Measures & References
All measures are drawn from existing, validated instruments, with one documented exception: the Week 4 Feedback Orientation items are author-created for this course (no validated bipolar supportive/corrective scale exists). See the companion strategy document (FRI PM Mindsets Strategy) for the full item bank, scoring, and access status.
Measure by week
| Week | Mindset | Instrument · subscale | Access |
|---|---|---|---|
| 0 | Purposeful Peer Mentoring | Mentoring Competency Assessment (Fleming et al., 2013) | Free |
| 1 | Mentoring Style | Mentoring Style Values Inventory (adapted from Ertesvåg, 2011) | Adapted |
| 2 | Motivational Style | Mentoring Regulatory Focus 2×2 (adapted; Higgins, 1997; Lockwood et al., 2002) | Adapted |
| 3 | Leadership Focus | Promotion/Prevention Team Leadership Scale (adapted) | Adapted |
| 4 | Feedback Orientation | Feedback Orientation, bipolar (author-created for this course) | Author-created |
| 5 | People Orientation | ‘Kind of Person’ Implicit Theory Scale (Dweck, 1999) | Free |
| 6 | Leadership Role | Mentoring Leadership Functions inventory (adapted from Morgeson, DeRue & Karam, 2010) | Adapted |
| 7 | Communication Style | Nonviolent Communication Behaviors Scale (Cheung et al., 2022) | © |
| 8 | Inclusive Mentoring | Culturally Aware Mentorship Self-Efficacy (Byars-Winston & Butz, 2021) | Free (proposed) |
| 9 | Conflict Style | Dutch Test for Conflict Handling (DUTCH), short form (De Dreu et al., 2001) | Free (© article) |
| 10 | Goal Preference | TCoA (Brown, 2006); Outcome and Process Scale (2017); Work Domain Goal Orientation (VandeWalle, 1997) | © |
| 11 | Facilitator | (no measure — team facilitation activity) | — |
| 12 | Facilitator Reflection | (no measure — facilitation reflection) | — |
| 13 | Self-Awareness | Eurich four-type framework — self-classification, no measure (Eurich, 2017, 2018) | Free (framework) |
| 14 | Paradoxical | Paradox Mindset Scale, 9-item (Miron-Spektor et al., 2018) | © |
Access legend. Free = freely available for research and education. © = copyrighted, items typically in the source article, free for non-commercial research with citation (verify terms). Licensed = commercially licensed, purchase or permission required. Adapted = adapted from a copyrighted instrument (cite the original).
The Five-Dimensional Curiosity Scale (Kashdan et al., 2020) and the Mentor Self-Efficacy Scale are no longer part of the Table 1 curriculum. Their item banks are retained in the strategy document under Parked measures in case a week is reassigned.
References
Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166–170.
Byars-Winston, A., & Butz, A. R. (2021). Measuring research mentors’ cultural diversity awareness for race/ethnicity in STEM. CBE Life Sciences Education, 20(2).
Cheung, C. T. Y., et al. (2022). Reliability and validity of a novel measure of nonviolent communication behaviors. Research on Social Work Practice.
De Dreu, C. K. W., Evers, A., Beersma, B., Kluwer, E. S., & Nauta, A. (2001). A theory-based measure of conflict management strategies in the workplace. Journal of Organizational Behavior, 22(6), 645–668.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Ertesvåg, S. K. (2011). Measuring authoritative teaching. Teaching and Teacher Education, 27.
Eurich, T. (2017). Insight: Why we’re not as self-aware as we think, and how seeing ourselves clearly helps us succeed at work and in life. Crown Business.
Eurich, T. (2018, January 4). What self-awareness really is (and how to cultivate it). Harvard Business Review.
Fleming, M., et al. (2013). The Mentoring Competency Assessment. Academic Medicine, 88(7), 1002–1008.
Grant, A. M., Franklin, J., & Langford, P. (2002). The Self-Reflection and Insight Scale. Social Behavior and Personality, 30(8), 821–836.
Grille, A., & Kauffeld, S. (2015). Development and preliminary validation of the SPLIT. Psychology, 6, 75–92.
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280–1300.
Hiller, N. J., Day, D. V., & Vance, R. J. (2006). Collective enactment of leadership roles. The Leadership Quarterly, 17, 387–397.
Lockwood, P., Jordan, C. H., & Kunda, Z. (2002). Motivation by positive or negative role models. Journal of Personality and Social Psychology, 83(4), 854–864.
Miron-Spektor, E., et al. (2018). Microfoundations of organizational paradox. Academy of Management Journal, 61(1), 26–45.
Morgeson, F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36(1), 5–39.
Rahim, M. A. (1983). Rahim Organizational Conflict Inventory-II. (Commercially licensed.)
VandeWalle, D. (1997). Development and validation of a Work Domain Goal Orientation Instrument. Educational and Psychological Measurement, 57(6), 995–1015.
Scores in this guide use real pretest data (data/survey_pre.csv, 65 respondents), built by scoring-key.R from the Qualtrics exports. Post-semester results are still to come.