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The purpose of this paper is to address the issue of failing to psychometrically test questionnaire instruments when measuring university students’ attitudes towards plagiarism. These issues are highlighted by a psychometric evaluation of a commonly used (but previously untested) plagiarism attitudinal scale.

The importance of psychometric testing is shown through an analysis of a commonly used scale using modern techniques (e.g. Rasch analysis) on 131 undergraduate education students at an Australian university.

Psychometric analysis revealed the scale to be unreliable in its present form. However, when reduced to an eight-item subscale it became marginally reliable.

The main implication of this paper is that questionnaire instruments cannot be assumed to function as they are intended without thorough psychometric testing.

The paper offers valuable insight into the psychometric properties of a previously untested but commonly used plagiarism attitudinal scale.

The paper offers a straightforward and easy to understand introduction to researchers in higher education who use questionnaires/surveys in their research but lack an understanding of why psychometric testing is so critical. While similar papers have been written in other fields which advocate psychometric approaches, such as Rasch analysis, this has not been the case in higher educational research (or mainstream educational research for that matter).

This paper aims to present the results of a systematic review of the evidence on psychometric properties of information literacy (IL) tests.

A two-stage search strategy was used to find relevant studies in two subject and three general databases. A descriptive review of test characteristics and psychometric properties was presented. The review included 29 studies describing psychometric properties of 18 IL tests.

It was found that the classical test theory was applied for all tests. However, the item response theory was also applied in three cases. Most of the psychometric tests were developed in the USA using ACRL IL competency standards. The most commonly used psychometric analyses include content validity, discriminant validity and internal consistency reliability.

Only studies in English language are included in this review.

The study recommends that standards should be developed for the use and reporting of psychometric measures in designing IL tests. Librarians need to be trained in psychometric analysis of tests.

It is the first study that systematically reviewed psychometric properties of IL tests. The findings are useful for librarians who are teaching IL courses.

The Student Leadership Competencies Inventory consists of eight scales, each corresponding to its relevant leadership construct within the Student Leadership Competencies framework (Seemiller, 2013). Due to the increasing use of the framework and associated inventory in leadership development programs in higher education, we conducted a thorough analysis of the psychometric properties within each scale. Specifically, using a national dataset of university student responses, we analyzed internal reliability statistics, and conducted exploratory factor analysis with varimax rotation and maximum likelihood confirmatory factor analysis for each of the eight scales. Our results suggested that all scales, overall, possess sufficient strength to be considered valid measures of the leadership constructs within the Inventory, with some notably high co-variances between certain sub-scale factors in several scales.

The purpose of this paper is to study the psychometric properties of different versions of Utrecht Work Engagement Scale (UWES) in the Indian context in terms of factorial validity, scale reliability, descriptive statistics and construct validity.

The data collected through a cross-sectional survey among 467 women employees from banking sector in India and structural equation modeling has been performed for the analysis.

Confirmatory factor analysis revealed a better fit for the three-factor model of UWES-9 than the other versions. Work engagement is positively related to in-role performance and negatively related to turnover intention.

The study recommends further longitudinal studies in this area.

More studies and practical investigations can be conducted in organizations, academics and societies since the current study explored the appropriate version of UWES in the Indian context.

This is a key study which analyses psychometric properties of UWES in Indian banking sector by considering all its versions.

This paper aims to assess the reliability, validity and use of the Family Star Plus, one of several Outcomes Stars increasingly used as part of outcomes-based accountability approaches in the delivery of family support services. The Family Star Plus measures progress towards effective parenting but a lack of evidence exists on its psychometric properties and suitability for use as an outcomes tool.

Based on data from 1,255 families receiving a pilot support service, Cronbach’s alpha was used to assess the internal reliability of the 10-item scale, while principal component analysis (PCA) examined the number of constructs in the tool. Using matched data from evaluation of 80 families, correlations between the Family Star Plus and psychometrically validated tools were used to assess concurrent validity. Findings from a process evaluation explore practical issues around use of the tool.

Cronbach’s alpha indicated sufficient internal reliability of the Family Star Plus; however, the PCA raised questions concerning the internal validity the Star. Correlations between the Star and validated tools were not strong enough to support concurrent validity of the Star. Process evaluation findings highlight inconsistencies in Family Star Plus data capture, which may explain these differences.

Further work is required before the Family Star Plus can be considered for use as an outcome measure.

To the best of authors’ knowledge, this is the first peer-reviewed analysis of the psychometric qualities of the Family Star Plus.

The purpose of this paper is to investigate the psychometric properties of a Jordanian version of the Metamemory in Adulthood (MIA) questionnaire of Dixon, Hultsch and Hertzog.

The sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Translation‐back‐translation, classical test theory, IRT Rasch model, and confirmatory factor analysis procedures were used to evaluate the psychometric properties of a Jordanian version of the MIA (MIA‐Jo).

The results of these analyses show that 76 items (out of 108 original MIA items) provide sufficient evidence in support of the reliability and validity of the MIA‐Jo. The results also show that the MIA‐Jo has the same structure or subscales as the original MIA.

The sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Therefore, the study recommends the necessity to conduct more research on the MIA‐Jo using samples that have a wider range of age (up to 80 years) and other strata of Jordanian society.

This study is expected to provide researchers and educators in Jordan with a valid and reliable instrument to do more research on metamemory and its relationship with other cognitive variables.

The purpose of this paper is to explore associations between food-related self-control, intentions, descriptive peer norms, parents’ healthy eating guidance and adolescents’ consumption of sugar-sweetened beverages (SSB) in a school lunch setting. An additional aim was to evaluate the psychometric properties of the measure used to assess food-related self-control in order to reveal potential multi-dimensionality.

A web-based survey was conducted among 694 Norwegian high school students. Multiple logistic regression was used to explore associations between the independent variables and SSB consumption. Psychometric evaluation of the self-control measure included factor analysis and internal consistency reliability.

Factor analysis resulted in two food-related self-control dimensions: resistance and avoidance. Multiple logistic regression showed that intentions was the strongest predictor of SSB consumption in the sample. Avoidance and descriptive peer norms appeared as weaker predictors.

Based on the findings, the authors suggest that future studies may consider developing guiding principles on how to create health-promoting eating intentions in adolescents, how to deal with peer norms related to foods and beverages and how to avoid tempting stimuli in the environment. Such strategies may be helpful when structural changes in the environment are not feasible in the near future.

An original aspect of the present study is that it includes a psychometric analysis of a supposedly one-dimensional self-control measure. Further, it adds to the knowledge about variables associated with adolescent SSB consumption in a school lunch context.

To develop a quality management (QM) measurement instrument that has sound psychometric properties and recognizes a key feature of the field, i.e. QM is currently characterized by three competing approaches: standards‐based; prize‐criteria; and, elemental implementation approaches.

The three disparate approaches were analyzed to identify sets of key constructs and associated items. The assembled instrument was empirically validated through a survey of 418 Australian manufacturing organizations. A full set of reliability and validity tests were performed. Wherever applicable, confirmatory approach using structural equation modeling was used.

The results of psychometric tests suggest that the constructs of the three approaches have good empirical support. In the manner in which the instrument is presented, it is possible to separately measure constructs related to each of the three approaches.

The measurement instrument has been validated with manufacturing organizations from Australia. It is applicability to other industry sectors or country contexts needs to be verified.

Practitioners and consultants can use the measurement instrument for conducting QM benchmarking exercises within and across organizations. Researchers can use the instrument in future studies for, inter alia, theory development in the area.

The measurement instrument overcomes the shortcomings of the existing instruments by explicitly including all three practical approaches to quality management. Also, a rigorous psychometric validation process is adopted that provides credible outcomes.

The study analyses psychometric features of the Grasha–Riechmann student learning style scale. It measures the instructional preferences of students attending different educational stages.

The scale was translated from English to Spanish. Content and face validity evidences were analysed. After that, construct validity evidences – exploratory factor analysis, confirmatory factor analysis, factorial invariance analysis – and internal consistency were examined. Data were collected from samples composed of high school and college students from Argentina.

The adapted version, a four-factor 12-item scale, suitable to be used in local students, measures four learning styles – competitive, independent, dependent and collaborative. The model showed a better fit when compared to rival models – three-factor and six-factor. Besides, the four-factor model verified its factorial invariance in high school and college students' groups composing the sample. The internal consistency indices were adequate for every dimension (ordinal α > 0.70).

Despite satisfactory results of the internal validity evidences and the internal consistency analysis, further studies should analyse external validity evidences – criterion and predictive evidences.

The adapted version of the scale is suitable to be used by teachers in order to examine learning preferences in their students. Such information will allow the adaptation of teaching methods regarding the actual students' needs.

The Grasha–Riechmann student learning style scale’s Argentinian adaptation is presented. It is a valid and reliable measure of learning styles suitable to be used in high school and college.

This contribution aims at providing a measure of the overall construct of innovative work behaviour (IWB). As a consequence of the construct's dynamic, context-bound nature, the measure of IWB is based on concrete work activities, captures social and reflective activities, and is context-bound. By employing a short, one-dimensional measurement scale, the instrument enables valuable scientific and practical insights in an economical way.

The measure of IWB was evaluated with two samples of employees in different work contexts by conducting psychometric analyses, reliability analyses, exploratory and confirmatory factor analyses and correlation analyses with criterion variables.

The study provides evidence for the psychometric quality, reliability and validity of the measure of IWB.

The measure can be used to efficiently measure overall IWB. It thus enables the investigation of complex research models involving intervening mechanisms, interactions, or longitudinal effects. Further validation in other work domains and the inclusion of other criterion variables, such as innovative outcomes, is advised.

The measure is useful for organizational practitioners to efficiently assess employees' IWB, to determine needs for supporting IWB at organizational level, and as a conceptual guideline for designing training or giving performance feedback during innovation projects.

The measure enables insights into the question how IWB can be fostered in practice. In addition, the contribution highlights that a measure of IWB needs to account for the construct's dynamic, context-bound nature and pay attention to usability as an important but often neglected quality criterion.