scholarly journals Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Menucha Birenbaum ◽  
Fadia Nasser-Abu Alhija
Keyword(s):  
Test Performance ◽  
Self Efficacy ◽  
Culturally Diverse ◽  
Mathematics Curriculum ◽  
Achievement Level ◽  
Score Distribution ◽  
Test Taking ◽  
Mathematics Test ◽  
8Th Graders ◽  
Diverse Groups

This study examined the relationships between self-efficacy calibration and test-taking behavior as measured by the percentage of skipped items, unreached items, and incorrect responses on a mathematics test. Jewish and Arab 8th graders in four achievement levels, as defined by quartiles of the test score distribution, were compared with respect to their mathematics self-efficacy and their test-taking behavior. The results indicated that in every achievement level Arab students as compared to their Jewish counterparts tended to report higher levels of self-efficacy and to attempt more items on the test, which resulted in a higher rate of incorrect responses. The results support previous research findings pointing to the detrimental effect that overestimation of SE has on performance. The results were discussed with reference to the metacognitive processes involved in estimation of self-efficacy and in test performance. The identified gaps between the two ethnic groups were discussed in light of the learning culture that characterizes each of them. The contribution of the Israeli context, whereby students from two culturally diverse groups study according to the same mathematics curriculum but in separate schools, to understanding factors underlying culture-related group differences in mathematics test performance was underscored.

scholarly journals Level, strength, and facet-specific self-efficacy in mathematics test performance

ZDM ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 379-395 ◽  
Author(s):  
Karin Elisabeth Sørlie Street ◽  
Lars-Erik Malmberg ◽  
Gabriel J. Stylianides
Keyword(s):  
Test Performance ◽  
Self Efficacy ◽  
Mathematics Test

Halstead-Reitan Test Battery: A Problem of Differential Diagnosis

1980 ◽  
Vol 50 (2) ◽  
pp. 611-630
Author(s):  
Irmingard I. Lenzer
Keyword(s):  
Brain Damage ◽  
Test Performance ◽  
Construct Validation ◽  
Neuropsychological Test ◽  
Summary Score ◽  
Test Battery ◽  
Medical Patients ◽  
Test Taking ◽  
Limited Applicability ◽  
Schizophrenic Patients

The Halstead-Reitan Test Battery is one of the most widely recognized neuropsychological test batteries. Many claims have been made as to its validity. Despite these claims, doubts persist. A critical review of the literature shows that the battery can separate brain-damaged patients from normal patients, general medical patients, and patients with certain psychiatric disorders. However, the battery cannot separate brain-damaged patients as a group from schizophrenics as a group, though in individual cases there may exist pathognomonic signs indicating brain damage. The impairment index, as a summary score of the basic tests, as well as other “methods of inference,” fail at this point. Four alternatives are discussed. First, brain-damaged patients differ from schizophrenic patients not in test performance but in test-taking behavior. Second, the battery is a valid measure of brain damage but has limited applicability. Third, the battery is a measure not of brain damage but of degree of degradation of psychological processes. And fourth, schizophrenics perform poorly on the battery because they have undetected brain damage. Only the third and fourth alternatives appear viable. Both question the validity of the traditional criteria of brain damage. It is argued that future validation studies of the battery should be of construct validation type and not of the criterion-oriented type, as these are defined by Cronbach and Meehl (1955). Possible procedures for construct validation are briefly discussed.

IQ Constancy in Disadvantaged Negro Children

1971 ◽  
Vol 29 (1) ◽  
pp. 319-326 ◽  
Author(s):  
Norman A. Milgram
Keyword(s):  
Sex Differences ◽  
Multiple Regression ◽  
Test Performance ◽  
Test Taking ◽  
Comparison Test ◽  
Initial Comparison ◽  
Age Trends ◽  
Iq Scores ◽  
Formal Test

A longitudinal followup of 59 disadvantaged Negro children from age 3 to 8 indicated that: (1) their mean Binet IQ was relatively stable, while their Peabody IQ rose appreciably; (2) the magnitude of the correlation between earlier and later IQ scores was a function of the interval between test-retest and the age of the child on the initial comparison test; (3) ratings on test-taking behavior yielded significant sex differences and age trends; (4) ratings specific to formal test performance were significantly correlated with IQ scores of tests taken concurrent to the ratings and of tests taken one or more years later; (5) these ratings did not, however, enhance in multiple regression the correlation which obtained for predictor and criterion IQ scores alone. Findings were discussed in relation to other studies.

A Psychometric Examination of the Anagram Persistence Task: More Than Two Unsolvable Anagrams May Not Be Better

Assessment ◽  
2018 ◽  
Vol 27 (6) ◽  
pp. 1198-1212 ◽  
Author(s):  
Gilles E. Gignac ◽  
Ka Ki Wong
Keyword(s):  
Processing Speed ◽  
Test Performance ◽  
Convergent Validity ◽  
Response Times ◽  
Nonlinear Effects ◽  
Intelligence Test ◽  
Factorial Validity ◽  
Test Taking ◽  
Two Factors ◽  
Administration Time

The purpose of this investigation was to examine a single-anagram, a double-anagram, and multi-anagram versions of the Anagram Persistence Task (APT) for factorial validity, reliability, and convergent validity. Additionally, a battery of intelligence tests was administered to examine convergent validity. Based on an unrestricted factor analysis, two factors were uncovered from the 14 anagram (seven very difficult and seven very easy) response times: test-taking persistence and verbal processing speed. The internal consistency reliabilities for the single-anagram, double-anagram, and multi-anagram (seven difficult anagrams) measures were .42, .85, and .86, respectively. Furthermore, all three versions of the APT correlated positively with intelligence test performance ( r ≈ .22). However, the double-anagram and multi-anagram versions also evidenced negative, nonlinear effects with intelligence test performance ( r ≈ −.15), which suggested the possibility of testee adaptation. Taking psychometrics and administration time into consideration, simultaneously, the double-anagram version of the APT may be regarded as preferred.

Clinical Applications and Investigation of the Acceptance of Mental Illness

2016 ◽  
pp. 146-158
Author(s):  
Lauren Mizock ◽  
Zlatka Russinova
Keyword(s):  
Mental Illness ◽  
Serious Mental Illness ◽  
Culturally Diverse ◽  
Clinical Care ◽  
Clinical Applications ◽  
Barriers And Facilitators ◽  
Future Research ◽  
Potential Development ◽  
Peer Specialists ◽  
Diverse Groups

This chapter reviews the 14 key principles of the process of acceptance of mental illness among culturally diverse groups that emerged from the findings in this book. Each principle is accompanied by clinical recommendations for facilitating the process of acceptance of mental illness. Examples are provided as to how clinicians, peer specialists, and researchers might respond to issues of acceptance of mental illness to facilitate hope and recovery. A number of acceptance-related techniques and theories in clinical care are also discussed. To further understanding and promote the process of acceptance of mental illness among persons in recovery, areas of potential development for future research are reviewed. An “Acceptance of Mental Illness Checklist” with scoring information is provided to assess the dimensions of acceptance and barriers and facilitators among people with serious mental illness and to aid further clinical and research examination of this construct.

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