Areas of Expertise

Statistical Software & Selected Publications

 

Statistical Software

Advanced Statistical Analysis Computer Programs

  • Powers, Stephen, (1983). A Computer Program to Calculate the Modified Glass Effect Size Estimator. Educational and Psychological Measurement, 43, 843-844.
  • Powers, S. (1984). LOGLIN: A Microcomputer Program for Calculating Log-Linear Models.Educational and Psychological Measurement, 44, 175-177.
  • Powers, Stephen. (1984). PCOM: A Microcomputer Program which Performs a Principal Components Analysis. Educational and Psychological Measurement, 44, 679-680.
  • Powers, Stephen. (1984). DISCRIM: A BASIC Program to Perform Discriminant Function Analysis.  Behavior Research Methods, Instruments, & Computers, 16, 563.
  • Powers, Stephen. (1985). A Pascal Computer Program for Calculating the Tukey-Kramer Pairwise Multiple Comparison Procedure. Educational and Psychological Measurement, 45, 615-616.
  • Powers, Stephen. (1985). A Pascal Program that Assesses the Interrater Reliability of Nominal Scales. Educational and Psychological Measurement, 45, 613-614.
  • Powers, Stephen, and Lopez, Richard. (1986). A Computer Program for the Games-Howell Multiple Comparison Procedure. Educational and Psychological Measurement, 46, 163-165.
  • Powers, Stephen. (1994). A Computer Program for Feldt’s Test of the Equality of Two Reliability Coefficients. Educational and Psychological Measurement, 54(1), 92-93.
  • Powers, Stephen. (1987). EIGEN: A BASIC Computer Program for Finding Eigenvectors and Eigenvalues of a Real Symmetric Matrix with the JK Method. Educational and Psychological Measurement, 47, 121-122.
  • Powers, Stephen, and Gose, Kenneth. (1986). A BASIC Program for Calculating the Stuart-Maxwell Test. Educational and Psychological Measurement, 46, 651-653.
  • Powers, Stephen, and Jones, Patricia. (1986). Two BASIC Programs to Compute Hotelling’s T-Squared Statistic. Educational and Psychological Measurement, 46, 663-665.
  • Powers, Stephen, and Jones, Patricia. (1986). A BASIC Computer Program for Calculating Simultaneous Pairwise Comparisons in Analysis of Covariance. Educational and Psychological Measurement, 46, 637-638.
  • Powers, Stephen. (1986). A Computer Program to Perform a Multivariate Profile Analysis. Educational and Psychological Measurement, 46, 167-168.
  • Powers, S. (1985). RMAX: A Microcomputer Program for Rasch Calibration of Test Items. Educational and Psychological Measurement, 45, 187-188.
  • Powers, Stephen. (1985). A Computer Program for Calculating Three Factor Comparison Indices. Educational and Psychological Measurement, 45, 173-174.

(Requests for the above computer programs came from various universities including: Psychology Department, Australian National University, Canberra; Bulgarian Academy of Sciences, Sofia; Academy of Sciences, Moscow, Soviet Union;  Faculty of Arts and Sciences, Department of Psychology, Zadar, Yugoslavia; Institute for Research, University of Oldenburg, West Germany; Department of Biostatistics, Granada, Spain; Institute of Multivariate Statistics, Ahmadebad, India)

 

SELECTED PUBLICATIONS

Sample of Studies of Psychological Measurement: Reliability, Validity, and Generalizability Issues

  • Powers, Stephen, and Crowder, Chris. (1982). Redundancy in the California Achievement Test.Educational and Psychological Measurement, 42, 1253-1257.
  • Powers, Stephen, Thompson, Douglas, Azevedo, Barbara, and Schaad, Olivia. (1983). The Predictive Validity of the Stanford Mathematics Test across Race and Sex. Educational and Psychological Measurement, 43, 611-615.
  • Powers, Stephen, Douglas, Peggy, and Choroszy, Melisa. (1983). The Factorial Validity of
    the Multidimensional-Multiattributional Causality Scale. Educational and PsychologicalMeasurement, 43,611-615.
  • Powers, Stephen, and Rossman, Mark H. (1983). The Reliability and Construct Validity of the Multidimensional-Multiattributional Causality Scale. Educational and Psychological Measurement,43, 1227-1231.
  • Powers, Stephen, Douglas, Peggy, and Choroszy, Melisa. (1984). A Reliability and Validity Investigation of the Mathematics Attribution Scale. Educational and Psychological Measurement, 44, 733-737.
  • Powers, Stephen, De la Garza, Jesus, and Medina, Marcello. (1985). Stability and Predictive Validity of the Teacher Rating Scale. Psychological Reports, 57, 543-546.
  • Powers, Stephen, Douglas, Peggy, Lopez, Richard L., and Rossman, Mark (1985). Convergent Validity of the Multidimensional-Multiattributional Causality Scale with the Mathematics Attribution Scale. Educational and Psychological Measurement, 45, 689-692.
  • Powers, Stephen, Johnson, Donna, Slaughter, Helen, Crowder, Christopher, and Jones, Patricia. (1985). Reliability and Validity of the Language Proficiency Measure. Educational and Psychological Measurement, 45, 959-964.
  • Powers, Stephen, Cool, Brent, Gose, Kenneth, and Douglas, Peggy. (1985). A Reliability and Validity Investigation of the Multidimensional-Multiattributional Causality Scale. Educational and Psychological Measurement, 45, 897-901.
  • Powers, Stephen, Douglas, Peggy, Gose, Kenneth, and Cool, Brent. (1985). Generalizability of the Mathematics Attribution Scale Norms to Academically Talented High School Students. Perceptual and Motor Skills, 57, 475-478.
  • Powers, Stephen, and Medina, Marcello. (1985). Factorial Validity of the Cooperative Preschool Inventory for English- and Spanish-Speaking Hispanic Children. Journal of Psychology, 119, 277-280.
  • Powers, S., and Barkan, J. (1986). Concurrent Validity of the Standard Progressive Matrices for Hispanic and nonHispanic Seventh Grade Students. Psychology in the Schools, 23, 333-336.
  • Powers, Stephen, Rossman, Mark, and Douglas, Peggy. (1986). Reliability of the Boehm Test of Basic Concepts for Hispanic and Non-Hispanic Kindergarten Pupils. Psychology in theSchools, 23, 34-36.
  • Powers, Stephen, Barkan, Jerry, and Jones, Patricia. (1986). Reliability of the Standard Progressive Matrices Test for Hispanic and Anglo-American Children. Perceptual and MotorSkills, 62, 348-350.
  • Powers, Stephen, and Gose, Kenneth. (1986). Reliability and Construct Validity of the Maslach Burnout Inventory in a Sample of University Students. Educational and Psychological Measurement, 46, 251-255.
  • Powers, Stephen, Wagner, Michael, J., Lopez, Richard, and Jones, Patricia. (1986). A Comparison of Item Responses of English- and Spanish-Speaking Children Using Minimum Logit Chi-Squared Regression. Psychological Reports, 59, 235-239.
  • Powers, Stephen, Escamilla, Kathy, and Haussler, Myna. (1986). The Predictive Validity of the California Achievement Test across Race and Sex. Educational and Psychological Measurement, 46, 1067-1070.
  • Powers, Stephen, Jones, Patricia, and Barkan, Jerry. (1986). Validity of the Standard Progressive Matrices as a Predictor of Achievement of Sixth and Seventh Grade Students. Educational and Psychological Measurement, 46, 719-722.

 

Evaluations of Spanish Language Dominance Tests in Mental Measurements Yearbook

  • Powers, Stephen. (1985). Review of the Oral Language Dominance Measure. In J.V. Mitchell (Ed.), The Ninth Mental Measurements Yearbook, Buros Institute of Mental Measurements. Lincoln: University of Nebraska Press, 1093-1094.
  • Powers, Stephen. (1985). Review of the Oral English/Spanish Proficiency Placement Test. In J. V. Mitchell (Ed.), The Ninth Mental Measurements Yearbook, Buros Institute of Mental Measurements, Lincoln: University of Nebraska Press, 1092-1093.

 

Studies of Evaluation Issues

  • Powers, S., Slaughter, H., and Helmick, C. (1983). A Test of the Equipercentile Hypothesis
    of the TIERS Norm-Referenced Model. Journal of Educational Measurement, 20, 299-302.
  • Powers, Stephen, and Rossman, Mark H. (1984). Evidence of the Impact of Bilingual Education: A Meta-Analysis. Journal of Instructional Psychology, 11(2), 75-78.

 

Sample of Studies of Personality Issues: Attribution Theory, Self-Esteem, Conflict, Locus of Control, Choice Theory, and Achievement Motivation

  • Powers, Stephen, and Sanchez, Virginia. (1982). Correlates of Self-Esteem of Mexican American Adolescents. Psychological Reports, 51,771-774.
  • Douglas, Peggy, and Powers, Stephen. (1982). The Relationship between Achievement Locus of Control and Expectancy of Success of Academically Gifted High School Students.Psychological Reports, 51, 1259-1262.
  • Powers, Stephen, and Douglas, Peggy. (1983). Attributions for Success and Failure of Academically Gifted High School Students. Psychological Reports, 53, 597-598.
  • Thompson, Douglas, and Powers, Stephen. (1983). Correlates of Role Conflict and Role Ambiguity among Secondary School Counselors. Psychological Reports, 52, 239-242.
  • Powers, Stephen, and Wagner, Michael J. (1983). Attributions for Success and Failure of Hispanic and Anglo High School Students. Journal of Instructional Psychology, 19(4), 171- 176.
  • Douglas, Peggy, Powers, Stephen, and Choroszy, Melisa. (1983). Factors in the Choice of Higher Education Institutions by Academically Gifted Seniors. Journal of College Student Personnel, 24,540-545.
  • Rossman, Mark, and Powers, Stephen. (1981). Perceptions of Adult Education Administrators and Teachers Regarding Skills of Teaching. Adult Literacy and Basic Education, 5,33-41.
  • Rossman, Mark H., and Powers, Stephen. (1983). A Comparison of Skills of Teaching as Perceived by British University Administrators, Tutors, and Those with Both Responsibilities. Studies in Adult Education, 15, 85-91.
  • Powers, Stephen, and Rossman, Mark. (1984). Attributions for Success and Failure among Anglo, Black, Hispanic and Native American Community College Students. Journal of Psychology, 117, 27-31.
  • Powers, Stephen, Wagner, Michael (1984). Attributions for School Achievement of Middle School Students. Journal of Early Adolescence, 4, 215-222.
  • Powers, Stephen, and Rossman, Mark H. (1984). Attributions for School Achievement of Low-Achieving Indian and Caucasian Community College Students. Psychological Reports, 55, 423-428.
  • Powers, Stephen, and Wagner, Michael J. (1984). Attributions for School Achievement of Middle School Students. Journal of Early Adolescence, 4, 215-222.
  • Powers, Stephen, and Wagner, Michael (1984). Regression Analysis of Achievement Motivation. Journal of Psychology, 117, 273-276.
  • Powers, Stephen, and Sanchez, Virginia. (1984). Correlates of Self-Esteem of Mexican American Adolescents. In H. A. Robinson (Ed.), William S. Gray Research Collection in Reading, Manhasset, NY: A.T. Buros Institute and the Reading Resource Center of Hofstra University.
  • Powers, Stephen, and Rossman, Mark H. (1985). Student Satisfaction with Graduate Education: Psychology: A Quarterly Journal of Human Behavior, 22, 46-49.
  • Powers, Stephen, and Douglas, Peggy. (1985). Gender Differences in Selecting an Institution of Higher Education: A Discriminant Analysis. Psychological Reports, 56, 295-298.
  • Powers, Stephen, and Lopez, Richard L. (1985). Perceptual and Motor Differences of Hispanic Monolingual and Bilingual Children: A Discriminant Analysis. Perceptual and Motor Skills, 60, 999-1002.
  • Powers, Stephen, Douglas, Peggy, Cool, Brent and Gose, Kenneth. (1985). Achievement Motivation and Attributions for Success and Failure.Psychological Reports, 57, 751-754.
  • Powers, Stephen, Choroszy, Melisa, Douglas, Peggy, and Cool, Brent. (1986). Attributions
    for Success and Failure in Algebra of Somoan Community College Students. Journal of Instructional Psychology, 13, 3-9.
  • Powers, S., Douglas, P., Choroszy, M. (1986). Personality Profiles of High Ability Boys and Girls: A Profile Analysis. Journal of Social Behavior and Personality, 1, 631-638.
  • Powers, Stephen, Slaughter, Helen, and Johnson, Donna. (1986). Assessing Language Proficiency from a Sociolinguistic Perspective. Teachers of English as a Second Language Quarterly, 20, 562-564.
  • Powers, Stephen, Chroroszy, Melisa, Douglas, Peggy. (1987). Attributions for Success and Failure of Japanese-American and Anglo-American University Students. Psychology, 24, 17-21.
  • Powers, Stephen, and Miller, Christine. (1987). Effects of a Drug Education Program in the Third and Fourth Grades. Journal of Alcohol and Drug Education, 33(1), 25-30.
  • Powers, Stephen, Lopez, Richard, and Douglas, Peggy. (1987). The Performance of Spanish-speaking and English-speaking Preschool Children: A Rasch Item Analysis.Educational and Psychological Research
  • Powers, Stephen, Duran, Ricardo, and Reynolds, Anne. (1993). Family Characteristics and Preschool Abilities of Children of Substance Abusers. Perceptual and Motor Skills, 76,912-914.
  • Powers, Stephen, Wagner, Michael, Lopez, Richard, and Jones, Patricia. (1987). Patterns of Item Responses of English-Speaking and Spanish-Speaking Preschool Children. In A.A. Allen (Ed.) Research Papers on Bilingualism, Division of Language, Reading and Culture, University of Arizona.
  • Powers, Stephen. (1994). Metodos Cuantitativos y Metodos Cualitativos. Paradigmas en Desarrollo [Quantitative Methods and Qualitative Methods], 2(2), Journal of UniversidadNur, Santa Cruz, Bolivia, 14-17.