Wechsler short forms: A brief status report

Numerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time.     

Self-concept,school self-image,satisfaction, and involvement in an alternative high school

Alternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self-concept, school selfimage, satisfaction, and involvement; (b) self-concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self-image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire (1972) and the Tennessee Self-Concept Scale (Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self-concept than the norm for high school students; self-concept was a good predictor of school self-image and satisfaction; and there was a positive relationship between school self-image, satisfaction, and involvement.     

Relationship of the AAHPER Youth Fitness Test to Total Dynamic Strength

Abstract

One hundred high school girls (N = 20 per group) were initially given 10 trials on the Bachman ladder-climb task; each group was given a different length of lay-off (10 min., or 1 day, or 1 week, or 4 weeks, or 13 weeks) before being retested with another 10 trials. Correlations between individual differences across the lay-off decreased as the length of the lay-off period increased (from r = .89 to r = .69). Correlations between adjacent trials remained relatively constant at r =.90 as practice progressed. As remoteness increased, the relation decreased regularly, from r =.92 to r =.68. Individuals became increasingly different from each other as a result of motor learning; intraindividual variance did not change appreciably.     

Putting Measurement First: Understanding ‘Grit’ in Educational Policy and Practice

Non‐cognitive dispositions have recently become psychological constructs of interest in the education, economics, philosophy, sociology, and psychology literature. In this article, I draw the distinction between property‐first and measurement‐first approaches to understanding the meaning of a particular non‐cognitive disposition theoretical term, ‘grit’, as well as the relationship between this term and its corresponding measurement procedure. I argue that, depending on which approach one takes, one is confronted with different norms for judging the success of any disposition‐measurement procedure pair, meaning that the difference in philosophical approaches may have practical import. I argue that the measurement‐first approach is the one educators and educational policy‐makers ought to adopt towards grit as it is less likely to lead to over‐valuing grit in situations where a gritty disposition may be harmful, better respects scientific virtues and values, and provides a clearer understanding of grit than the property‐first approach.