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Weigold, A., Weigold, I. K., Zhang, X., Tang, N., & Chong, Y. K. (2024). Translation and validation of the Brief Inventory of Technology Self-Efficacy (BITS): Simplified and traditional Chinese versions. Social Science Computer Review, 42(1), 249-269. https://doi.org/10.1177/08944393231176596
Weigold, A., Weigold, I. K., Ethridge, E. T., & Chong, Y. K. (2023). Translation and validation of the German Personal Growth Initiative Scale – II. The Counseling Psychologist, 51(7), 906-932.https://doi.org/10.1177/00110000231181310
Weigold, A., Weigold, I. K., Dykema, S. A., Drakeford, N. M., & Martin-Wagar, C. A. (2021). Computerized device equivalence: A comparison of surveys completed using a smartphone, tablet, desktop computer, and paper-and-pencil. International Journal of Human–Computer Interaction, 37(8), 803-814. http://doi.org/10.1080/10447318.2020.1848159
Weigold, A., Weigold, I. K., Gregor, M. A., & Thornton, E. M. (2021). Factor structure of the Vocational Identity Status Assessment (VISA) in university, liberal arts, and community college students. Journal of Career Assessment, 29(2), 355-373. https://doi.org/10.1177/1069072720975278
Weigold, I. K., Weigold, A., Ling, S., & Jang, M. (2021). College as a growth opportunity: Assessing personal growth initiative and self-determination theory. Journal of Happiness Studies, 22(5), 2143-2163.http://doi.org/10.1007/s10902-020-00312-x
Weigold, I. K., & Weigold, A. (2020). Acculturation considerations in personality assessment. In B. J. Carducci & C. S. Nave (Eds.), The Wiley encyclopedia of personality and individual differences, Volume II: Measurement and assessment (pp. 143-147). Wiley.
Weigold, I. K., Weigold, A., Russell, E. J., Wolfe, G. L., Prowell, J. L., & Martin-Wagar, C. A. (2020). Personal growth initiative and mental health: A meta-analysis. Journal of Counseling & Development, 98(4), 376-390. https://doi.org/10.1002/jcad.12340
Weigold, I. K., Boyle, R. A., Weigold. A., Antonucci, S. Z., Mitchell, H. B., & Martin-Wagar, C. A. (2018). Personal growth initiative in the therapeutic process: An exploratory study. The Counseling Psychologist, 46(4), 481-504. https://doi.org/10.1177/0011000018774541
Weigold, I. K., Weigold, A., Boyle, R. A., Martin-Wagar, C. A., & Antonucci, S. Z. (2018). Factor structure of the Personal Growth Initiative Scale – II: Evidence of a bifactor model. Journal of Counseling Psychology, 65(2), 259-266. https://doi.org/10.1037/cou0000254
Weigold, A., Weigold, I. K., Drakeford, N. M., Dykema, S. A., & Smith, C. A. (2016). Equivalence of paper-and-pencil and computerized self-report surveys in older adults. Computers in Human Behavior, 54, 407-413. https://doi.org/10.1016/j.chb.2015.08.033
Weigold, I. K., Weigold, A., Kim, S., Drakeford, N. M., & Dykema, S. A. (2016). Assessment of the psychometric properties of the Revised Academic Hardiness Scale in college student samples. Psychological Assessment, 28(10), 1207-1219. https://doi.org/10.1037/pas0000255
Weigold, I. K., Weigold, A., Russell, E. J., & Drakeford, N. M. (2014). Examination of the psychometric properties of the Personal Growth Initiative Scale – II in African American college students. Assessment, 21(6), 754-764. https://doi.org/10.1177/1073191114524019
Weigold, A., Weigold, I. K., & Russell, E. J. (2013). Examination of the equivalence of self-report survey-based paper-and-pencil and Internet data collection methods. Psychological Methods, 18(1), 53-70. https://doi.org/10.1037/a0031607
Yakunina, E. S., Weigold, I. K., Weigold, A., Hercegovac, S., & Elsayed, N. (2013). International students’ personal and multicultural strengths: Reducing acculturative stress and promoting adjustment. Journal of Counseling & Development, 91(2), 216-223. https://doi.org/10.1002/j.1556-6676.2013.00088.x