Preferences for Academic Advising Styles

2005 ◽  
Vol 25 (1) ◽  
pp. 74-80 ◽  
Author(s):  
Susan B. Weir ◽  
Marcia M. Dickman ◽  
Dale R. Fuqua
Keyword(s):  
College Students ◽  
Internal Consistency ◽  
Academic Advising ◽  
Internal Consistency Reliability ◽  
The Other ◽  
Developmental Advising ◽  
Psychometric Study ◽  
Prescriptive Advising ◽  
Practical Implications

This psychometric study was designed to test the feasibility of measuring college students' preferences for developmental and prescriptive advising styles as separate constructs. Part 5 of the Academic Advising Inventory (Winston & Sandor, 1984b) was revised into two independent scales, one for measuring preferences for developmental advising and the other for measuring preferences for prescriptive advising. Results suggest that the two scales have a reasonable item structure, and the internal consistency reliability is reported to be modest. Of greater theoretical importance, the two scales are found to be largely independent. The practical implications of this independence are discussed relative to future applications and research.

On Cliff's Formula, the Kaiser-Guttman Rule, and the Number of Factors

1992 ◽  
Vol 74 (2) ◽  
pp. 595-598 ◽  
Author(s):  
Henry F. Kaiser
Keyword(s):  
Measurement Error ◽  
Internal Consistency ◽  
Principal Components ◽  
Principal Component ◽  
Internal Consistency Reliability ◽  
The Other ◽  
Factor Analytic ◽  
Number Of Factors ◽  
Physical Attributes ◽  
The Right

Cliff (1988) has presented a formula for the reliability of a principal component which is different from my long-known formula (Kaiser, 1957, 1991) for coefficient alpha of a principal component. Cliff claims that his approach is “correct” and mine “is the result of a misapplication of the formula for internal consistency reliability” Actually, both developments are correct but are based on different premises: Cliff considers measurement error within—but not between—attributes, while I consider measurement error between—but not within—attributes. The application of my formula to the knotty problem of the “number of factors”—the Kaiser-Guttman Rule—appears often to give the “right” result, when “right” means agreement with the subjective judgment of factor-analytic grandmasters. But when it fails it is approximately equally likely to overfactor as to underfactor. Cliff's formula, on the other hand, when used to establish the number of factors, almost invariably overfactors and, in the limit, as the within-attribute reliabilities all approach one (as with, say, physical attributes), nonsensically will declare all principal components perfectly reliable no matter how small their associated eigenvalues, yielding an absurd answer if used to establish the number of factors.

Reliability of the Jackson Personality Inventory

1977 ◽  
Vol 40 (2) ◽  
pp. 613-614 ◽  
Author(s):  
Douglas N. Jackson
Keyword(s):  
College Students ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Personality Inventory ◽  
Reliability Estimates ◽  
Two Samples

Internal consistency reliability estimates were obtained for two samples of college students for the Jackson Personality Inventory using Bender's coefficient theta. In the California sample ( n = 82), values ranged from .84 to .95, with a median of .93. The Pennsylvania sample ( n = 307) yielded a range of .75 to .93, with a median of .90.

Psychometric Properties of the Chinese Perceived Responses to Capitalization Attempts Scale

2018 ◽  
Vol 46 (11) ◽  
pp. 1801-1813
Author(s):  
Wenjing Guo ◽  
Zhe Lin ◽  
Nian Cheng ◽  
Xiangping Liu
Keyword(s):  
College Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Concurrent Validity ◽  
English Language ◽  
Factor Model ◽  
Internal Consistency Reliability ◽  
Interpersonal Process ◽  
Chinese College Students ◽  
Test Retest Reliability

Capitalization is an interpersonal process where one shares personal positive events with others and receives benefits beyond that event's effect. The response a capitalizer perceives from the recipient determines the success of this process. The Perceived Responses to Capitalization Attempts Scale (PRCAS) is an English-language measure used to assess a capitalizer's perception of a recipient's responses. We tested the factor structure, internal consistency reliability, and concurrent validity of the Chinese version of the PRCAS with a sample of 1,213 Chinese college students. Factor analyses replicated the 4-factor model of active–constructive response, passive–constructive response, active–destructive response, and passive–destructive response. All subscales possessed satisfactory internal consistency and evidence for concurrent validity with measures of feeling, flourishing, self-esteem, and mental health symptoms. We also assessed the test–retest stability of the PRCAS with a separate sample of 119 Chinese college students, and found that the subscales possessed low test–retest reliability. Therefore, the Chinese PRCAS possessed acceptable psychometric properties.

Development and Testing of the Attitudes Toward Feminism and the Women's Movement (FWM) Scale

1994 ◽  
Vol 18 (3) ◽  
pp. 389-402 ◽  
Author(s):  
Ruth E. Fassinger
Keyword(s):  
College Students ◽  
Internal Consistency ◽  
Women's Movement ◽  
Discriminant Validity ◽  
Internal Consistency Reliability ◽  
Feminist Movement ◽  
Affective Attitudes ◽  
Convergent And Discriminant Validity ◽  
Male College ◽  
Scale Establishment

This article outlines the development and testing of the Attitudes Toward Feminism and the Women's Movement (FWM) Scale, a brief measure of affective attitudes toward the feminist movement. Thurstone's (1959) method of equal-appearing intervals was used initially to create the final 10-item summated rating (Likert) scale. Establishment of internal consistency reliability and construct (convergent and discriminant) validity was determined on a sample of 117 female and male college students. Results suggested a highly internally consistent and valid attitudinal measure. Additional evidence for the validity of the FWM is discussed in terms of research in which it has been successfully used.

A Study of Undergraduate Students’ Perception about Academic Advising in an Indonesian University

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 129-135
Author(s):  
Imelda Junita ◽  
Fanny Kristine ◽  
Sherlywati Limijaya ◽  
Tabita Emmanuella Widodo
Keyword(s):  
Undergraduate Students ◽  
Academic Advising ◽  
Quantitative Research ◽  
Course Selection ◽  
Developmental Advising ◽  
Institutional Policies ◽  
Prescriptive Advising ◽  
Advising Relationship ◽  
The University ◽  
Students Satisfaction

The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during academic advising sessions, and their satisfaction with academic advising in the university. The results show that the undergraduate students at an Indonesian university perceive their academic advising as ‘developmental advising’ rather than ‘prescriptive advising’. Undergraduate students perceive that the advisors not only focus on academic performance but also students’ holistic development. Most students are satisfied with the academic advising they have experienced. The topics most frequently discussed are related to the registration and course selection, while the topics most rarely discussed are related to institutional policies. In general, 72,85% of students satisfy with the academic advising they have experienced.

Development of the Global Self-Esteem Measure: A Pilot Study

2018 ◽  
Vol 37 (7) ◽  
pp. 863-873
Author(s):  
Gordana Rajlic ◽  
Jae Yung Kwon ◽  
Keren Roded ◽  
Anita M. Hubley
Keyword(s):  
Factor Analysis ◽  
Pilot Study ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Self Esteem ◽  
The Other ◽  
Future Research ◽  
Single Factor ◽  
Psychometric Characteristics ◽  
Positive View

In the current study, we present the development of the Global Self-Esteem (GSE) measure. The six-item GSE fulfills a need for a short unidimensional measure of global self-esteem conceptualized as “overall positive view of self.” The construct is traditionally measured by the Rosenberg Self-Esteem Scale (RSE); however, several important shortcomings of the scale have been highlighted in the recent research. To improve the operationalization of global self-esteem, the shortcomings of the RSE and of the other measures intended to measure the construct are addressed in the construction of the GSE. Initial psychometric characteristics of the GSE, obtained in a pilot study, are reported. The results of exploratory factor analysis indicated unidimensionality of the measure—a single factor accounted for 78% of the variance in the GSE items, and the magnitude of factor loadings ranged from .81 to .91. Internal consistency reliability was high (ordinal α = .95), and expected relations between the GSE scores and other self-esteem measures were found. The utility of the measure and goals for future research are discussed in the context of limitations of the current study.

Advising College Students in the 21st Century

2000 ◽  
Vol 20 (2) ◽  
pp. 21-30 ◽  
Author(s):  
Peggy Jordan
Keyword(s):  
College Students ◽  
Web Sites ◽  
Defense Mechanisms ◽  
Student Needs ◽  
Developmental Advising ◽  
Prescriptive Advising ◽  
Developmental Theories ◽  
Technological Tools ◽  
E Mail ◽  
Positive Intervention

At the beginning of the new millennium professional advisors are challenged to examine the theory and delivery of services to students. Professional advisors must adapt to changes in institutional and student needs and take full advantage of available resources. This article suggests that effective advising practices can be found on a continuum from prescriptive advising, developmental advising, and counseling. Technological tools of positive intervention with students, such as Web sites, listservs, and E-mail, are related while knowledge of developmental theories and the use of narrative, knowledge of defense mechanisms, and reframing are discussed in detail.

STUDENT PRIORITIES FOR ACADEMIC ADVISING

1989 ◽  
Vol 9 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Lynda L. Fielstein
Keyword(s):  
Academic Advising ◽  
Academic Development ◽  
Dual Role ◽  
Developmental Model ◽  
Developmental Advising ◽  
Personal Counseling ◽  
Prescriptive Advising ◽  
Personal Involvement ◽  
Advising Relationship

Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relationship, advisors who are attracted to the developmental model of advising are cautioned to consider carefully how much personal counseling a student may desire. Suggestions for further research are also offered to determine which students prefer which type of advising relationship at what point in their academic development.

Validation of the Short Form of the Academic Procrastination Scale

2016 ◽  
Vol 118 (1) ◽  
pp. 171-179 ◽  
Author(s):  
Ronald D. Yockey
Keyword(s):  
College Students ◽  
Factor Structure ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Short Form ◽  
Ethnically Diverse ◽  
Internal Consistency Reliability ◽  
Academic Procrastination ◽  
Good Internal Consistency ◽  
Future Work

The factor structure, internal consistency reliability, and convergent validity of the five-item Academic Procrastination Scale–Short Form was investigated on an ethnically diverse sample of college students. The results provided support for the Academic Procrastination Scale–Short Form as a unidimensional measure of academic procrastination, which possessed good internal consistency reliability in this sample of 282 students. The scale also demonstrated good convergent validity, with moderate to large correlations with both the Procrastination Assessment Scale–Students and the Tuckman Procrastination Scale. Implications of the results are discussed and recommendations for future work provided.

MARSH'S SELF-DESCRIPTION QUESTIONNAIRE III (SDQ III): ADAPTATION STUDY WITH PORTUGUESE COLLEGE STUDENTS

1996 ◽  
Vol 24 (4) ◽  
pp. 343-349 ◽  
Author(s):  
Luisa Faria
Keyword(s):  
College Students ◽  
Internal Consistency ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Factorial Structure ◽  
Late Adolescents ◽  
Multidimensional Model ◽  
Portuguese Version ◽  
Original Scale

The Self-Description Questionnaire III (SDQ III) is one of a series of Australian self-concept instruments designed to measure self-concept of pre-adolescents (SDQ I), in early to middle adolescents (SDQ II), late adolescents and early adults (SDQ III). It was designed by Marsh (1988) and is based on the Shavelson, Hubner, and Stanton (1976) hierarchical and multidimensional model. This study presents the various steps followed in the adaptation of this Australian self-concept instrument using 691 Portuguese college students from Northern Portugal. In general the internal consistency of the instrument, assessed by Cronbach's alpha, proved to be good and similar to the Australian version, but the factorial structure of the Portuguese version revealed twelve factors instead of the thirteen of the original scale. The presence of the global self-concept dimension in several factors questions its independence from the other dimensions in the Portuguese version.

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