A PRELIMINARY DESCRIPTION AND FACTOR ANALYSIS OF A BROAD SPECTRUM BATTERY FOR ASSESSING ‘PROGRESS TOWARD READING MATURITY’

The study of reading behavior is presumed to be arrested by low‐risk instrumentation. A battery is described which was assembled to advance study and definition of reading maturity. The battery is shown, by factor analysis, to have greater implicit construct similarity to a popular taxonomy and diagnostic system than conventional measures typically address. Suggestion for the wider use of such paradigms for assessment are shown to yield qualitatively richer data for use in research than current conventions tend to provide.     

ATTRIBUTIONS TO FAILURE: THE EFFECTS OF EFFORT,ABILITY, AND LEARNING STRATEGY USE ON PERCEPTIONS OF FUTURE GOALS AND EMOTIONAL RESPONSES

This study sought to examine college students' attributions to failure in biology. Through the use of scenarios, we were interested in determining how males and females viewed the attributions of ability, effort, and learning strategy use. A 3 (attribution: ability, effort, strategies) 2 2 (scenario gender) 2 2 (respondent gender) factorial design was used to analyze four future goal statements and four emotional response statements. Results indicated a significant effect for attribution for three of the four future goal items, with participants believing most strongly that future goals could be met if the scenario student used the appropriate strategies. There was also a significant effect for attribution for all four of the emotional response items, with participants having the strongest emotional reaction when the attribution was to effort. Respondent gender interacted with attribution only on one emotional response item. Collectively these results indicate differences in patterns of responses between future goal and emotional items. Moreover,these results are important for learning-to-learn courses designed to teach effective strategy use.