Professional identity has shown to affect the manner in which people conduct themselves at their places of work, how people feel about their work, and how successful they are in their execution of it. Little research has yet been done on the professional identity of psychologists and, as such, this study aimed to construct a measure and explore the dimensions of psychologists’ professional identity. After an online recruitment process, 306 psychologists filled out an online survey and an exploratory factor analysis was employed to examine the data. Seven dimensions were found: 1) Humanistic Values, 2) Directiveness and External Focus, 3) Professional Confidence, 4) Connectedness to the Profession, 5) Neutrality, 6) Primacy of Intuition, and 7) Professional Development. The data was further examined in a cluster analysis and five clusters were found, differing in degree of identification with different theoretical orientations, age, and most common areas of work throughout one’s career.

The Santa Clara Brief Compassion Scale (SCBCS) is a brief measure of compassion, created in English and translated into Brazilian Portuguese. Nonetheless, to date, no study has assessed the psychometric evidence of its Spanish translation. This study examines the evidence of validity, reliability, and factorial invariance according to the gender of a Spanish version of the SCBCS. Participants included 273 Peruvian university students (50.9% women) with an average age of 21.23 years (SD = 3.24); divided into two groups of men and women to conduct the invariance factor analysis. Other measures of mindfulness, well-being, empathy, and anxiety were applied along with the SCBCS. The Confirmatory Factor Analysis (CFA) indicated that a unifactorial model adjusted significantly to the data (χ2 = 12,127, df = 5, p =.033, χ2 /df = 2.42, CFI =.998, RMSEA =.072 [CI90%.019,.125]; SRMR =.030, WRMR =.551) and presented good reliability (α =.90 [95%.88–.92]; ω =.91). Moreover, correlations between the SCBCS and other measures of mindfulness (r =.53, p <.05, cognitive empathy (r = 55; p <.05), affective empathy (r =.56, p <.05), well-being (r =.55, p <.05), and anxiety (r = −.46; p <.05) supported the convergent and discriminant validity. Likewise, the multiple-group CFA supported the factorial invariance according to the gender of the SCBCS. Results indicate that the SCBCS possesses evidence of validity, reliability, and invariance between men and women for measuring compassion toward others in Peruvian undergraduate students. SCBCS is expected to be used by researchers, healthcare professionals, teachers, and others as a useful measure of compassion in college students.

Safety interventions must be approached in a holistic manner, by taking cognisance of the organisational system in which accidents present themselves. Thus, a need to understand the individual in context of the organisational system that he/she functions in exists. This study focuses on the relationship between attitudes, beliefs, intention, perception, control and the propensity of employees to engage in unsafe behaviour, with a view towards improving safety statistics. In this regard the study investigated the construct validity of a Safety Survey instrument, based on the responses (n=450) of employees in the mining industry. An Exploratory Factor Analysis showed that the Safety Survey instrument differentiated between two to three underlying factors. The result of the Confirmatory Factor Analysis tested two models by demonstrating the minimum requirements of the goodness of fit indexes. The construct validity of the Safety Survey instrument could be established for two nested models that identified an internal and external locus of control factor. The statistical evidence indicated an acceptable model fit. The statistical evidence validated the construct validity of the measurement model. Copyright 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Windbacher, M 2008, Determining the construct validity of the safety survey instrument, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02202012-123434 / > C12/4/66/gm / Dissertation (MCom)--University of Pretoria, 2008. / Human Resource Management / unrestricted

The purpose of this study was to examine the psychometric properties of the Precalculus Concept Assessment (PCA), a 25-item multiple-choice instrument designed to assess student reasoning abilities and understanding of foundational calculus concepts (Carlson et al., 2010). When this study was conducted, the extant research on the PCA and the PCA Taxonomy lacked in-depth investigations of the instruments' psychometric properties. Most notably was the lack of studies into the validity of the internal structure of PCA response data implied by the PCA Taxonomy. This study specifically investigated the psychometric properties of the three reasoning constructs found in the PCA taxonomy, namely, Process View of Function (R1), Covariational Reasoning (R2), and Computational Abilities (R3). Confirmatory Factor Analysis (CFA) was conducted using a total of 3,018 pretest administrations of the PCA. These data were collected in select College Algebra and Precalculus sections at a large private university in the mountain west and one public university in the Phoenix metropolitan area. Results showed that the three hypothesized reasoning factors were highly correlated. Rival statistical models were evaluated to explain the relationship between the three reasoning constructs. The bifactor model was the best fitting model and successfully partitioned the variance between a general reasoning ability factor and two specific reasoning ability factors. The general factor was the dominant factor accounting for 76% of the variance and accounted for 91% of the reliability. The omegaHS values were low, indicating that this model does not serve as a reliable measure of the two specific factors. PCA response data were retrofitted to diagnostic classification models (DCMs) to evaluate the extent to which individual mastery profiles could be generated to classify individuals as masters or non-masters of the three reasoning constructs. The retrofitting of PCA data to DCMs were unsuccessful. High attribute correlations and other model deficiencies limit the confidence in which these particular models could estimate student mastery. The results of this study have several key implications for future researchers and practitioners using the PCA. Researchers interested in using PCA scores in predictive models should use the General Reasoning Ability factor from the respecified bifactor model or the single-factor model in conjunction with structural equation modeling techniques. Practitioners using the PCA should avoid using PCA subscores for reasoning abilities and continue to follow the recommended practice of reporting a simple sum score (i.e., unit-weighted composite score).

The third edition of the Wechsler Adult Intelligence Scale manual reports four-factor solutions for the WAIS-III, and subsequent research has validated four-factor solutions for a variety of samples. These four factors consistently correspond to the four Factor Indexes that are yielded by the WAIS-III. However, the WAIS-III still provides Verbal and Performance IQs, in addition to the Indexes, making it desirable to examine two-factor solutions as well. In addition, because the Wechsler literature includes much interpretation of three-factor solutions, these solutions were likewise examined. Principal factor analysis followed by Varimax and Oblimin rotations of two and three factors were performed on data for the total WAIS-III sample ages 16 to 89 years (N= 2, 450). The two-factor solutions were viewed as a construct validation of Wechsler's two separate IQs, although the Working Memory subtests tended to load higher on the Performance scale than on their intended scale (Verbal); three-factor solutions were interpreted within the context of Horn's expanded fluid-crystallized theory and research on working memory. Both the two- and three-factor Varimax-rotated solutions were related to similar factor analyses conducted previously for the Wechsler Adult Intelligence Scale-Revised and the Wechsler Intelligence Scale for Children-III. Coefficients of congruence between like-named factors consistently exceeded .90, and usually .98, across different Wechsler batteries.

This study examined the relationship between performance on measures of attention and executive functioning in a clinically referred pediatric sample. The purpose of this research was to determine if performance on tests of attention are significantly related to performance on measures of inhibition and cognitive shifting above and beyond that of age, education, and intelligence. The factor structure of attention and executive functioning was also evaluated. Attention was measured by the CPT-II Errors of Omission and Variability scores. Inhibition was measured by the CPT-II Errors of Commission score, and cognitive shifting was measured by the Wisconsin Card Sorting Test (WCST) Perseverative Errors score. These variables were examined in a factor analysis, and also included the Category Errors score, and WISC-IV Digit Span, and Letter-Number Sequencing subtests. Three hierarchical multiple regressions were conducted, with age, education, and IQ entered in the first block as covariates. Two exploratory factor analyses were performed. Results revealed that performance on measures of attention significantly predicted scores on a measure of inhibition above and beyond age, education, and IQ. Performance on measures of attention did not significantly predict scores on a measure of shifting ability. Results were not significantly different when IQ was not included as a covariate. Factor analysis initially revealed a two factor model, with measures of sustained attention loading on one factor, and measures of executive functioning loading on a separate factor. The three factor model was less precisely defined, and the factors were called sustained attention, working memory, and set shifting.

This study has two parts: Part I discusses the limitations of difference scores and exploratory factor analysis for representing speed of information-processing stages in the context of a reanalysis of a study by Vernon (1983). Vernon interpreted the differences between objectively measured reaction times on various simple cognitive tasks as components of speed of information processing. Correlations were calculated among these differences and subjected to exploratory factor analysis. The factors obtained from this analysis were interpreted by Vernon in terms of short-term and long-term memory processing constructs. The use of difference scores, however, implies an additive model allowance for random error, which correlations between these differences. that does not make leads to spurious The application of exploratory factor analysis to among these differences compounds uncover latent variables the problem because it admits many alternative interpretations which cannot be tested against one another for goodness-of-fit to the data. Confirmatory factor analysis addresses these problems. This thesis demonstrates that the correlations between the difference scores can be accounted for in terms of factors obtained from factor analysis of the original reaction time data. These factors lead to an alternative interpretation of the results which is contrasted with Vernon's interpretation. Part II of this study illustrates the use of confirmatory factor analysis with this kind of data. An attempt to test the assumptions of Vernon's difference score model with confirmatory factor analysis did not succeed because the implied model was too constrained for the statistical program we were using; consequently, the program could not find a starting solution. In order to demonstrate how confirmatory factor analysis can be used to test models of speed of cognitive processing, Part II partially replicates a study by Lansman, Donaldson, Hunt, & Yantis (1982). This research analyzed a simple cognitive reaction time task that was examined in detail by Vernon. Donaldson (1983) used the Lansman et al. data to compare difference scores and part correlational techniques with a general approach based on analysis of covariance structures to demonstrate how the components of cognitive processes can be explicated using confirmatory factor analysis.

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京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24151号 / 情博第799号 / 新制||情||135(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 伊藤 孝行, 教授 吉川 正俊, 教授 緒方 広明, 特定准教授 LIN Donghui / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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