Handbook Of Psychological Testing

By D. Eichelberger. 2016

1,761 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b726838b71ab4f98574fd96a5e173ca29b1d536d

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In Developmental and Educational Psychology

Citations in the corpus

Does Psychological Need Satisfaction Matter When Environmental or Financial Safety are at Risk? (2015, background): “45, which is statistically unacceptable (Kline 1999).”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “58) was still low (Kline 1999), caution should be taken when interpreting academic emphasis results.”
Antecedents of pro-environmental behaviours at work: The moderating influence of psychological contract breach (2014, methodology): “The questionnaire was refined through two pilot tests (Kline, 2000) with ten to fifteen participants each.”
Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence (2016, background): “Reliability greater than 0.70 is considered to be satisfactory for the critical thinking pilot test, a low-stakes assessment (Kline 2000).”
Measuring the beginning: a quantitative study of the transition to higher education (2014, background): “Lower reliability scores for psychological constructs may also be acceptable because of the inherent diversity within them (Kline 1999).”
Effects of brand personality, self-congruity and functional congruity on hotel brand loyalty (2019, result): “Pilot study revealed that the material was clearly understood by the respondents which supported the face validity (Kline, 1999) and the scales performed high internal consistency within high-reliability scores [αBP = 0.97, αSC = 0.91, αFC = 0.89, αBL = 0.96] (Nunnally & Bernstein, 1994).”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, neutral): “724, indicating acceptable reliability (Kline 1999).”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “Kline (1999) indicated a cut-off point of .70/.80).”
Stimulating Online Reviews by Combining Financial Incentives and Social Norms (2017, neutral): “These values are well in excess of standard cutoffs for acceptable use in the literature (Kline 2000).”
Limits on simulation approaches in intuitive physics. (2021, neutral): “85, indicating acceptable agreement (Kline, 2013).”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, methodology): “…the identification and development of constructs, unambiguous selection and identification of items that capture the nature of the construct, separation of construct items within the instrument, pilot testing and administration of the measure (Kline, 1993; Saunders et al., 2007; Spector, 1992).”
Psychometric Evidence of the Brief Resilience Scale (BRS) and Modeling Distinctiveness of Resilience from Depression and Stress (2018, background): “Alpha and Omega values ≥ .70 are considered adequate (Hair et al., 2010), whereas Kline (1999) suggested that alphas can be as low as .60 for psychological constructs.”
Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments (2018, methodology): “78 on the total scale, which means that the instrument revealed good and acceptable internal consistency relability with the sample of the study (Spector, 1992; Kline, 1999).”
The Working Alliance in Coaching (2015, background): “The internal reliability of both scales—the coach and the client version—was good: Cronbach’s alpha for the coach version was α = .81, and α = .72 for the client version (Kline, 1999; see Table 2).”