Mechanisms of Engagement in the Arts and Humanities Scales

Thapa, S., Vaziri, H., Shim, Y., Tay, L., & Pawelski, J. O. (2023). Development and validation of the Mechanisms of Engagement in the Arts and Humanities scales. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000556

Thapa et al. (2023) developed and validated scales measuring the five theorized mechanisms through which engagement in the arts enhances well-being: reflection, acquisition, immersion, socialization, and expression. Using exploratory and confirmatory factor analyses, they found a three-factor structure for reflection (life/worldview, emotional, and external), and six-factor acquisition (vicarious experience, direct encouragement, social persuasion, experience of mastery– ability, experience of mastery–success, and positive physiological response, two-factor structure for immersion (effort and passage of time), three-factor for socialization (relationships, identity, conversation), and one-factor structure for expression. The measure demonstrated predictive and concurrent validity for flourishing outcomes, good test–retest reliability, and measurement equivalence across gender, between arts and humanities, and over time.

Italian Adaptation of the Comprehensive Inventory of Thriving for Children (CIT-Child)

Rita Andolfi, V., Tay, L., Confalonieri, E., Traficantte, D. (2017) Assessing well-being in children: Italian adaptation of the Comprehensive Inventory of Thriving for children (CIT-CHILD). TPM: Testing, Psychometrics, Methodology in Applied Psychology. 24(1). 127-145. https://doi.org/10.4473/TPM24.1.8

Andolfi et al. (2017), developed the Comprehensive Inventory of Thriving for Children (CIT-Child) to satisfy the need for measures that can be used to evaluate child well-being. The metric was developed for Italian children based on the Comprehensive Inventory of Thriving (CIT) (Su, Tay, & Diener, 2014). Confirmatory factor analysis showed the goodness of fit of a 12-factor model and correlated analyses proved that the CIT-Child measures similar constructs, but not the same, as what is measured by other instruments.

The Attitudinal Learning Inventory

Watson, S.L., Watson, W.R. & Tay, L. The development and validation of the Attitudinal Learning Inventory (ALI): a measure of attitudinal learning and instruction. Education Tech Research Dev 66, 1601–1617 (2018). https://doi.org/10.1007/s11423-018-9625-7

Watson et al., (2018) developed the Attitudinal Learning Inventory (ALI) to (a) measure a broad range of attitude constructs representing a holistic view of learning and instruction, and (b) to facilitate measurement of attitudinal learning that educational researchers can use beyond the traditional metrics. The ALI comprises 15 scale items and was developed and validated across two samples which totaled 1009 participants across diverse demographics. It exhibited good psychometric properties and conformed to the four-dimensional structure of attitudinal learning: cognitive, affective, behavioral, and social. The ALI was also shown to correlate with behavioral metrics of class engagement.

Subjective Quality of Leisure and Worker Well-being Measures

Kuykendall, L., Xue, L., Lei X., Tay, L., Kwang Cheung, H., Kolze M., Lindsey, A., Silvers, M., Engelsted, L. (2017) Subjective quality of leisure & worker well-being: Validating measures & testing theory. Journal of Vocational Behavior. 103(2). 14-40. https://doi.org/10.1016/j.jvb.2017.07.007

Kuykendall et al., (2017) developed and validated the Leisure Affect and Leisure Satisfaction scales to measure the subjective quality of leisure. The scales have good internal consistency, fit well as unidimensional scales, and were moderately stable. They also exhibit construct validity as evidenced by their associations with measures of well-being in the work, family, and general life domains. Additionally, they are relatively short, which makes them easy to administer and take, providing researchers with a way to examine the subjective quality of workers’ leisure experiences, overcome a current barrier, and address an important, but neglected topic in the career development literature. 

The Subjective Underemployment Scale

Allan B., Tay L., Sterling, M. (2017). Journal of Vocational Behavior. (99). 93-106. https://doi.org/10.1016/j.jvb.2017.01.001

To address the issues of measuring underemployment, Allen et al. (2017), developed the Subjective Underemployment Scale (SUS). The scale assesses the six major domains of underemployment identified by Feldmen (1996): pay, status, field, hours, involuntary temporary work, and poverty wage employment. The SUS demonstrated convergent validity by relating to similar constructs, work-related outcomes, and job attitudes. 

SETPOINT: A dimensional model of vocational interests.

Su, R., Tay, L., Liao, H.-Y., Zhang, Q., & Rounds, J. (2019). Toward a dimensional model of vocational interests. Journal of Applied Psychology, 104(5), 690–714. https://doi.org/10.1037/apl0000373

SETPOINT is an organizing framework for vocational interests and an empirically validated 8-dimensional model: Health Science, Creative Expression, Technology, People, Organization, Influence, Nature, and Things. This model proposes interests are structured hierarchically with preferences for specific work activities at the lowest level (assessed using interest items), basic interests for homogeneous classes of activities at the intermediate level (assessed using basic interest scales), and broad-band interest dimensions describing general tendencies of individuals to be drawn to or motivated by broad types of work environments at the top.

CAPTION: A lexically derived taxonomy of psychological situation characteristics.

Parrigon, S., Woo, S. E., Tay, L., & Wang, T. (2017). Journal of Personality and Social Psychology, 112(4), 642–681. https://doi.org/10.1037/pspp0000111

In response to the challenge of identifying major dimensions of psychological situations, Parrigon et al., (2017) conducted the largest lexical analysis of these situational characteristics, at the time. The outcome was a clear 7-dimensional structure termed the "CAPTION" model, encompassing Complexity, Adversity, Positive Valence, Typicality, Importance, Humor, and Negative Valence. This model efficiently integrates various dimensions found in existing literature, and both full- and short-form measures of CAPTION were introduced. This research represents a significant advancement in situational taxonomy, addressing the long-standing challenge of simultaneously analyzing a more comprehensive collection of situation characteristics. The CAPTION taxonomy actively incorporates evaluative terms without seeking to exclude them, contributing to a more holistic understanding of situational dynamics.

Comprehensive Inventory of Thriving and Brief Inventory of Thriving

Su, R., Tay, L. and Diener, E. (2014). Applied Psychology: Health and Well-Being, 6: 251-279. https://doi.org/10.1111/aphw.12027

The subscales were created to assess a diverse array of psychological well-being constructs and anticipate significant health outcomes. The Comprehensive Inventory of Thriving (CIT) is applicable for research and offers a comprehensive well-being assessment in health-related contexts, such as clinical and psychiatric settings. Additionally, the Brief Inventory of Thriving (BIT) provides a concise 10-item scale that offers a quick overview of core well-being dimensions. It can complement assessments of physical health and behaviors, serving as a valuable tool for medical practitioners during initial intake to determine the need for further intervention or referral.

A Practical Guide to IRT Measurement Equivalence Analysis

Tay, L., Meade, A. W., & Cao, M. (2015). An Overview and Practical Guide to IRT Measurement Equivalence Analysis. Organizational Research Methods, 18(1), 3-46. https://doi.org/10.1177/1094428114553062

Tay et al. (2015) provide an overview and guide to implementing item response theory (IRT) measurement equivalence (ME) or differential item functioning (DIF) analysis. They (a) present the need for establishing IRT ME/DIF analysis, (b) discuss the similarities and differences between factor-analytic ME/DIF analysis, (c) review commonly used IRT ME/DIF indices and procedures, (d) provide three illustrations to two recommended IRT procedures, and (e) furnish recommendations for conducting IRT ME/DIF.

A Conceptual and Methodological Framework for Psychometric Isomorphism

Tay, L., Woo, S. E., & Vermunt, J. K. (2014). A Conceptual and Methodological Framework for Psychometric Isomorphism: Validation of Multilevel Construct Measures. Organizational Research Methods, 17(1), 77-106. https://doi.org/10.1177/1094428113517008

Tay et al. (2014) created a conceptual and methodological framework for understanding and testing various forms of isomorphism. Within this framework, they explicate (a) the different types of psychometric isomorphism, (b) the conditions where psychometric isomorphism is appropriate and necessary, (c) how psychometric isomorphism corresponds with different composition models and estimation methods, and (d) the analytic procedures that can be used.