Training distress and performance readiness: Laboratory and field validation of a brief self-report measure

J. R. Grove; L. C. Main; K. Partridge; D. J. Bishop; S. Russell; A. Shepherdson; L. Ferguson

doi:10.1111/sms.12214

Assessing Students' Perceptions of Psychology as a Science: Validation of a Self-Report Measure

Teaching of Psychology ◽

10.1207/s15328023top2301_1 ◽

1996 ◽

Vol 23 (1) ◽

pp. 6-13 ◽

Cited By ~ 21

Author(s):

James Friedrich

Keyword(s):

Scientific Method ◽

Self Report ◽

Performance Criteria ◽

Reliable Measure ◽

And Performance ◽

And Behavior ◽

Knowledge Claims ◽

Report Measure

Training in psychology emphasizes the scientific method as the basis for knowledge claims about thought and behavior. Students are regularly evaluated in terms of their mastery of methodological and statistical principles, but little attention has been paid to assessing the degree to which students endorse the notion that psychology is, indeed, a science. Several studies are reported that validate a self-report measure of this construct. The Psychology as Science Scale is shown to be a reliable measure that predicts a range of construct-relevant attitudinal and performance criteria. Possible research uses of the measure, as well as broader issues surrounding the general public's epistemological assumptions concerning psychology, are discussed.

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Using Distributed Practice to Improve Students’ Attitudes and Performance in Statistics

Teaching of Psychology ◽

10.1177/0098628320979680 ◽

2020 ◽

pp. 009862832097968

Author(s):

Wendi L. Benson ◽

Jonathan P. Dunning ◽

Danette Barber

Keyword(s):

Skill Development ◽

Self Report ◽

Distributed Practice ◽

Control Group ◽

Perceptions And Attitudes ◽

Attitudes Toward Statistics ◽

Students Attitudes ◽

And Performance ◽

Report Measure ◽

Major Data

Background: Research shows distributed practice enhances learning and skill development, but less is known about the effect on perceptions and attitudes toward the material being learned. Objective: This study examined whether distributed practice could improve performance and attitudes in statistics, a subject that students report finding unpleasant and anxiety-provoking. Method: This quasi-experiment compared statistics students who received distributed practice with Excel throughout the semester to a control group without distributed practice. At the end of the semester, all students completed a major data analysis project with Excel and a self-report measure of their perceptions and attitudes toward the class and statistics. Results: Significant results suggest students who received distributed practice: earned higher project grades; liked statistics more; and perceived the class to be more effective for knowledge and skill development, even though they found statistics to be more difficult than the control group. Conclusion: This study suggests distributed practice helps improve students’ performance and attitudes toward statistics, even though they think it is difficult. Teaching Implications: In addition to improving performance in challenging subjects, distributed practice may be used to help students appreciate and feel more favorably about classes they find difficult.

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Robust associations between the 20-item prosopagnosia index and the Cambridge Face Memory Test in the general population

Royal Society Open Science ◽

10.1098/rsos.160923 ◽

2017 ◽

Vol 4 (3) ◽

pp. 160923 ◽

Cited By ~ 25

Author(s):

Katie L. H. Gray ◽

Geoffrey Bird ◽

Richard Cook

Keyword(s):

Face Recognition ◽

General Population ◽

Validation Study ◽

Memory Test ◽

Self Report ◽

Face Memory ◽

Formal Testing ◽

And Performance ◽

Insight Into ◽

Report Measure

Developmental prosopagnosia (DP) is a neurodevelopmental condition, characterized by lifelong face recognition deficits. Leading research groups diagnose the condition using complementary computer-based tasks and self-report measures. In an attempt to standardize the reporting of self-report evidence, we recently developed the 20-item prosopagnosia index (PI20), a short questionnaire measure of prosopagnosic traits suitable for screening adult samples for DP. Strong correlations between scores on the PI20 and performance on the Cambridge Face Memory Test (CFMT) appeared to confirm that individuals possess sufficient insight into their face recognition ability to complete a self-report measure of prosopagnosic traits. However, the extent to which people have insight into their face recognition abilities remains contentious. A lingering concern is that feedback from formal testing, received prior to administration of the PI20, may have augmented the self-insight of some respondents in the original validation study. To determine whether the significant correlation with the CFMT was an artefact of previously delivered feedback, we sought to replicate the validation study in individuals with no history of formal testing. We report highly significant correlations in two independent samples drawn from the general population, confirming: (i) that a significant relationship exists between PI20 scores and performance on the CFMT, and (ii) that this is not dependent on the inclusion of individuals who have previously received feedback. These findings support the view that people have sufficient insight into their face recognition abilities to complete a self-report measure of prosopagnosic traits.

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Dimensionality and Reliability Assessment of the Pain Patient Profile Questionnaire

European Journal of Psychological Assessment ◽

10.1027/1015-5759.24.1.22 ◽

2008 ◽

Vol 24 (1) ◽

pp. 22-26 ◽

Cited By ~ 1

Author(s):

Brian E. McGuire ◽

Michael J. Hogan ◽

Todd G. Morrison

Keyword(s):

Self Report ◽

Pain Patient ◽

Fit Indices ◽

Depression And Anxiety ◽

Oblique Rotation ◽

Pain Experience ◽

Patient Profile ◽

Adequate Representation ◽

Pain Patients ◽

Report Measure

Abstract. Objective: To factor analyze the Pain Patient Profile questionnaire (P3; Tollison & Langley, 1995 ), a self-report measure of emotional distress in respondents with chronic pain. Method: An unweighted least squares factor analysis with oblique rotation was conducted on the P3 scores of 160 pain patients to look for evidence of three distinct factors (i.e., Depression, Anxiety, and Somatization). Results: Fit indices suggested that three distinct factors, accounting for 32.1%, 7.0%, and 5.5% of the shared variance, provided an adequate representation of the data. However, inspection of item groupings revealed that this structure did not map onto the Depression, Anxiety, and Somatization division purportedly represented by the P3. Further, when the analysis was re-run, eliminating items that failed to meet salience criteria, a two-factor solution emerged, with Factor 1 representing a mixture of Depression and Anxiety items and Factor 2 denoting Somatization. Each of these factors correlated significantly with a subsample's assessment of pain intensity. Conclusion: Results were not congruent with the P3's suggested tripartite model of pain experience and indicate that modifications to the scale may be required.

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Factor Structure and Measurement Invariance of the Obsessive-Compulsive Inventory – Child Version (OCI-CV) in General Population

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000276 ◽

2017 ◽

Vol 33 (2) ◽

pp. 97-103 ◽

Cited By ~ 10

Author(s):

Tíscar Rodríguez-Jiménez ◽

Antonio Godoy ◽

José A. Piqueras ◽

Aurora Gavino ◽

Agustín E. Martínez-González ◽

...

Keyword(s):

General Population ◽

Children And Adolescents ◽

Factor Structure ◽

Self Report ◽

Obsessive Compulsive ◽

Compulsive Disorder ◽

Good Consistency ◽

Order Factor ◽

General Populations ◽

Report Measure

Abstract. Evidence-based assessment is necessary as a first step for developing psychopathological studies and assessing the effectiveness of empirically validated treatments. There are several measures of obsessive-compulsive disorder (OCD) and/or symptomatology in children and adolescents, but all of them present some limitations. The Obsessive-Compulsive Inventory-Revised (OCI-R) by Foa and her colleagues has showed to be a good self-report measure to capture the dimensionality of OCD in adults and adolescents. The child version of the OCI (OCI-CV) was validated for clinical children and adolescents in 2010, showing excellent psychometric properties. The objective of this study was to examine the factor structure and invariance of the OCI-CV in the general population. Results showed a six-factor structure with one second-order factor, good consistency values, and invariance across region, age, and sex. The OCI-CV is an excellent inventory for assessing the dimensions of OCD symptomatology in general populations of children and adolescents. The invariance across sex and age warrants its utilization for research purposes.

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Assessing Self-Efficacy in Presentation and Moderation Skills

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000423 ◽

2019 ◽

Vol 35 (4) ◽

pp. 564-576 ◽

Cited By ~ 3

Author(s):

Tobias Ringeisen ◽

Sonja Rohrmann ◽

Anika Bürgermeister ◽

Ana N. Tibubos

Keyword(s):

Construct Validity ◽

Self Efficacy ◽

Self Report ◽

Factor Analyses ◽

Confirmatory Factor Analyses ◽

Confirmatory Factor ◽

Constructed Self ◽

University Course ◽

Correlated Factors ◽

Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

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