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Trait construct validity: Covariation assessment vs. averaging
Title
Trait construct validity: Covariation assessment vs. averaging.
Creator
Pedersen, Ginger Lee., Florida Atlantic University, Monson, Thomas C.
Abstract/Description
Two experiments were conducted to assess subject accuracy in the attribution of trait constructs. It was hypothesized that subjects attributed trait constructs by averaging behavior across time, not by assessing covariation of behavior. In Experiment 1 subjects were given raw sets of baseball batting statistics and asked to attribute ability to the hitters. Major findings included that subjects were accurate in their attributions. In Experiment 2, subjects were given behavioral scores to use...
Show moreTwo experiments were conducted to assess subject accuracy in the attribution of trait constructs. It was hypothesized that subjects attributed trait constructs by averaging behavior across time, not by assessing covariation of behavior. In Experiment 1 subjects were given raw sets of baseball batting statistics and asked to attribute ability to the hitters. Major findings included that subjects were accurate in their attributions. In Experiment 2, subjects were given behavioral scores to use to place people on a trait scale. Varying numbers of scores were presented. The hypothesis that subjects would become increasingly accurate in their attributions as more information was gained was supported in the data. Other findings included that as more information was given, subjects viewed the behavior as more dependent on the situation. The findings are discussed in defense of the use of trait constructs in trait attribution.
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Date Issued
1988
PURL
http://purl.flvc.org/fcla/dt/14441
Subject Headings
Personality, Trait intercorrelations
Format
Document (PDF)
Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college
Title
Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college.
Creator
Pedersen, Ginger Lee., Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine...
Show moreThe purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine whether students' gender, age, ethnicity, grade point average (GPA), English language proficiency, nontraditional status, placement scores and number of developmental courses could predict a students' success in college algebra and graduating with the Associate in Arts degree, and how placing in one or more developmental course was correlated with graduating with the Associate in Arts degree. Three research hypotheses were developed to determine any significant predictive ability among the variables studied. Hypotheses 1 and 2 used discriminant analysis to determine the predicative ability of identified variables and hypothesis 3 used a Pearson product-moment correlation coefficient to assess the relationship of placing into one or more developmental courses on graduating with the Associate in Arts degree. All hypotheses were tested at the .05 level of significance. The results of the study indicated that for hypothesis 1 the variables of GPA, number of developmental courses, level of mathematics courses and mathematics placement score were all significant predictors. For hypothesis 2, the variables of GPA, placement scores in reading and writing, and the number of developmental courses were all significant predictors. For hypothesis 3, the number of developmental courses that a student tested into did have a significant relationship with the student's receiving an Associate in Arts degree. The results are discussed in relation to ensuring that students are better prepared for college-level work by a series of recommendations relating to collaborative efforts between community colleges and local high school districts. In addition, recommendations are made to re-align the developmental mathematics curriculum to effectively prepare students for subsequent college-level mathematics courses.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12083
Subject Headings
Community colleges--Florida--Palm Beach County--Sociological aspects, Community college students--Florida--Palm Beach County--Statistics, Academic achievement--Florida--Palm Beach County, Postsecondary education--Research--Florida--Palm Beach County, Algebra
Format
Document (PDF)