scholarly journals Personal attribute

2020 ◽  
Author(s):  
Robert West
Keyword(s):  
Personal Attribute

Nonsexist Personal Attribute Inventory for Children

1982 ◽  
Author(s):  
Thomas S. Parish ◽  
Charles I. Rankin
Keyword(s):  
Personal Attribute

Professors' Interactional Attributes: How Do They Relate to One Another?

1994 ◽  
Vol 75 (3) ◽  
pp. 1215-1218 ◽  
Author(s):  
Thomas S. Parish ◽  
James R. Necessary
Keyword(s):  
Personal Attribute ◽  
Self Concept ◽  
Classroom Behaviors ◽  
Students Success

For 86 professors, ratings on the Classroom Behaviors Questionnaire indicated that what professors did to enhance students' success was perceived as important to their students ( r = .85), but these scores were not correlated significantly with their scores on the Revised Love/Hate Checklist (Form 1), the Revised Love/Hate Checklist (Form 2), or the Personal Attribute Inventory for Children; however, scores on the latter three inventories were significantly intercorrelated for male professors. For female professors, only their self-concept scores significantly correlated with how they interacted with others. These findings seem to be consistent with prior research.

A new admission system model for teacher colleges

2016 ◽  
Vol 24 (4) ◽  
pp. 463-489 ◽  
Author(s):  
Sara Katz ◽  
Yehiel Frish
Keyword(s):  
Qualitative Methodology ◽  
General Concept ◽  
Personal Attribute ◽  
Previous Attempt ◽  
Central Position ◽  
Teacher Shortages ◽  
Content Type ◽  
Teachers College ◽  
Multiple Variables ◽  
Standardized Exams

Purpose Aspects of intellectual competence would not be sufficient for quality teaching that requires a mix of intellectual and personal qualities. The purpose of this paper was to elicit personal attributes of teachers’ college applicants. Design/methodology/approach This qualitative case study consisted of 99 participants aged 20-24 years of average socio-economic and achievement backgrounds. The authors constructed five qualitative tools, in addition to the two existing standardized exams. Using techniques of the grounded theory, the authors sorted and synthesized the data through three-phase coding. Findings The authors elicited a general concept map of attributes, from which a personal attribute profile for each participant emerged. This model makes fine differentiations between individuals, providing a personal attribute profile pool of applicants useful for any admission committee and for empowering students’ strengths during studies. Research limitations/implications A solid database of non-cognitive attributes opens the door to further research, which will take into consideration multiple variables, such as student knowledge, beliefs and aptitudes. Practical implications Training teachers to apply research methodology into practice and limiting the length of tools make the mission possible, interesting and useful. Figuring out how to collect valid measures of such data about large numbers of college students would be a major challenge. Social implications As teachers occupy a central position in the educational enterprise, they become guardians of the country’s collective socio-cultural legacy. In the current context of teacher shortages, the authors offer a model that has the potential of improving recruitment of applicants for teaching and raising teacher quality. Originality/value No previous attempt that uses qualitative methodology for this purpose was found.

Longitudinal Analysis of Adolescent Girls’ Participation in Physical Activity

1985 ◽  
Vol 2 (2) ◽  
pp. 130-143 ◽  
Author(s):  
Janice Butcher
Keyword(s):  
Physical Activity ◽  
Adolescent Girls ◽  
Longitudinal Analysis ◽  
Significant Others ◽  
Personal Attribute ◽  
Personal Attributes ◽  
Organized Activities ◽  
Highly Correlated ◽  
Socializing Agents ◽  
Sedentary Activities

Adolescent girls were resurveyed each year from grade 6 to grade 10 to determine the change in physical activity participation as they matured and the variables most related to continued participation in physical activity in grade 10. Primary participation declined over the 5 years while secondary sport involvement increased. The five types of variables most related to participation in grade 10 were (a) significant others’ participation and encouragement (socializing agents), (b) movement satisfaction, especially satisfaction with sport ability (personal attribute), (c) independent, assertive self-descriptions (personal attribute), (d) sports equipment available (socialization situation), and (e) preference for active rather than sedentary activities (personal attribute). For interschool teams, the first two personal attributes were most influential. For community organized activities, the socializing agents and socialization situation variables were most important, and for both average hours per day and total activities participated in, sports equipment available was most highly correlated.

A Look at Mainstreaming in Light of Children's Attitudes toward the Handicapped

1978 ◽  
Vol 46 (3) ◽  
pp. 1019-1021 ◽  
Author(s):  
Thomas S. Parish ◽  
Robert L. Ohlsen ◽  
Joycelyn G. Parish
Keyword(s):  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Personal Attribute ◽  
Disabled Children ◽  
Grade School ◽  
School Students ◽  
Normal Children ◽  
Handicapped Children ◽  
Physically Handicapped ◽  
Best Fit

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: “normal children” were rated most favorably, then “physically handicapped children,” “learning disabled children,” and “emotionally disturbed children.”

I'm “better” than you: Social comparison language suggests quantitative differences

2011 ◽  
Vol 3 (1) ◽  
pp. 15-43 ◽  
Author(s):  
Amber N. Bloomfield ◽  
Jessica M. Choplin
Keyword(s):  
Social Comparison ◽  
The Self ◽  
Personal Attribute ◽  
Comparison Standard ◽  
Contrast Effects ◽  
The Third ◽  
Single Process ◽  
The Difference ◽  
Better Than ◽  
Attribute Value

AbstractComparison-induced distortion theory (Choplin 2007; Choplin and Hummel 2002) describes how comparison words like “better” suggest quantitative differences between compared values. When a comparison word is used to contrast a personal attribute value with some standard (e.g. “Your score is better than average”), the comparison-suggested difference for the word may bias estimates or recall of personal attribute values. Three studies investigated how comparison-suggested differences determine the effect of social comparison on estimates or recall of personal attribute values. The first study demonstrated that estimates of attributes are biased towards (assimilation) or away from (contrast) a comparison standard depending on whether the difference between the compared attribute values exceeds or falls below the comparison-suggested difference. The second study showed that the comparison language selected by participants (through the difference suggested by the language) mediated the effect of standard similarity on attribute estimates following a social comparison. The third study demonstrated concurrent assimilation and contrast effects in recall of attribute values due to the size of the observed difference between the self and the standard for the attribute. Unlike in previous research on social comparison, assimilation and contrast patterns in these studies can be explained through a single process.

School-Age Children's Reactions to Deaf and Hearing-Impaired Children

1983 ◽  
Vol 57 (2) ◽  
pp. 373-374 ◽  
Author(s):  
Ingrid M. Blood ◽  
Gordon W. Blood
Keyword(s):  
Hearing Impaired ◽  
Personal Attribute ◽  
School Age ◽  
Grade School ◽  
Negative Attributes ◽  
Impaired Children ◽  
Hearing Impaired Children

The study investigated 120 grade school children's impressions of deaf and hearing-impaired children. Scores on the Personal Attribute Inventory for Children showed that nonhandicapped students apply negative attributes similarly to both groups. Implications for mainstreaming and elimination of stereotypes are discussed.

scholarly journals A Strong Validation of the Crosswise Model Using Experimentally-Induced Cheating Behavior

2015 ◽  
Vol 62 (6) ◽  
pp. 403-414 ◽  
Author(s):  
Adrian Hoffmann ◽  
Birk Diedenhofen ◽  
Bruno Verschuere ◽  
Jochen Musch
Keyword(s):  
Accurate Estimate ◽  
Personal Attribute ◽  
Sensitive Questions ◽  
Socially Desirable Responding ◽  
Cheating Behavior ◽  
Direct Question ◽  
Online Cheating ◽  
Crosswise Model ◽  
Experimentally Induced ◽  
Target Words

Abstract. We constructed an online cheating paradigm that could be used to validate the Crosswise Model ( Yu, Tian, & Tang, 2008 ), a promising indirect questioning technique designed to control for socially desirable responding on sensitive questions. Participants qualified for a reward only if they could identify the target words from three anagrams, one of which was virtually unsolvable as shown on a pretest. Of the 664 participants, 15.5% overreported their performance and were categorized as cheaters. When participants were asked to report whether they had cheated, a conventional direct question resulted in a substantial underestimate (5.1%) of the known prevalence of cheaters. Using a CWM question resulted in a more accurate estimate (13.0%). This result shows that the CWM can be used to control for socially desirable responding and provides estimates that are much closer to the known prevalence of a sensitive personal attribute than those obtained using a direct question.

The Inventory of Learner Persistence

2013 ◽  
pp. 271-290
Author(s):  
M. Gail Derrick
Keyword(s):  
Self Regulation ◽  
Learner Autonomy ◽  
Theoretical Framework ◽  
Autonomous Learning ◽  
Personal Attribute ◽  
Psychological Perspective ◽  
Intentional Behavior ◽  
Goal Directedness ◽  
The Individual ◽  
Post Hoc

The Inventory of Learner Persistence (ILP) was designed to assess persistence in learning and specifically within the context of autonomous learning. Autonomous learning is defined as the manifestation of persistence along with desire, resourcefulness, and initiative in learning; learner autonomy is defined as the characteristic or personal attribute of the individual to exhibit agency or intentional behavior. Thus, persistence in learning is the exhibition of volition, goal directedness and self-regulation. The development of items for the ILP provides a theoretical framework for defining persistence from a cognitive and psychological perspective and provides a mechanism for understanding persistence from other than a post hoc behavioral standpoint. The implications of such assessments can provide an analysis of where a learner may be in terms of their development and readiness for learning that will require persistent skills for success.

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