Longitudinal Design Loads - A Historical Perspective

2002 ◽  
Author(s):  
Alan B. Peabody ◽  
Ghyslaine McClure
Keyword(s):  
Historical Perspective ◽  
Longitudinal Design ◽  
Design Loads

Sleep Apnea—An Historical Perspective

1990 ◽  
Vol 23 (4) ◽  
pp. 571-575
Author(s):  
Charles F. Koopmann, ◽  
Willard B. Moran
Keyword(s):  
Sleep Apnea ◽  
Historical Perspective

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Task and Relationship Conflict at Work

2011 ◽  
Vol 27 (3) ◽  
pp. 171-178 ◽  
Author(s):  
Nale Lehmann-Willenbrock ◽  
Anna Grohmann ◽  
Simone Kauffeld
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Negative Impact ◽  
Longitudinal Design ◽  
Industrial Sector ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Factor Solution ◽  
Convenience Sample ◽  
Confirmatory Factor

The distinction between task and relationship conflict is well established. Based on Jehn’s (1995) intragroup conflict scale, we developed an economic six-item questionnaire for assessing relationship and task conflict in work groups. Confirmatory factor analysis was performed on data from a convenience sample (N = 247), and confirmed the original two-factor solution. The stability of the obtained two-factor solution was supported by confirmatory factor analysis in a longitudinal design with a second sample (N = 431) from the industrial sector. In line with previous research, the two types of conflict were intercorrelated. Moreover, the two subscales showed differential longitudinal effects on team outcomes. Task conflict was beneficial for performance in nonroutine tasks (but not in routine tasks). Relationship conflict had a negative impact on team viability and coworker trust.

Effects of an Anxiety-Specific Psychometric Factor on Fear Conditioning and Fear Generalization

2017 ◽  
Vol 225 (3) ◽  
pp. 200-213 ◽  
Author(s):  
Christian Baumann ◽  
Miriam A. Schiele ◽  
Martin J. Herrmann ◽  
Tina B. Lonsdorf ◽  
Peter Zwanzger ◽  
...  
Keyword(s):  
Risk Factor ◽  
Anxiety Disorders ◽  
Fear Conditioning ◽  
Longitudinal Design ◽  
Principal Component ◽  
Anxiety And Depression ◽  
Specific Factor ◽  
High Anxious ◽  
Two Factors ◽  
Fear Generalization

Abstract. Conditioning and generalization of fear are assumed to play central roles in the pathogenesis of anxiety disorders. Here we investigate the influence of a psychometric anxiety-specific factor on these two processes, thus try to identify a potential risk factor for the development of anxiety disorders. To this end, 126 healthy participants were examined with questionnaires assessing symptoms of anxiety and depression and with a fear conditioning and generalization paradigm. A principal component analysis of the questionnaire data identified two factors representing the constructs anxiety and depression. Variations in fear conditioning and fear generalization were solely associated with the anxiety factor characterized by anxiety sensitivity and agoraphobic cognitions; high-anxious individuals exhibited stronger fear responses (arousal) during conditioning and stronger generalization effects for valence and UCS-expectancy ratings. Thus, the revealed psychometric factor “anxiety” was associated with enhanced fear generalization, an assumed risk factor for anxiety disorders. These results ask for replication with a longitudinal design allowing to examine their predictive validity.

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