The Learning and Study Strategies Inventory (LASSI) is used in hundreds of universities and high schools each year. This study investigated the reliability, structure, and criterion-related validity of LASSI scores. Data were provided by 502 university students. Results suggest that the LASSI may not measure the postulated 10 scales typically used to report results.

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The Fennema-Sherman Mathematics Attitude Scales are among the most popular measures used in studies of attitudes toward mathematics. However, the measurement integrity of the scores produced by the measure has not yet been conclusively established. The present study explored this measurement integrity issue by employing data provided by public elementary school teachers of mathematics. Both the measure's factor structure and the measure's sensitivity to social desirability response set were investigated.

The present study was conducted to investigate the reliability and the construct validity of scores on the Personal Preferences Self-Description Questionnaire (PPSDQ), a measure of Jungian types developed by the last author. Classical psychometric analyses of data from 641 participants were supportive of a view that the instrument has reasonable properties; these analyses included item and alpha analyses and both oblique and orthogonal exploratory factor analyses. The divergent validity of PPSDQ scale scores was also investigated.

The results of the present study strongly indicate that the Group Embedded Figures Test has desired measurement characteristics. The results are consistent with previous research, though the present study employed a more sophisticated measurement theory than has typically been employed in past research with the measure: that is, generalizability theory. Furthermore, test and item difficulty and item discrimination coefficients also had desirable values.