than did insecurely attached individuals, providing construct validity evidence for the MAAS
Measuring Goal Orientation in a Work Domain
The current research extended the three-factor (mastery, performance-approach, and performance-avoidance) measure of achievement goals in a work domain to the four-factor conceptualization (in a 2 × 2 framework) by adding items to represent mastery-avoidance goals. Confirmatory factor analysis was conducted on two independent samples to evaluate the dimensionality of scores. Results from both samples indicated that after dropping 5 problematic ma…
Investigating Validity Evidence for the Experiences in Close Relationships-Revised Questionnaire
The current study gathered internal structural validity and external criterion validity evidence for the Experiences in Close Relationships-Revised Questionnaire (ECR-R) scores. Specifically, confirmatory factor analysis of the data provided general support for the hypothesized two-factor model, and hypothesized relationships with external criteria were substantiated. However, minor model misfit and low communalities ( R 2 ) suggested that some i…
A Factor Analytic Study of the Cross-Cultural Adaptability Inventory
The Cross-Cultural Adaptability Inventory (CCAI) was developed as a tool to assess an individual's effectiveness in cross-cultural interaction and communication. Because limited validity evidence had been published regarding the CCAI, the purpose of the current study is to evaluate the psychometric properties of CCAI scores, specifically focusing on the replicability of the proposed four-factor structure. This study is based on responses from a s…
Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context
The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goa…
The Development and Evaluation of the Academic Entitlement Questionnaire
Validity evidence was gathered for the Academic Entitlement Questionnaire (AEQ). After reviewing entitlement literature, items were written to cover the breadth of academic entitlement. Results provide evidence for the substantive, structural, and external aspects of validity of the AEQ. Implications for research and use of the AEQ are discussed.Keywordsacademic entitlementscale developmentvaliditymeasurement Additional informationNotes on contri…
What Matters in the Measurement of Mattering
This study evaluates the psychometric properties of a measure of mattering to other people. A confirmatory factor analysis supported a four-factor model. In addition, mattering was positively related to measures of well-being and negatively related to measures of worry. The four factors related differently to these variables, providing additional support for their distinctiveness.Keywordsmatteringrelatednessvalidityinstrument Additional informati…
Can We Feel Confident in How We Measure College Confidence
Two studies were conducted to examine validity evidence for the College Self-Efficacy Inventory, by investigating dimensionality and theoretically based relationships with external criteria. Modifications to the scale yielded an adequately fitting three-factor model, and most hypothesized relationships were empirically supported. However, continued refinement of the instrument is recommended owing to construct underrepresentation
Measurement Invariance of the Mindful Attention Awareness Scale Across Adult Attachment Style
In this study, the authors examine the measurement invariance of the Mindful Attention Awareness Scale I MA AS) across adult attachment style. A I-factor mode1 and measurement invariance war supported across groups. As predicted, latent mean differences showed that securely attached individuals reported significantly more mindfulness than did insecurely attached individuals, providing construct validity evidence for the MAAS
Conceptualization and Utility of University Mattering
The purpose of this study was to gather validity evidence for the University Mattering Scale. Theoretically based factor structures were tested, resulting in the four-factor conceptualization of mattering being championed. As predicted, university mattering related positively to academic motivational and relatedness constructs and negatively to maladaptive help seeking and social adequacy concern
Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context
The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goa…
Investigating Validity Evidence for the Experiences in Close Relationships-Revised Questionnaire
The current study gathered internal structural validity and external criterion validity evidence for the Experiences in Close Relationships-Revised Questionnaire (ECR-R) scores. Specifically, confirmatory factor analysis of the data provided general support for the hypothesized two-factor model, and hypothesized relationships with external criteria were substantiated. However, minor model misfit and low communalities ( R 2 ) suggested that some i…
A Factor Analytic Study of the Cross-Cultural Adaptability Inventory
The Cross-Cultural Adaptability Inventory (CCAI) was developed as a tool to assess an individual's effectiveness in cross-cultural interaction and communication. Because limited validity evidence had been published regarding the CCAI, the purpose of the current study is to evaluate the psychometric properties of CCAI scores, specifically focusing on the replicability of the proposed four-factor structure. This study is based on responses from a s…
Measuring Goal Orientation in a Work Domain
The current research extended the three-factor (mastery, performance-approach, and performance-avoidance) measure of achievement goals in a work domain to the four-factor conceptualization (in a 2 × 2 framework) by adding items to represent mastery-avoidance goals. Confirmatory factor analysis was conducted on two independent samples to evaluate the dimensionality of scores. Results from both samples indicated that after dropping 5 problematic ma…
Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students
There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across Africa…
Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students
Measurement Invariance of the Mindful Attention Awareness Scale Across Adult Attachment Style
In this study, the authors examine the measurement invariance of the Mindful Attention Awareness Scale I MA AS) across adult attachment style. A I-factor mode1 and measurement invariance war supported across groups. As predicted, latent mean differences showed that securely attached individuals reported significantly more mindfulness than did insecurely attached individuals, providing construct validity evidence for the MAAS
Can We Feel Confident in How We Measure College Confidence
Two studies were conducted to examine validity evidence for the College Self-Efficacy Inventory, by investigating dimensionality and theoretically based relationships with external criteria. Modifications to the scale yielded an adequately fitting three-factor model, and most hypothesized relationships were empirically supported. However, continued refinement of the instrument is recommended owing to construct underrepresentation
What Matters in the Measurement of Mattering
This study evaluates the psychometric properties of a measure of mattering to other people. A confirmatory factor analysis supported a four-factor model. In addition, mattering was positively related to measures of well-being and negatively related to measures of worry. The four factors related differently to these variables, providing additional support for their distinctiveness.Keywordsmatteringrelatednessvalidityinstrument Additional informati…
Measuring basic needs satisfaction
Parent Report of ADHD Symptoms of Early Adolescents
The Disruptive Behavior Disorders (DBD) scale includes the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. This study examined only the ADHD items of the DBD scale. This scale is frequently used for assessing parent- and teacher-reported ADHD symptoms. Although some research on teacher report exists, little is known a…
Students’ Group and Member Attachment to Their University
This study examined the psychometric properties of scores from the University Attachment Scale, a measure that operationalizes group and member attachment as two separate dimensions of attachment to a university. A two-factor model was championed over a one-factor model providing evidence of a distinction between university attachment and member attachment. Relationships with external criteria provided further support for this distinction and con…
Conceptualization and Utility of University Mattering
The purpose of this study was to gather validity evidence for the University Mattering Scale. Theoretically based factor structures were tested, resulting in the four-factor conceptualization of mattering being championed. As predicted, university mattering related positively to academic motivational and relatedness constructs and negatively to maladaptive help seeking and social adequacy concern
Using the Bifactor Model to Assess the Dimensionality of the Hong Psychological Reactance Scale
The Hong Psychological Reactance Scale (HPRS) purports to measure reactance: a motivational state experienced when a behavioral freedom is threatened with elimination. To date, five studies have examined the psychometric properties of the HPRS, but reached different conclusions regarding its factor structure. The current study further investigated the factor structure of the HPRS by testing four competing models using responses from 1,282 college…
The Development and Evaluation of the Academic Entitlement Questionnaire
Validity evidence was gathered for the Academic Entitlement Questionnaire (AEQ). After reviewing entitlement literature, items were written to cover the breadth of academic entitlement. Results provide evidence for the substantive, structural, and external aspects of validity of the AEQ. Implications for research and use of the AEQ are discussed.Keywordsacademic entitlementscale developmentvaliditymeasurement Additional informationNotes on contri…
Applying Longitudinal Mean and Covariance Structures (LMACS) Analysis to Assess Construct Stability Over Two Time Points
Traditional methods of assessing construct stability are reviewed and longitudinal mean and covariance structures (LMACS) analysis, a modern approach, is didactically illustrated using psychological entitlement data. Measurement invariance and latent variable stability results are interpreted, emphasizing substantive implications for educators and the utility of LMACS analysis in longitudinal research.KeywordsLMACSconstruct stabilitymeasurement i…
Does the Measurement or Magnitude of Academic Entitlement Change Over Time
Academic entitlement (AE) characterizes students who believe they deserve positive academic outcomes independent of performance. Using the Academic Entitlement Questionnaire, we evaluated the longitudinal stability of the measurement and magnitude of AE. Results indicated partial measurement invariance, slight average increase in AE, and differential individual change in AE over time
Student learning in higher education
Answering a call put forth decades ago by the higher education community and the federal government, we investigated the impact of US college coursework on student learning gains. Students gained, on average, 3.72 points on a 66-item test of quantitative and scientific reasoning after experiencing 1.5 years of college. Gain scores were unrelated to the number of quantitative and scientific reasoning courses completed when controlling and not cont…
Connecting assessment practices with curricula and pedagogy via implementation fidelity data
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provid…
Antecedents of examinee motivation during low-stakes tests
To understand examinee motivation, researchers have used expectancy-value theory, which posits that examinee’s perceived value of the test and self-efficacy in the test domain impact test-taking effort. Conclusions from studies designed to examine these relations may be premature given methodological issues, most notably, use of cross-sectional designs. We illustrate how support for expectancy-value theory is impacted by the research design emplo…
Disengaged Responses, Distorted Risks
Chronic absenteeism among high school students poses a significant threat to academic success. As schools address the root causes of absenteeism, assessments such as the Washington Assessment of Risks and Needs of Students (WARNS) help identify students’ risk factors and support needs. However, assessment scores depend on the quality and authenticity of student responses. When students are disengaged (e.g., rushing through items, exerting minimal…
Psychology (20 obras) · Social Psychology (16 obras) · Psychometrics (13 obras) · Statistics (13 obras) · Structural equation modeling (13 obras) · Confirmatory factor analysis (12 obras) · Developmental psychology (11 obras) · Construct validity (8 obras) · Mathematics (8 obras) · Clinical Psychology (7 obras)