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Operationally defining sexual orientation : towards the development of a fundamental measure of adolescent sexual responsiveness variationsHeath, Lance Julian January 2005 (has links)
Much published work has pointed to the need for the development of a sound operational definition of sexual orientation in order to enable the research in this area to progress. To contribute to this process the current research set out to develop two measures of sexual orientation and examine their psychometric properties. In order to develop relevant tools historical, conceptual and operational definitions of sexual orientation were critically examined and standard questionnaire development techniques applied. The first scale consisted of 32 items and was administered to a total of 835 adolescents, comprising three sub-groups (189 Grade 11 Scholars, 547 First Year and 99 Third Year Psychology Students). A Cronbach alpha coefficient of 0.85 was calculated indicating that this instrument had very good internal consistency reliability. Similar factors emerged in each of the sample sub-groups when factor analyses were performed suggesting that this instrument has good external and construct validities. These factors each had respectable Cronbach alpha coefficients indicating their own internal consistency. The four factors which consistently emerged were Same Sex Responsiveness, Opposite Sex Responsiveness, Previous Month’s Same Sex Responsiveness and Previous Month’s Opposite Sex Responsiveness. The second scale consisted of 16 items and was administered to 646 adolescents, comprising the latter two sub-groups referred to above. A Cronbach alpha coefficient of 0.82 was calculated indicating that this instrument also had very good internal consistency reliability. Once again similar factors with generally good internal consistency emerged in factor analysis suggesting that this too was a valid instrument. The factors that emerged from the second scale were Same Sex Responsiveness, Unattractive Opposite Sex Responsiveness, Attractive Opposite Sex Responsiveness and Attraction. Future developments, adjustments and applications of the instruments as well as implications for the arena of sexual orientation research are discussed. In the light of the dearth of information with regard to the sexual orientations of South African adolescents the current study also briefly explored and presented the sample’s responses in terms of the dimensions of each questionnaire as well as how each emerging factor related to the demographics (education level, gender, sexual orientation self-label and age) of the sample.
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An Evaluation of Strong's Minister Scale applied to the Roman Catholic clergyLucas, Joseph Richard January 1946 (has links)
Abstract not available.
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The psychometrics of a bipolar valence activation model of self-reported affectCarroll, James M. 11 1900 (has links)
Since the 1950's, researchers have sought unsuccessfully to identify a consensual
psychometric structure of self-reported affect. One unresolved question, central to any
psychometric model, is whether the structure includes bipolar or unipolar dimensions. For
example, are positive and negative affect two ends of the same bipolar dimension or are they
better represented by separable unipolar dimensions? In contrast to what has been assumed in
previous analyses, a bipolar model is presented that distinguishes between two forms of
bipolarity, each with its own conceptual definition, operational definition, and statistical
properties. It is shown both conceptually and empirically that the two forms of bipolarity lead to
different results when examined by traditional psychometric methods such as exploratory factor
analysis, confirmatory factor analysis, and the linear correlation. Furthermore, when the bipolar
model is applied to previous analyses, the psychometric evidence that has suggested unipolar
dimensions can be interpreted as evidence suggesting bipolar dimensions. Two studies were
conducted to examine specific predictions of the bipolar model. Study 1 examined judgements of
the hypothesized opposites of hot-cold and happy-sad. Study 2 examined judgments of affect
terms based on a circumplex model of affect characterized by orthogonal valence and activation
dimensions. In both studies the bipolar model is strongly supported. Furthermore, the analyses
highlighted specific problems with current methods that emphasize sophisticated techniques
based on the correlation coefficient and demonstrated the utility of more simple descriptive
statistics. / Arts, Faculty of / Psychology, Department of / Graduate
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The psychometric properties of the Career Development QuestionnaireO'Hare, Patricia Anne 23 September 2014 (has links)
M.A. (Psychology) / Please refer to full text to view abstract
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The Validation of the English Language Version of the Teacher Self-Regulation Scale for U.S. K-12 TeachersUnknown Date (has links)
Although self-regulated learning has been identified as important for students in academic settings, the construct of teacher self-regulation is less well understood. The literature on teacher self-regulation is reviewed in this dissertation, identifying the weaknesses of studies to date and gaps in the literature. The largest gap is the existence of a valid measure of teacher self-regulation that can be used in the U.S. K-12 teacher population. Without such a measure, the possible relationships between teacher self-regulation and important outcomes like teacher learning, student self-regulation, and student achievement cannot be examined. By collecting evidence from various sources (i.e., expert review, teacher review, teacher responses, factor structure, etc.), this dissertation evaluated the reliability and validity of the English-version of the Teacher Self-regulation Scale (TSRS), which was originally developed and validated in Turkey and has since been validated in the Iranian English-as-Foreign-Language (EFL) teacher population. The TSRS, consisting of 40 items, is based on a theoretical model of self-regulation proposed by Zimmerman (2000) and captures nine factors. A series of confirmatory factor analyses (CFA) were conducted to test the factor structure using responses collected via an anonymous online survey from 923 U.S. K-12 teachers recruited from teacher professional organizations. In addition, the internal consistency of the nine subscales were assessed. In this sample, the nine-factor model did not fit the data well suggesting possible cross-cultural differences. Furthermore, unidimensionality was confirmed for only eight of the nine subscales: emotional control, goal setting, help seeking, intrinsic interest, mastery goal orientation, performance goal orientation, self-evaluation, and self-instruction. Theoretical relationships between teacher self-regulation subscales and another measure of teacher self-regulation, teacher sense of responsibility and teacher self-efficacy were also tested using a series of path analyses. A series of multiple regression analyses identified a number of demographic variables as significant predictors of teacher self-regulation subscales. Across the eight subscales, being a teacher of English/Language Arts and a female were significant predictors of higher TSRS responses, whereas being a native English speaker significantly predicted lower TSRS responses. There was also a significant positive relationship between years of teaching experience and TSRS responses for a number of subscales. Further research is needed to better represent the construct of teacher self-regulation. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / June 19, 2015. / Includes bibliographical references. / Alysia D. Roehrig, Professor Directing Dissertation; Elizabeth Jakubowski, University Representative; Jeannine E. Turner, Committee Member; Insu Paek, Committee Member.
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It’s all just in your head: How does a person’s cultural identity affect their flood risk perceptions and mitigation behaviors?Unknown Date (has links)
As flood risk rises in the U.S., technology and insights rise too, but even with these advances we still see the consequences of flood risk. Together, the rational actor paradigm (“RAP”), psychometrics, and cultural theory help to explain risk perceptions and behaviors of 20 respondents. Results from the mixed-methods approach found the RAP insufficient, less accurate than a coin toss (48%), when explaining respondent behaviors. Rather, risk perceptions and behaviors of the RAP explain the behaviors of lower risk portrayal groups (66%) and higher income groups (80%), with higher risk portrayals being relying on respondents’ trust in flood experts (45%) and cultural worldviews (55%). Cultural identities explain 65% of respondents’ behaviors across levels of risk portrayal (500-, 100-, and 25-year floodplain), and risk portrayal types (cumulative and AAL). In a world with increased risk, technology, and knowledge, researchers need understand the explanatory power of the RAP, psychometrics, and cultural theory. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection
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Intuitive Eating Scale: An Examination Among AdolescentsDockendorff, Sally A. 12 1900 (has links)
Intuitive eating assesses the degree to which individuals eat based on physiological cues rather than emotional or situational cues. The Intuitive Eating Scale was initially developed using college women. This study extends the work of Tylka and reports on the psychometric evaluation of the Intuitive Eating Scale (IES) in a sample of 515 middle school boys and girls. Exploratory factor analysis uncovered 4 factors: unconditional permission to eat, eating for physical rather than emotional reasons, trust in internal hunger/satiety cues and awareness of internal hunger/satiety cues; confirmatory factor analysis suggested that this 4-factor model adequately fit the data after 4 items with low factor loadings were deleted. Supporting its construct validity, IES scores were negatively related to body mass index, body dissatisfaction, negative affect, pressure for thinness, and internalization of the thin ideal, and were positively related to satisfaction with life, and experiencing greater positive affect.
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3PL and 4PL Multiprocess ModelsDerickson, Ryan 24 May 2022 (has links)
No description available.
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The Impact of the Nomination Stage on Gifted Program Identification: A Comprehensive Psychometric AnalysisMcBee, Matthew T., Peters, Scott J., Miller, Erin M. 01 October 2016 (has links)
The use of the nomination stage as the first step in the identification process is pervasive across the field of gifted education. In many cases, nominations are used to limit the number of students who will need to be evaluated using costly and time-consuming assessments for the purpose of gifted program identification and placement. This study evaluated the effect of the nomination stage on the overall efficacy of a gifted identification system. Results showed that in nearly all conditions, identification systems that require a nomination before testing result in a large proportion of gifted students being missed. Under commonly implemented conditions, the nomination stage can cause the false negative rate to easily exceed 60%. Changes to identification practices are urgently needed in order to ensure that larger numbers of gifted students receive appropriate educational placement and to maintain the integrity of gifted education services.
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Score Reliability of Adolescent Alcohol Screening Measures: A Meta-Analytic InquiryShields, Alan, Campfield, Delia C., Miller, Christopher S., Howell, Ryan T., Wallace, Kimberly, Weiss, Roger D. 20 August 2008 (has links)
This study describes the reliability reporting practices in empirical studies using eight adolescent alcohol screening tools and characterizes and explores variability in internal consistency estimates across samples. Of 119 observed administrations of these instruments, 40 (34%) reported usable reliability information. The Personal Experience Screening QuestionnaireProblem Severity scale generated average reliability estimates exceeding 0.90 (95% CI=0.90-0.96) and the Adolescent Alcohol Involvement Scale generated average score reliability estimates below 0.80 (95% CI=0.67-0.85). Average reliability estimates of the remaining instruments were distributed between these extremes. Sample characteristics were identified as potentially important predictors of variability in the reliability estimates of all the instruments and all instruments under evaluation generated more reliable scores in clinical settings (M=0.89) as opposed to nonclinical settings (M=0.82; r effect size (38)=0.29, p.10). Clinicians facing instrument selection decisions can use these data to guide their choices and researchers evaluating the performance of these instruments can use these data to inform their future studies.
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