Personality‐descriptive verbs

1988 ◽  
Vol 2 (2) ◽  
pp. 81-96 ◽  
Author(s):  
Boele De Raad ◽  
Erik Mulder ◽  
Klaas Kloosterman ◽  
Willem K. B. Hofstee
Keyword(s):  
Factor Analysis ◽  
Internal Structure ◽  
The Self ◽  
Factor Analyses ◽  
Effective Instrument ◽  
The Relationship

This article describes the derivation of a taxonomy of personality‐descriptive verbs. In the introduction the verb domain is delineated relative to other domains of the language of personality. It is argued that verbs are theoretically useful in bridging the gap between trait language and act language. The aim is to provide a representative and effective instrument for registering judgements on personality. In a first study the steps are described that were followed to arrive at a list of personality‐descriptive verbs. Both the present authors and layjudges (n=22) took part in this. Five hundred and forty‐three verbs resulted from this study. Study 2 (n=200) describes the determination of the internal structure of the domain of verbs through factor analysis of both self‐ and partner‐ratings. By applying a method of rotation to perfectly congruent weights the verb‐structure turned out to be invariant under the self‐ and partner‐conditions. The last part of the study investigates the relationship between personality‐descriptive verbs and adjectives. Regressions of verb‐ratings on the adjective‐ratings and of adjective‐ratings on the verb‐ratings were calculated and factor analyses were performed on the residual matrices. The results show the existence of additional verb‐dimensions above those already established in the adjective domain.

Towards a Validation of Multiple Features in the Assessment of Emotions

1998 ◽  
Vol 14 (3) ◽  
pp. 202-210 ◽  
Author(s):  
Suzanne Skiffington ◽  
Ephrem Fernandez ◽  
Ken McFarland
Keyword(s):  
Factor Analysis ◽  
Pilot Study ◽  
Cognitive Appraisal ◽  
Negative Emotions ◽  
The Self ◽  
Factor Analyses ◽  
Data Set ◽  
Multiple Features ◽  
Action Tendency ◽  
Intensity Range

This study extends previous attempts to assess emotion with single adjective descriptors, by examining semantic as well as cognitive, motivational, and intensity features of emotions. The focus was on seven negative emotions common to several emotion typologies: anger, fear, sadness, shame, pity, jealousy, and contempt. For each of these emotions, seven items were generated corresponding to cognitive appraisal about the self, cognitive appraisal about the environment, action tendency, action fantasy, synonym, antonym, and intensity range of the emotion, respectively. A pilot study established that 48 of the 49 items were linked predominantly to the specific emotions as predicted. The main data set comprising 700 subjects' ratings of relatedness between items and emotions was subjected to a series of factor analyses, which revealed that 44 of the 49 items loaded on the emotion constructs as predicted. A final factor analysis of these items uncovered seven factors accounting for 39% of the variance. These emergent factors corresponded to the hypothesized emotion constructs, with the exception of anger and fear, which were somewhat confounded. These findings lay the groundwork for the construction of an instrument to assess emotions multicomponentially.

Personality‐descriptive nouns

1990 ◽  
Vol 4 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Boele De Raad ◽  
Machteld Hoskens
Keyword(s):  
Factor Analysis ◽  
Internal Structure ◽  
Special Place

In this article we describe the derivation of a taxonomy of personality descriptive nouns. We argue that, contrary to traditional statements, nouns deserve their own special place in the domain of personality language. The ultimate aim is to provide a sound basis for the development of a representative and efective instrument for registering judgements on personality. Study 1 describes the steps that were followed to arrive at a list of personality descriptive nouns. Fourteen subjects took part, with different numbers of subjects at the various stages of selecting the nouns. Seven hundred and fifty‐five nouns resulted from this study. Study 2 (N= 400) describes the determination of the internal structure of the domain of nouns through factor analysis of both self and partner ratings obtained from 200 Dutch‐speaking Belgian subjects and 200 Dutch subjects. By applying a method of rotation to perfectly congruent weights the noun structure turned out to be invariant under self and partner conditions and under the diferent groups of subjects. The results show the existence of a well‐delineated multidimensional noun structure comparable to that of adjectives and of verbs.

An Experimental Investigation of the Feasibility of “Self-Sensing” Shape Memory Alloy Based Actuators

2008 ◽  
Vol 130 (3) ◽  
Author(s):  
K. Malukhin ◽  
K. F. Ehmann
Keyword(s):  
Shape Memory ◽  
Working Conditions ◽  
Voltage Drop ◽  
The Self ◽  
Order System ◽  
System Response ◽  
Crystallographic Structure ◽  
The Relationship ◽  
Insulation Condition

Shape memory alloys (SMAs) change their crystallographic structure and shape during heating/cooling and, as a consequence, their electrical resistance also changes. This allows the determination of the location of a SMA-based structure in space without separate sensors by suitably measuring this change. In this paper, this “self-sensing” concept is explored in SMA wire-type actuators. Step responses, expressed in terms of resistance (voltage drop) across the wire, and the corresponding displacement changes during heating/cooling, were measured. It was shown that the relationship between the displacement and the voltage drop can be approximated by a linear regression with a correlation coefficient close to 1. System identification has shown that SMA wire actuator performance can be best approximated by first or by second order system response depending on the thermal insulation condition of the actuator. The resolution and the sensitivity of the self-sensing method were evaluated based on experimental data and it was shown that their minimal values were less than 1.7μm and 0.7μm, respectively, thus supporting the feasibility of the “self-sensing concept.” Both values exponentially increase with the increase in the range of the measured displacements whose magnitudes vary under different working conditions.

scholarly journals Hubungan Self Efficacy Terhadap Motivasi Belajar Biologi Siswa Kelas XI Pada Pembelajaran Daring

2021 ◽  
Vol 9 (3) ◽  
pp. 234-241
Author(s):  
Sindia Dwi Yolandita ◽  
◽  
Nurul Fauziah
Keyword(s):  
Self Efficacy ◽  
Sampling Technique ◽  
The Self ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Positive Contribution ◽  
Motivation To Learn ◽  
The Relationship ◽  
Academic Year

This research is correlation research. This study aims to determine the relationship between self-efficacy and motivation to learn biology in class XI SMA Negeri 14 Pekanbaru in the 2020/2021 academic year. The instruments used in data collection are observation, interviews, questionnaires, and documentation. This research was conducted on April 26 to June 3, 2021. The sampling technique in this study used a saturated sampling technique. The number of samples in this study was 180 students. The questionnaire distributed consisted of 30 statements. The results of data analysis correlation coefficient (rcount) of 0,22 with a significant level of 5% has a correlation in the low category. From hypothesis testing, it was obtained tcount (3,0) > ttable (1,66). This means that Ho is rejected, and Ha is accepted. Then from the results of the analysis of the coefficient of determination of the self-efficacy variable (X) it gave a positive contribution to learning motivation (Y) which was obtained by 5% while 95% was determined by other variables or factors that influenced student learning motivation which were not discussed in this study.

scholarly journals Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Archana Prabu Kumar ◽  
Abirami Omprakash ◽  
Prabu Kumar Chokkalingam Mani ◽  
Narasimman Swaminathan ◽  
K. Maheshkumar ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Internal Structure ◽  
Structural Equation ◽  
The Self ◽  
Model Fit ◽  
Self Directed Learning ◽  
Indian Medical ◽  
Equation Modelling ◽  
Directed Learning

Abstract Background The Self-Directed Learning Readiness Scale (SDLRS) is a tool that helps in the assessment of the readiness of the students to pursue Self-Directed Learning (SDL). There are no documented studies on the validation of internal structure of the SDLRS among Indian medical students. Hence, the objective of this study is to validate the internal structure of SDLRS among Indian medical students using factor analysis and the Structural Equation Modelling (SEM) approach. Methods We administered Fisher’s 40-item SDLRS to 750 students after receiving the ethics clearance and the author’s permission and taking written informed consent from all the study participants (response rate: 92%). The exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach’s alpha were performed using SPSS version 25 and the Lavaan package of R version 3.1.2. Results The values of the comparative fit index (CFI), standardised root-mean-square residual (SRMR), and root mean square error of approximation (RMSEA) were ≥ 0.9, ≤ 0.08, and ≤ 0.08, respectively, for a model fit to be acceptable. EFA showed that except for Q2 (loading score: 0.210), Q12 (loading score: 0.384), Q13 (loading score: 0.362), and Q25 (loading score: -0.219), all the items loaded well. After the exclusion of the aforementioned items, the factor loading scores for the items in the self-management, desire for learning, and self-control factors ranged from 0.405 to 0.753 (Cronbach α: 0.775), 0.396 to 0.616 (Cronbach α: 0.730), and 0.427 to 0.556 (Cronbach α: 0.799), respectively. The updated model was used for CFA, which displayed a good model fit. Conclusions The resultant model consisting of 36 items is shown to have internal structure validity for Indian version of SDLRS, which can be used to assess medical students.

Factorial Solution for Determination of Critical Success Factors (CSF) in Deployment of Six Sigma and Its Relation to Sustainability

2022 ◽  
pp. 208-233
Author(s):  
Aida López Guerrero ◽  
Jesús Andrés Hernández Gómez ◽  
Karla Isabel Velázquez Victorica ◽  
Mydory Oyuky Nakasima López ◽  
Luz del Consuelo Olivares Fong
Keyword(s):  
Factor Analysis ◽  
Continuous Improvement ◽  
Six Sigma ◽  
Success Factors ◽  
The Other ◽  
Critical Success ◽  
Improvement Strategies ◽  
High Standards ◽  
The Relationship

Recently, the interest in being part of more competitive companies has increased. For this, organizations apply various strategies of continuous improvement that allow them to maintain high standards of competitiveness. In this sense, organizations make use of various techniques, tools, and methodologies that support the achievement of objectives. This research presents an approach towards the Six Sigma (SS) strategy, one of the main continuous improvement strategies used to achieve competitiveness. On the other hand, organizations currently seek that during manufacture of their products, caring for the environment is naturally part of their objectives, seeking to achieve benefits with a sustainable impact. Therefore, this research seeks to define the CSF for implementation of SS through a factor analysis that allows identifying the relationship between SS and obtaining sustainable benefits (SB) through its implementation.

scholarly journals The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals Self-centeredness and selflessness: happiness correlates and mediating psychological processes

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3306 ◽  
Author(s):  
Michael Dambrun
Keyword(s):  
Psychological Functioning ◽  
Emotional Stability ◽  
The Self ◽  
The Other ◽  
Psychological Processes ◽  
Factor Analyses ◽  
Psychological Constructs ◽  
Heterogeneous Samples ◽  
Self Transcendence ◽  
The Relationship

The main objective of this research was to test central assumptions from the Self-centeredness/Selflessness Happiness Model. According to this model, while self-centered psychological functioning induces fluctuating happiness, authentic–durable happiness results from selflessness. Distinct mediating processes are supposed to account for these relationships: afflictive affects (e.g., anger, fear, jealousy, frustration) in the case of the former, and both emotional stability and feelings of harmony in the case of the latter. We tested these hypotheses in two studies based on heterogeneous samples of citizens (n = 547). Factor analyses revealed that self-centeredness (assessed through egocentrism and materialism) and selflessness (assessed through self-transcendence and connectedness to other) were two distinct psychological constructs. Second, while self-centeredness was positively and significantly related to fluctuating happiness, selflessness was positively and significantly related to authentic–durable happiness. Finally, distinct psychological processes mediated these relationships (study 2). On one hand, the relationship between self-centeredness and fluctuating happiness was fully mediated by afflictive affects. On the other hand, emotional stability and the feeling of being in harmony partially mediated the relation between selflessness and authentic–durable happiness.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Student Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background: Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME.Methods: We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions.. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results: 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r=0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha=0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain.Conclusion: Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. All item responses were double-coded for statistical analysis, using a dedicated survey research center. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results A total of 2486 LEI and CMETE surveys were submitted during the 5-day course. Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

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