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This paper examines the results of a questionnaire on reading ability in English by Japanese college students, which was formerly analyzed using raw scores, from the viewpoint of Rasch measured scores. In the Rasch analysis, the basic requirements for measuring are the following: (1) reduction of experience to one dimensional abstraction; (2) comparisons among persons and items; (3) the linear magnitude inherent in positioning objects along a line; and (4) a unit determined by a process that can be repeated without modification over the range of the variable. With these requirements in mind, this article deals with the rating scale data by focusing on the idea of linearity. Results are examined along a continuum. It is concluded that reading for testing has two components: contents and skills. Contents should be authentic materials because students use skills to comprehend or draw conclusions from the contents. The eventual scores given by the tests are the end product of their comprehension. Thus the process of reading is analyzed by examining three factors: students are given authentic materials; they struggle to comprehend the material and try to use it; their scores are calculated. (6 references.) (KFT)

This research developed the Japanese version of the Regulatory Focus Questionnaire (RFQ-J). RFQ is based on regulatory focus theory that distinguishes between two types of self-control: Promotion focus and Prevention focus. Promotion focus emphasizes hopes and accomplishments, whereas prevention focus emphasizes safety and responsibility. 181 undergraduates completed RFQ-J, and scales for examinations of validity. The result of factor analysis showed RFQ-J has the same two-factor structure as the original. Internal consistency was adequate. The correlations between RFQ-J and the scales for validity were consistent with previous studies. [ABSTRACT FROM AUTHOR]

This study developed a Japanese version of the Ego-Resiliency Scale (ER89; Block & Kremen, 1996), and examined its reliability and validity. In Study 1, a Japanese version of the ER89 was developed using questionnaire data from 540 undergraduates. Principal component analysis revealed that one of the 14 component structure items corresponded to the original version; this scale had a sufficiently high degree of internal consistency (α=.82). In Study 2, the validity of the scale was tested. The questionnaire was completed by 261 undergraduates (Sample 1) and 240 undergraduates (Sample 2). The scale's concurrent and construct validities were confirmed on the basis of the relationship with other concepts--resiliency and mental health. The Japanese version of the ER89 was shown to have high reliability and validity. [ABSTRACT FROM AUTHOR]