Prophetic Leadership Scale’s Validation and the Tendency of Normative Response

This study aims to validate the prophetic leadership scale by using a quantitative approach. 202 leaders were involved in this study. Data analysis technique that has been used for construct validation is factorial validation with confirmatory factor analysis (CFA), a convergent validation, discriminant validation, and social desirability bias with Pearson correlation. There are 4 instruments used in this study, namely the measuring instrument of prophetic leadership, the measuring instrument of authentic leadership as a convergent validator, the measuring instrument of religiosity as a discriminant validator, and the measuring tool of social desirability as a validator of social appropriateness bias. The prophetic leadership measurement tool measures the same construct as the authentic leadership measurement tool, and measures different constructs from the religiosity measurement tool, and the prophetic leadership measurement tool has a social appropriateness bias or the respondent's tendency to give answers in accordance with norms. The findings raise a prospect that social desirability bias’s influences fitness indices in a scale’s validation.

Developing Multiple-Choice Discourse Completion Tasks as Pedagogical Materials in L2 Pragmaticserials in L2 Pragmatics

<p>This study reports the development of pragmatics teaching materials in the format of multiple-choice<br />discourse completion tasks (MDCTs) by two groups of American in-service TESOL teachers in the<br />United States. One advantage of using MDCTs as pedagogical materials in L2 pragmatics instruction<br />is that they incorporate positive (i.e., the key) and negative (i.e., the distractors) evidence, both of<br />which have been demonstrated to facilitate language learning in SLA research. The other advantage is<br />that they prepare students for multiple-choice standardized tests, which are very common in<br />test-oriented educational systems like Taiwan, China, Japan and Korea. In this study, we asked one<br />group of teachers to design MDCTs based on social appropriateness. Four months later, we asked the<br />other group of teachers to rate and comment on the content and form of the learner speech act data.<br />Each teacher was then required to construct a multiple-choice pragmatics task with a balance between<br />social appropriateness and grammatical accuracy. We close our paper by discussing the pragmatics<br />tasks created by these teachers and suggesting construction principles as a guide to teaching, learning<br />and assessing L2 pragmatic competence.</p>

Personality Assessment of Adolescents: An Analysis of the Junior Self-Monitoring Scale

The factor structure and reliability of Graziano, Musser, Leone, and Lautenschlager's 1987 Junior Self-monitoring Scale was examined using the responses of 1279 students in Grades 6 to 9. Analyses suggested that the scale contains two main factors which represent Concern for Social Appropriateness and Ability to Modify Self-presentation. We suggest using a 20-item version of the scale (rather than the original 24-item version) to provide increased reliability and that the scale may be more appropriate than the Adolescent Self-monitoring Scale by Pledger for use with younger children because it is easier to read and has abundant situational cues.