Problem statement:The purposes of this research were (1) to study the quality evaluation psychology test Likert's scale 5 and 6 points (attitude test, locus of control test and achievement motive test) focusing on construct validity, discrimination and reliability, (2) to compare the study of quality psychology test between Likert's scale 5 and 6 points and (3) to compare the study for personal decision making level between Likert's scale 5 and 6 points. Approach: The subjects were 180 (60 for each test) undergraduate students from Mahasarakham University who were selected by purposive sampling. Results: The research tools were attitude test, locus of control test and achievement motive test comprised of measurement patterns developed for different variables. Means, standard deviation, Factors Analysis, Alpha Coefficient and t-test were used for data analysis. Conclusion/Recommendations: The research revealed that (1) higher component and Initial Eigenvalues cumulative percent of psychology test Likert's scale 5 and 6 points, but psychology test Likert's scale 6 points had more higher trend of discrimination and reliability than Likert's scale 5 points, (2) construct validity, discrimination and reliability among Likert's scale 5 and 6 points were compared. It was found different reliability at 0.05 level on achievement motive test only and (3) personal decision making level psychology test among Likert's scale 5 and 6 points was different at 0.05 level.

Problem statement:The main purposes of this research were (1) to study the aggressive driving behavior of graduate students, (2) to develop aggressive driving behavior standard test, (3) to compare the aggressive driving behavior between gender, years of study, academic achievement, driving confidence and driving experience and (4) to study the relationship among aggressive driving behavior, driving confidence, driving experience and accident experience. Approach: The subjects consisted of 471 undergraduate students who were selected by stratified random sampling method. The instrument was the aggressive driving behavior test, which discrimination of test was 2.00-6.56 and reliability was 0.85. Results: The research results revealed that (1) the mean score of the students on the aggressive driving behavior was at low level, (2) the test has the discrimination scores ranging from 8.34-20.82 and the reliability at 0.92 (3) there were no significant differences on aggressive driving behavior between years of study, academic achievement, driving confidence and driving experience; but the aggressive driving behavior showed significantly different between genders at 0.001 level and (4) the aggressive driving behavior had significant correlation coefficient at 0.05 level with driving confidence and driving experience and at 0.001 level with accident experience. All variables had low correlation coefficient. Conclusion/Recommendations: The study can be explained the causes of aggressive driving behavior occur on persons that how it has been developed in order to help understanding more.

The study examined the quality variations of psychometrics for cross-cultural research by considering structural validity, discrimination, and reliability. Participants consisted of 450 undergraduate students from Thailand, Indonesia, and Australia by using random sampling process. The instruments were driving aggression evaluative forms which contain 0.85 alpha coefficients. For statistics, researchers used mean, standard deviation, correlation coefficient among point-per-questions and total score, and Cronbach’s alpha. The result showed that the structural validity of the original evaluation form which was translated once from Thai to English and another one which was translated twice including Thai to English and English to Indonesian had similar total components and cumulative percentiles. Discrimination and correlation among point-per-questions met the criteria without differences. Every form had the level of reliability from Cronbach’s alpha analysis greater than the criteria.

The purposes of this study were to (1) study and develop the measurement of 5 minds for 21st century, (2) develop the 5 components of minds, (3) develop the 5 minds development program, (4) compare the scorings from the measurement of 5 minds for 21st century before and after participating in intervention, and (5) study the effectiveness of the mind developed program. Participants were 333 nurse students; of those, 32 students were included in the experiment group. Simple random sampling was used to assign students into two groups. Instruments were the 5 minds for 21st century scale, and psychological group training the 5 minds for 21st century program. Data was analyzed by using Confirmatory Factor Analysis, Wilcoxon Match Pair Signed Ranks Test, and Mann Whitney U Test, respectively. The measurement of 5 minds for 21 st century included 70 items with the Likert scale ratings, and the Cronbach's Alpha was .935. The confirmatory factor analysis showed statistic significant difference in five components of minds, and these were integrated in to 12 activities of psychological group training-5 minds for 21 st century program. The researcher found that psychological group training could be used to develop 5 minds because this program showed the effectiveness at an adequate level. Study showed statistically significant differences in the mean scores of minds in the experimental group between before and after participating in the program, except the Respectful mind component.

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