On designing data-sampling for Rasch Model calibrating an achievement test

Klaus D. Kubinger¹, Dieter Rasch², Takuya Yanagida³

1: University of Vienna, Austria; 2: University of Natural Resources and Applied Life Sciences, Vienna; 3: University of Applied Sciences, Austria

Examining fit in covariance modeling with ordinal data

Christine DiStefano¹, Grant Morgan², Phillip Sherlock¹

1: University of South Carolina, USA; 2: Baylor University, USA

Statistical and theoretical reductionism in research on scientific thinking: How much can the Rasch model tell us?

Peter Adriaan Edelsbrunner¹, Fabian Dablander²

1: ETH Zurich, Switzerland; 2: University of Tübingen, Germany

Teaching statistical inference and the null hypothesis significance controversy

Ernest Kwan, Irene R. R. Lu

Carleton University, Canada

The structure of thinking of novices and experienced diagnosticians - The report of the research

Anna Barbara Słysz

Adam Mickiewicz University, Poland

Psychometric properties of Everyday-life Fatigue Questionnaire (EFQ)

Joanna Urbańska

Adam Mickiewicz University, Poland

Do psychiatric symptoms diminish response quality to self-rated personality tests? Evidences from the PsyCoLaus study

Marc Dupuis¹, Emanuele Meier¹, Caroline Vandeleur², Roland Capel¹

1: University of Lausanne, Switzerland; 2: Lausanne University Hospital, Switzerland

The PsicAP Project: A randomized controlled trial to improve psychological assessment and treatment with based-evidence psychological techniques of emotional disorders in Spanish primary care centers

Antonio Cano Vindel², Roger Muñoz Navarro¹, Paloma Ruíz Rodriguez², Cristina Mae Wood², Benigna Díaz-Ovejero², Esperanza Dongil¹, Itziar Iruarrizaga², Mar García Moreno¹, Fernando Chacón³, Francisco Santolaya³, María Dolores Gómez Castillo³, Patricia Tomás Tomás¹, PsicAP Research Group³

1: University of Valencia, Spain; 2: University of Madrid, Spain; 3: Spanish Council of Psychologists, Spain

Changes in personality functioning as a result of group psychotherapy with elements of individual psychotherapy in persons with neurotic and personality disorders – MMPI-2

Katarzyna Cyranka, Krzysztof Rutkowski, Michał Mielimąka, Jerzy A. Sobański, Łukasz Müldner-Nieckowski, Edyta Dembińska, Katarzyna Klasa, Bogna Smiatek-Mazgaj, Paweł Rodziński

Jagiellonian University Medical College, Poland

Equivalence of computerized versus paper-and-pencil testing of information literacy under controlled versus uncontrolled conditions: An experimental study

Anne-Kathrin Mayer¹, Günter Krampen^1,2

1: ZPID - Leibniz Institute for Psychology Information, Germany; 2: University of Trier, Germany

The predictive validity and stability of standardized assessment in early childhood education

Niek Frans¹, Wendy J. Post¹, Mark Huisman¹, C.E. {Ineke} Oenema-Mostert^1,2, Anne L. Keegstra³, Alexander E.M.G. Minnaert¹

1: University of Groningen, The Netherlands; 2: Stenden University of Applied Sciences, The Netherlands; 3: University Medical Center Groningen, The Netherlands

A cross-cultural study of Curriculum-Based Measurement in Brazil

Maria Cristina Joly¹, Suzanne Bamonto²

1: University of Brasilia, Brazil; 2: Rochester Institute of Technology, USA

Longitudinal factorial invariance of a Childhood Career Exploration measure

Iris Martins Oliveira¹, Maria do Ceu Taveira¹, Erik J. Porfeli²

1: University of Minho, Portugal; 2: Northeast Ohio Medical University, USA

Anxiety in children and adolescents: Need for school-specific contexts for the assessment of worry and emotionality

Carl-Walter Kohlmann¹, Heike Eschenbeck¹, Uwe Heim-Dreger¹, Michael Hock²

1: University of Education Schwäbisch Gmünd, Germany; 2: University of Bamberg, Germany

The Scale "Openness for Information" (SOFI) – A new assessment tool for research on information behavior

Anne-Kathrin Mayer¹, Günter Krampen^1,2

1: ZPID - Leibniz Institute for Psychology Information, Germany; 2: University of Trier, Germany

Confirmatory study of the Multidimensional Scales of Perceived Self-Efficacy with middle-school children

Iris Martins Oliveira¹, Maria do Ceu Taveira¹, Erik J. Porfeli²

1: University of Minho, Portugal; 2: Northeast Ohio Medical University, USA

Primary school students’ social and emotional school experiences across grade levels: Adaptation and validation of the Social and Emotional School Experiences Survey—Short form (SESES-S)

Tanja Gabriele Baudson¹, Rachel Wollschläger², Isabelle Schmidt², Vsevolod Scherrer², Samuel Greiff³, Sascha Wüstenberg³, Franzis Preckel²

1: University of Duisburg-Essen, Germany; 2: University of Trier, Germany; 3: Université du Luxembourg, Luxembourg

Cognitively diagnostic feedback: Mediating factors and remedial effects

Eunice Eunhee Jang

University of Toronto, Canada

What do you think you are measuring? A new mixed-methods procedure for assessing content validity and theory-based scaling with an example on wisdom

Ingrid Koller¹, Michael R. Levenson², Judith Glück¹

1: Alpen-Adria-Universität Klagenfurt, Austria; 2: Oregon State University, USA

Validation of a self-report scale measuring wisdom resources

Michaela Pötscher-Gareiss, Judith Glück

Alpen-Adria-Universität Klagenfurt, Austria

A three-dimensional screening tool for strengths

Samuel M.Y. Ho¹, Bowie P.Y. Siu²

1: City University of Hong Kong, Hong Kong; 2: University of Hong Kong, Hong Kong

The assessment of emotional states induced by clowns and nurses

Sarah Auerbach, Jennifer Hofmann, Tracey Platt, Willibald Ruch, Annette Fehling

University of Zurich, Switzerland

Practical assertion of paper-and-pencil adaptive testing: 30 years of experience with the intelligence test-battery Adaptive Intelligence Diagnosticum (AID)

Klaus D. Kubinger

University of Vienna, Austria

External validation and reliability of The Indonesian Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV-IDN)

Magdalena S. Halim¹, Christiany Suwartono¹, Lidia L. Hidajat¹, Marc P.H. Hendriks^2,3, Roy P.C. Kessels^2,4

1: ATMA JAYA Catholic University of Indonesia, Indonesia; 2: Radboud University Nijmegen, The Netherlands; 3: Academic Centre of Epileptology Kempenhaeghe, The Netherlands; 4: Radboud University Medical Center, The Netherlands

Speedy assessment of speeded reasoning with the intelligence screening “mini-q”

Tanja Gabriele Baudson¹, Martina Kaufmann², Franzis Preckel², Carolin Räihälä²

1: University of Duisburg-Essen, Germany; 2: University of Trier, Germany

The interplay of working memory, processing speed, and attention with intelligence in children

George Spanoudis, Anna Tourva

University of Cyprus, Cyprus

Identifying the profiles of social and emotional development among first grade pupils in Russia

Ekaterina Orel, Alena Ponomareva, Christina Bekmukhametova

National Research University Higher School of Economics, Russia

An ecological assessment framework for tracking learner growths in self-regulation, emotional engagement, and feedback responses in a virtual diagnosis learning program

Eunice Eunhee Jang

University of Toronto, Canada

The anxiety factors in the Saudi EFL learners: A study from English language teachers’ perspective

Fariha Asif

King Abdul Aziz University, Saudi Arabia