This study examined the relationship between selected attributes of physical educators (N=94) and their attitudes toward teaching students labeled educable mentally retarded, behaviorally disordered, and learning disabled. Data were collected through the administration of the Physical Educators’ Attitude Toward Teaching the Handicapped–II (PEATH–II) instrument. A forward stepwise multiple regression analysis showed that, of the eight selected teacher variables assessed, physical educators’ perceived competence in teaching students with handicaps was the best predictor of attitudes. A repeated-measures ANOVA and subsequent post hoc comparison tests indicated that learning disabled students were viewed more favorably than educable mentally retarded and behaviorally disordered students.

Ways of integrating self-perceptions of dance, dramatic art, visual art, and music skills into the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (1976) hierarchical model of self-concept were examined among 831 college students who responded to two multidimensional selfconcept measures. Dance, dramatic art, visual art, and music self-concepts were best integrated into the hierarchy as components of a higher order artistic self-concept factor distinct from academic (math and verbal) and other nonacademic (physical, social, and moral) higher order factors. Although all domain-specific facets of self-concept were clearly defined, much of the variance in these facets was unaccounted for by higher order factors. These findings support the multifaceted or domain-specific nature of self-concept but only moderately support self-concept hierarchies.A previous version of this article was presented as a paper at the April 1994 meeting of the American Educational Research Association in New Orleans.I thank Huey-ing Tzou and Tianyou Wang for their assistance in data analysis and Timothy Bleiler for his help in preparing the tables and appendix.

Although widely recognized as a comprehensive framework for representing score reliability, generalizability theory (G-theory), despite its potential benefits, has been used sparingly in reporting of results for measures of individual differences. In this article, we highlight many valuable ways that G-theory can be used to quantify, evaluate, and improve psychometric properties of scores. Our illustrations encompass assessment of overall reliability, percentages of score variation accounted for by individual sources of measurement error, dependability of cut-scores for decision making, estimation of reliability and dependability for changes made to measurement procedures, disattenuation of validity coefficients for measurement error, and linkages of G-theory with classical test theory and structural equation modeling. We also identify computer packages for performing G-theory analyses, most of which can be obtained free of charge, and describe how they compare with regard to data input requirements, ease of use, complexity of designs supported, and output produced. (PsycINFO Database Record

Simulations of computerized adaptive tests (CATs) were used to evaluate results yielded by four commonly used ability estimation methods: maximum likelihood estimation (MLE) and three Bayesian approaches----Owen's method, expected a posteriori (EAP), and maximum a posteriori. In line with the theoretical nature of the ability estimates and previous empirical research, the results showed clear distinctions between MLE and the Bayesian methods, with MLE yielding lower bias, higher standard errors, higher root mean square errors, lower fidelity, and lower administrative efficiency. Standard errors for MLE based on test information underestimated actual standard errors, whereas standard errors for the Bayesian methods based on posterior distribution standard deviations accurately estimated actual standard errors. Among the Bayesian methods, Owen's provided the worst overall results, and EAP provided the best. Using a variable starting rule in which examinees were initially classified into three broad/ability groups greatly reduced the bias for the Bayesian methods, but had little effect on the results for MLE. On the basis of these results, guidelines are offered for selecting appropriate CAT ability estimation methods in different decision contexts.

Research involving early adolescents highlights systematic declines in motiva- tion for learning as students progress from elementary school to secondary school. Students' attributions or explanations for past achievement outcomes often are important determinants of future activity choice, investment and persistence. In this article, we critique prior music attribution research and report findings from our empirical study of American 7th-graders' attributional beliefs about success and failure in classroom music. Our results demonstrated that secondary students do not attribute success and failure to the same factors, and that many of the most salient reasons for music-related outcomes (family-, teacher- and peer-influence) are not addressed in traditional attribution research. Attributional beliefs, particularly those concerning music ability, were strongly linked to students' music self-concept and achievement test scores, and the magnitude of those linkages was typically greater when students reflected upon past failures. Based on these findings, we recommend that music practitioners increase their awareness of students' attributional beliefs (particularly the tendency to attribute failure to lack of ability and/or negative family influence), encourage students to consider the r6le that less stable and more controllable factors (effort, persistence, strategy use, metacognition) play in determining achievement outcomes, and employ instructional or evaluative strategies that promote more expansive and developmental views of music ability among all students.