Implicit Theories and Beta Change in Longitudinal Evaluations of Training Effectiveness: An Investigation Using Item Response Theory

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dc.contributor.authorCraig, S. Bartholomewen
dc.contributor.committeechairHarvey, Robert J.en
dc.contributor.committeememberFoti, Roseanne J.en
dc.contributor.committeememberDonovan, John J.en
dc.contributor.committeememberCarlson, Kevin D.en
dc.contributor.committeememberHauenstein, Neil M. A.en
dc.contributor.departmentPsychologyen
dc.date.accessioned2014-03-14T20:11:49Zen
dc.date.adate2002-05-21en
dc.date.available2014-03-14T20:11:49Zen
dc.date.issued2002-04-30en
dc.date.rdate2003-05-21en
dc.date.sdate2002-05-10en
dc.description.abstractGolembiewski, Billingsly, and Yeager (1976) conceptualized three distinct types of change that might result from development interventions, called alpha, beta, and gamma change. Recent research has found that beta and gamma change do occur as hypothesized, but the phenomena are somewhat infrequent and the precise conditions under which they occur have not been established. This study used confirmatory factor analysis and item response theory to identify gamma and beta change on a multidimensional, multisource managerial performance appraisal instrument and to examine relations among the change types, training program content, and raters' implicit theories of performance. Results suggested that coverage in training was a necessary but not sufficient condition for beta and gamma change to occur. Further, although gamma change was detected only in the trainee group, beta change was detected in self-ratings from trainees and in ratings collected from their superiors. Because trainees' superiors were involved in post-training follow-up, this finding was interpreted as a possible diffusion of treatments effect (Campbell & Stanley, 1963). Contrary to expectations, there were no interpretable relations between raters' implicit theories of performance and either of the change types. Perhaps relatedly, more implicit theory change was detected among individuals providing observer ratings than in the trainees themselves. The implications of these findings for future research on plural change were discussed.en
dc.description.degreePh. D.en
dc.identifier.otheretd-05102002-124122en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05102002-124122/en
dc.identifier.urihttp://hdl.handle.net/10919/27627en
dc.publisherVirginia Techen
dc.relation.haspartetd.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectitem response theoryen
dc.subjectleadership developmenten
dc.subjectbeta changeen
dc.subjectgamma changeen
dc.subjectresponse shiften
dc.subjecttraining evaluationen
dc.subjectimplicit theoriesen
dc.subject360 degree assessmenten
dc.subjectmeasurement equivalenceen
dc.subjectdifferential item functioningen
dc.titleImplicit Theories and Beta Change in Longitudinal Evaluations of Training Effectiveness: An Investigation Using Item Response Theoryen
dc.typeDissertationen
thesis.degree.disciplinePsychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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