Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Author: search.filters.author.Croucher SMSubject: search.filters.subject.validity

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    Does student sampling impact our understanding of argumentativeness and verbal aggressiveness?
    (Taylor and Francis Group on behalf of the American Forensic Association, 2024-08-17) Croucher SM; Kelly S; Elers P; Jackson K; Nguyen T
    Student samples are regularly used in research. While student samples are convenient and easy to access, the use of such samples has been criticized for exposing theories and research to internal validity threats, as students are not representative of the general population. Using argumentativeness and verbal aggressiveness as contexts for analysis, this study explores the extent to which student and non-student samples differ in published empirical research. We found that in the case of the original verbal aggression and argumentativeness measures, sample type did not moderate the means among argumentativeness and verbal aggressiveness studies. We discuss the implications of these findings in terms of student vs. non-student samples.
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    Cross-cultural measurement validation: an analysis of dissent, workplace freedom of speech, and perceived immediacy
    (Taylor and Francis Group on behalf of the Eastern Communication Association, 2024-03-12) Croucher SM; Kelly S; Ashwell D; Condon S; Tootell B
    Croucher and Kelly (2019) laid out guidelines to develop measures that can be used across cultures. The present study provides support for their guidelines, indicating that pancultural measurements cannot be behavioral and should not include unnecessary contexts; however, they should be worded as simplistically as possible. This study utilizes measures of dissent, perceived immediacy, and workplace freedom of speech in Australia, Canada, New Zealand, and the United States. Only the perceived immediacy measure, which follows Croucher and Kelly’s (2019) guidelines, maintained internal consistency.
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    A General Math Anxiety Measure
    (MDPI (Basel, Switzerland), 2022-06) Kelly S; Croucher SM; Kim KY; Permyakova T; Turdubaeva E; Rocker KT; Eskiçorapçı N; Stanalieva G; Orunbekov B; Rimkeeratikul S; Jameson MM
    Math anxiety is a psychological burden that can hinder individuals across their lifetimes. However, the current literature lacks a valid measure of math anxiety that can be used across instructional modalities and among non-student populations. As such, it is difficult to assess math anxiety in virtual learning environments, track math anxiety across lifetimes, or determine the utility of math anxiety inoculations for non-student populations. This study presents a validity portfolio for a generalized math anxiety measure that can be used across teaching modalities, across lifetimes, and is simple enough to be used cross-culturally. The measure yielded evidence of validity when used in all tested samples: the United States (student and non-student samples), New Zealand (student and non-student samples), Kyrgyzstan (non-student sample), Turkey (non-student sample), Russia (non-student sample), and Thailand (non-student sample). The data support the use of the new math anxiety measure free of context.