Counseling, Higher Education & Special Education Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2757

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    Development and Initial Validation of the Work Addiction Inventory
    (2009) Bryan, Nicole A.; Lent, Robert W.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of the study is to develop and validate the Work Addiction Inventory (WAI). The WAI is designed to assess individual's addiction to work via self-report. Data were collected from 127 working professional employed on at least a part-time (20 hours per week) basis. Results of an exploratory factor analysis retained 24 items and indicated that the WAI consists of three underlying factors. The WAI subscale and total scores showed adequate internal consistency reliabilities. Convergent and discriminant validity was initially supported by the relationship between WAI scores, an existing measure of workaholism, and social desirability. Also, WAI scores correlated highly with several criterion variables. Finally, evidence was found to suggest that the WAI accounts for unique variance beyond an existing measure of workaholism. In conclusion, psychometric properties of the WAI were initially supported by findings of the study.
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    Measures of Writing Skills as Predictors of High Stakes Assessments for Secondary Students
    (2008-01-24) Jones, Karen Anne; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the potential utility of written expression scoring measures, developed in the curriculum-based measurement research, to monitor student progress and predict performance on a high stakes state mandated assessment for high school students. In response to a teacher generated prompt, 10th-grade students completed 3 brief constructed response (BCR) and 2 extended constructed response (ECR) writing samples throughout the academic year. Writing samples were scored for total words written (TWW), words spelled correctly (WSC), correct writing sequences (CWS), correct minus incorrect writing sequences (CMIWS), percentage of words spelled correctly (%WSC), percentage of correct writing sequences (%CWS), production dependent index, and production independent index. The average time to score a BCR for TWW, WSC, CWS, and CMIWS was over 7 minutes, and the average time to score an ECR was over 16 minutes. Alternate form reliability correlation coefficients between scoring measures were only in the weak to moderate range. Results revealed that girls wrote more words, spelled more words correctly, produced more correct writing sequences, and produced more correct minus incorrect writing sequences. Across writing samples, statistically significant but small increases were found on scoring measures. Results of multiple regression and logistic regression analyses failed to provide a model that accurately predicted student outcomes.