Objectives. This study was designed to use data from one site of a nationwide, multiple-site treatment program evaluation to clarify the relationship between completion of cocaine dependence treatment, abstinence from cocaine use, utilization of different treatment modalities for cocaine dependence, and pretreatment patient characteristics Methods. One hundred and thirty eight male veterans who came for alcohol or drug treatment at VAMC, New Orleans, Louisiana between May 1992 and July 1993, and whose Axis I primary. diagnosis of DSM-III-R were cocaine dependence were used as study subjects. Evaluation of the factors associated with both the utilization and the efficacy of the treatment program was the central point of this study. In addition, there were two methodological issues being addressed in the analysis of this data: (1) Response bias was evaluated through the validation of patients self-report data; (2) The most appropriate measurement of treatment re-entry was determined as the outcome variables. Bivariate analyses and logistic regression analyses were the major analytic techniques in this investigation Results. (1) The rate of completing the index inpatient treatment program is 84.1%. The abstinence rate one year after the inpatient program is 34.6%. The rates of readmission and 'continued outpatient treatment'program are 28.8% and 20.2% respectively. (2) Two factors, 'no multiple psychiatric diagnoses' and greater or equal 'non-confidence in self-quitting substance use', are significantly associated with ' completing the index inpatient treatment program'. (3) Three variables: 'having a sponsor of 12-step group', 'completing the index inpatient treatment program', and 'cocaine consumption in a lower frequency (0--3 days) per week', are potential of abstinence. (4) Four variables: 'consuming cocaine in a higher (4--7 days) per week', 'no previous inpatient history', 'usually working greater or equal to 40 hours per week', and 'no multiple psychiatric diagnoses', are important factors of non-readmission. (5) Three variables: 'having previous history of outpatient treatment', 'cocaine consumption in a higher frequency (4--7 days) per week', and 'having previous history of inpatient treatment', are the strongest predictors of ' continued outpatient treatment'. (6) The dichotomous variable of substance use, the frequency of cocaine consumption per week, is a consistently potential factor of these 3 outcome variables: abstinence, non-readmission, and continued outpatient treatment. (7) The variable of substance use (psychopathology), 'no multiple psychiatric diagnoses', is a consistently important predictor of both 'completing the inpatient treatment program' and 'non-readmission'. (8) Patients' re-use of the treatment facility, either inpatient or outpatient treatment, is related to their previous history of treatment experience / acase@tulane.edu

Research has demonstrated that cancer patients report problems with cognitive functioning related to their cancer and their cancer treatments. Cognitive complaints refer to subjective reports of problems such as decreased memory, attention, concentration, and language skills. These problems with cognitive functioning can interfere with a person’s quality of life. The current measures of cognitive complaints have poor or unknown psychometric properties. Therefore, the present study sought to examine the psychometric properties of a newly developed measure of cognitive complaints for cancer patients, the Functional Assessment of Cancer Therapy Cognitive Scale (FACT-Cog). Eighty-two patients were administered a comprehensive battery of neuropsychological tests assessing memory, executive functioning, motor, and attention, as well as a battery of psychosocial measures six months or twelve months after receiving a bone marrow transplant. Results indicated that the internal consistency reliability of the FACT-Cog was high. Concurrent validity was evidenced by the significant relationship of the FACT-Cog to another measure of cognitive complaints. Convergent validity is evidenced by the significant relationship of the FACT-Cog to measures of depression, fatigue, anxiety, mental well-being, and physical well-being. Divergent validity was evidenced by the lack of significant relationship of the FACT-Cog to a measure of extroversion. In contrast, there was limited support for the criterion validity of the FACT-Cog as evidenced by the limited significant relationships with neuropsychological test scores. The FACT-Cog did not demonstrate superior psychometric properties to an existing measure of cognitive complaints (EORTC-CF). Future research should investigate the relationship of cognitive complaints to cognitive performance utilizing longitudinal designs, other clinical populations, and neuropsychological tests that require sustained effort.

Collection of data through survey-type measurements and analysis contributes rich, meaningful information to the chemical education research enterprise. This dissertation reports two strands of research that each contribute a “snapshot” of the state of chemical education on two different levels. The first uses survey research methods, collecting data from faculty members to learn about postsecondary chemistry education across the United States. The second uses survey instruments of student achievement emotions within the organic chemistry classroom, collecting longitudinal data to learn about the relationships of emotions with achievement over time. Both areas are of interest because chemical education research produces evidence-based instructional practices as well as survey instruments of student characteristics, many of which are ready to be used in classroom, yet there is a recognized disconnect between development of these products and enacted practices. The research in this dissertation improves upon previous methodology in both strands of research included while reporting data with implications for instructional, research, and policy matters. A national survey of postsecondary chemistry faculty uses a stratified sampling procedure to gather information about the state of education in chemistry classrooms. The use of the teacher-centered systemic reform model of educational change enables us to use the data collected in the survey to gather empirical support of the relationship between faculty members’ beliefs about how students learn chemistry more effectively, faculty members’ self-efficacy for instruction and chemistry content, and the instructional practices that they utilize in the course for which they felt they had the most influence. This information is paramount for the developers of evidence-based instructional practices as well as parties interested in determining the methods best suited to the dissemination of these tools. Professional development activities designed to inspire the use of evidence-based instructional tools or techniques must acknowledge the belief systems of faculty members and the need for change in these beliefs prior to the incorporation of new methods. These results present a call for reform efforts on fostering change from its core, i.e., the beliefs of those who ultimately adopt evidence-based instructional practices. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. Another example of the use of national survey data is the determination of the niche distribution of classroom response systems, also known as clickers. It is determined in this study that clickers are used more often in large courses taught at the lower level across the United States. This niche is deemed a more suitable situation for the use of clickers than others. This information is important for researchers developing tools intended for use within the classroom. Despite the possibility for use in all contexts, the national population of faculty members will adopt tools in the contexts which are deemed most suitable; the niche markets of educational tools can provide insight in to best development practices also well as direction for the optimization of the experience for the most frequent users of these tools. The other set of studies in this dissertation utilize the control-value theory of achievement emotions in the postsecondary organic chemistry context to explore nuanced relationships of affect with achievement. These studies utilize a longitudinal panel data collection mechanism, enhancing our ability to understand relationships. The control-value theory posits that there are a set of nine achievement emotions, dictated by control and value, which influence achievement. Two of these achievement emotions, anxiety and enjoyment, are determined in one study to fluctuate over the semester of organic chemistry and significantly influence achievement as measured by examination scores. These are supported by their theoretical interpretation as activating emotions, and when experienced, inspire students to take measures that ultimately either increase or reduce their success. A deactivating emotion, boredom, is measured in another study and found to also hold a reciprocal relationship with achievement when measured over time. In both studies, results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. Negative relationships were observed between boredom and examination performance across the term. In addition, relationships were observed to be stronger at the beginning of the course term. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended.

<p>Elevated levels of anxiety are a common response to stressful competitive sports situations, are known to moderate athletic performance and are referred to as an unpleasant emotional state associated with perceptions of situational threat. The empirical studies in this dissertation considered primarily psychometric, methodological and conceptual issues of relevance for the study of anxiety and sports performance. In Study I, athletes were followed across a full competitive season to explore patterns of inter- and intra-individual variability of anxiety and self-confidence in relation to performance. The findings imply intra-individual anxiety and self-confidence variability to affect performance differently than the specific intensity level and are discussed in relation to more stable personality dispositions such as private self-consciousness. Study II evaluated the psychometric properties of the 27-item Competitive State Anxiety Inventory-2 (CSAI-2) and alternative versions of this scale. General support for a 17-item version (CSAI-2R) was found, but there are also psychometric limitations future research needs to resolve. Study III investigated assessment of intensity and directional ratings on single anxiety items with reference to the conceptualisation of anxiety symptoms as interpreted on a debilitative-facilitative continuum. The findings question the importance and rationale of assessing anxiety direction and revealed serious concerns with assessment procedures and statistical techniques applied in previous research. These concerns were also supported in Study IV, which explored athletes’ idiosyncratic experiences of debilitative and facilitative anxiety symptoms in terms of intensity and emotional valence. The findings are discussed and summarised in a model in order to increase conceptual clarity and provide implications for future research regarding anxiety and related emotional performance states.</p>

Elevated levels of anxiety are a common response to stressful competitive sports situations, are known to moderate athletic performance and are referred to as an unpleasant emotional state associated with perceptions of situational threat. The empirical studies in this dissertation considered primarily psychometric, methodological and conceptual issues of relevance for the study of anxiety and sports performance. In Study I, athletes were followed across a full competitive season to explore patterns of inter- and intra-individual variability of anxiety and self-confidence in relation to performance. The findings imply intra-individual anxiety and self-confidence variability to affect performance differently than the specific intensity level and are discussed in relation to more stable personality dispositions such as private self-consciousness. Study II evaluated the psychometric properties of the 27-item Competitive State Anxiety Inventory-2 (CSAI-2) and alternative versions of this scale. General support for a 17-item version (CSAI-2R) was found, but there are also psychometric limitations future research needs to resolve. Study III investigated assessment of intensity and directional ratings on single anxiety items with reference to the conceptualisation of anxiety symptoms as interpreted on a debilitative-facilitative continuum. The findings question the importance and rationale of assessing anxiety direction and revealed serious concerns with assessment procedures and statistical techniques applied in previous research. These concerns were also supported in Study IV, which explored athletes’ idiosyncratic experiences of debilitative and facilitative anxiety symptoms in terms of intensity and emotional valence. The findings are discussed and summarised in a model in order to increase conceptual clarity and provide implications for future research regarding anxiety and related emotional performance states.

The effectiveness of the GRE was measured through a mixed-methods study. Quantitative data was studied to determine a relationship between GRE scores and the completion of higher education. Students and employers were surveyed to clarify a link between the content the GRE measures and the skills that are needed in graduate school and the workforce. In addition, students were asked if test administration, time-constrained questions, and question bias had any effect of their GRE score. Together, these findings were inconclusive and do not suggest that the GRE is effective or ineffective in its measurement of potential graduate students in relation to test content, test administration, and question bias, time-constrained questions, and the accurate measurement of psychometrics.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 139-148). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 139-148). Also available on the Internet.

Creativity research is an underdeveloped area of educational psychology. For example, studies of students’ creativity as a predictor of academic achievement are uncommon in the field. Moreover, perseverance—which is an integral part of the definition of creativity (Sternberg, 2012)—is not typically measured in creativity research. To address these issues, the current study sought to discern within an academic context whether perseverance serves as a mediating factor between creativity and academic achievement. Two undergraduate student samples (N = 817; N = 187) participated in a survey measuring their creativity and perseverance. This multiple manuscript dissertation sought to examine the psychometric properties of a measure of creativity: the Runco Ideational Behavior Scale (RIBS) and a measure of perseverance: the Grit Scale and to explore the relationships between creativity, perseverance, academic motivation, and academic achievement. Study 1 found that the RIBS had a correlated two-factor structure with two subscales: the Scatterbrained Subscale and the Divergent Thinking Subscale. Grit had a correlated two-factor structure reflecting interest and effort, and this reinforced previous findings regarding this scale These two scales hold promise as measures of the creative process. Study 2 found that although traditional motivation measures consistently predicted grades, grit only predicted grades in one sample, and creativity had no relationship with grades. Creativity appears to be orthogonal to academic achievement as measured by grades. There was evidence that grit can mediate the relationships between motivation and grades, but only in one sample. This research shares the limitations of other self-report surveys, but the psychometrics behind the measures were strong. Future research should continue to examine creativity and perseverance as important noncognitive constructs in academic contexts especially among diverse populations.

The current study assessed critical psychometric properties of self-reports by 46 adolescents enrolled in an eight week-long Summer Treatment Program (STP). Self-report instruments included the IOWA Conners ratings scales, self-ratings of the quality of interactions with peers and STP staff, and daily global ratings about overall performance. Counselors, teachers, and parents also completed ratings. Other dependent variables included measures of academic performance and direct observation of behaviors. All of the adolescents completed a double-blind, placebo-controlled, crossover study of the effects of methylphenidate. Test-retest reliability and, when applicable, internal consistency of adolescents' self-reports was assessed. The convergent and discriminant validity of the ratings was assessed with a factor analytic structural equations multi-trait multi-method analysis. Criterion validity was assessed with a repeated measures analysis of variance with medication as the independent variable. Concurrent and incremental validity of the adolescents' self-reports were assessed with a hierarchical regression analysis. The results of this study indicate that adolescents can provide reliable and valid information about their response to treatment for ADHD. Compared to adolescents' self-reports; however, reports by counselors and teachers are more sensitive to the effects of treatment with medication. Nevertheless, adolescent self-reports appeared to have some unique predictive value. Within the context of this study, reports by parents did not have any incremental validity. Treatments for adolescents with ADHD are in the early stages of development and this psychometric study could have important ramifications for hundreds of thousands of adolescents who receive treatment for ADHD. These results are most applicable to clinic-referred adolescents receiving intensive behavioral treatment and a trial of methylphenidate.