The WPI data analyses proceeded in several distinct stages.

First, with
the exceptions noted, all student data were subjected to exploratory factor
analyses, as were all adult data. Exploratory factor analyses were
used because we did not have strong predictions about how the items
would group onto scales; the purpose was to determine the most meaningful
groupings of the items. These analyses were done separately for
the student and the adult data, because the two forms of the instrument
are not identical; the five reward items are worded differently ("grades
and awards" vs. "salary and promotions"). Nonetheless, we hoped to be
able to identify a set of factors that would be comparable across both
populations to facilitate comparisons across the transition from student
to working adult status.

We began by attempting to identify basic primary factors. We also

explored the possibility of more finely differentiated groupings of items
within these primary factors. These would be called the secondary factors.
It was our aim to discover both primary and secondary scales that
would be conceptually meaningful.

After these scales were identified through exploratory factor analysis,

we used covariance structure analyses for two purposes. First, confirmatory
factor analyses were performed to examine the fit of the twofactor
model and the four-factor model for both students and working
adults. Second, the two-factor model was tested comparing the original
student sample with a new sample to determine whether the model
differed across student samples.

Scale development also included internal reliability analyses (Cronbach's

alpha) and own scale-other scale correlations. These were carried
out to examine the internal cohesion of the scales and the distinctiveness
of each scale.

After we developed the scales, it was possible to examine a number of

substantive issues with the data, including the relationship between the
scales; the short-term test-retest reliability and longer term stability of
WPI scores; the discriminability of WPI scores from measures of other,
conceptually separable, constructs; the relation between WPI scores
and motivation measures, both questionnaire and behavioral; the relation
between WPI scores and measures of personality, attitudes, and
perceptions; and the relation between WPI scores and creativity.