This study aimed to examine the association between specific maternal characteristics (i.e., parents&rsquo / personality, depression, anxiety, affective state, and coping strategies) and childhood ADHD, Oppositional Defiant Disorder (ODD), and Conduct Disorder (CD) symptoms in children with and without the diagnosis of ADHD. Method: Data was obtained from 231 subjects including mothers of 77 children who were just diagnosed by Child Mental Health Departments of Hacettepe University or IMGE Child Mental Health Center and 154 children without any psychiatric diagnosis, who were receiving education from Nebahat Keskin Elementary School. Among 154 non-diagnosed subjects the ones who match best with the 77 ADHD group participants were chosen, considering ages of the children, income of the family, and education of the mother. Results and Discussion: (1) Psychometric Characteristics of the TBFI and CARSS were examined. The internal consistency coefficients of the TBFI varied from .51 (for Agreeableness) to .75 (for Neuroticism) and all subscales of CARSS had moderate to high degree of internal consistencies ranging from .65 (Conduct Disorder) to .92. (e.g., Attention Deficit). Additionally, concurrent validity of TBFI and criterion validity of CARSS were studied. Results revealed that TBFI had sufficient internal consistency and validity, and also revealed that CARSS was a highly reliable and valid measure, successfully differentiating the diagnosed group from the non-diagnosed group on each subscale. (2) Group differences on maternal characteristics were examined. Compared to non-diagnosed children, children with ADHD had mothers with higher Depression symptoms, higher Negative Affect, higher Neuroticism, lower Positive Affect. (3) Regression analyses, which were conducted separately for each group and the whole group, revealed that different maternal characteristics were associated with symptoms of diagnosed and non-diagnosed children. In general while symptom levels of children, who have ADHD diagnosis, was associated with higher maternal Negative and lower Positive Affect and higher Depression and Anxiety symptoms, and lower Extraversion scores / symptom level of Comparison children was associated more with Conscientiousness. These differences were explained by means of the fit between maternal characteristics and vulnerability, lower tolerance, lower adaptation, and compensation skills of children with ADHD (when compared to Comparison group). Results addressed the importance of maternal factors regarding its association with presence, and the severity of ADHD and comorbid symptoms of children.

This study focused on the criterion-related validity of the Implicit Positive and Negative Affect Test (IPANAT). The IPANAT is thought to be a measure of automatic activation of cognitive representations of affects. In this study, it was investigated whether implicit affect scores differentially predict ratings of facial emotions over and above explicit affectivity. Ninety-six young female participants completed the IPANAT, the Positive and Negative Affect Schedule (PANAS) as an explicit measure of state and trait affectivity, and a task for the perception of facial emotions. Implicit negative affect predicted the perception of negative but not positive facial emotions, whereas implicit positive affect predicted the perception of positive but not negative facial emotions. The observed double-dissociation in the correlational pattern strongly supports the validity of the IPANAT as a measure of implicit affectivity and is indicative of the orthogonality and thus functional distinctness of the two affect dimensions of the IPANAT. Moreover, such affect-congruent correlations were absent for explicit affect scales, which additionally supports the incremental validity of the IPANAT.

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No description available.

Examensarbetet genomfördes av Philip Wockatz utan stöd och handledning. Detta ledde fram till att Kip Smith tog över som handledare strax innan presentationen.

This dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback. / text

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This study investigated the subjective well-being of female strippers. The effect that certain variables namely, self-esteem, general health, self-efficacy, perceived social support and sense of coherence had on subjective well-being and the independent components of subjective well-being, namely life satisfaction and positive and negative affect, were investigated. The sample consisted of 75 female strippers and was a consequence of a combination of purposive and convenience non-probability sampling. These women were employed at Teazers - a chain of strip clubs in Gauteng, South Africa. Information was gathered through self-reported questionnaires with quantifiable scales. The results of the regression models showed that life satisfaction depends on perceived social support, but positive and negative affect depends on self-esteem and general health. If life satisfaction and positive and negative affect is combined into a measurement of subjective well-being, 6.7% of the total variance in subjective well-being is uniquely explained by self-esteem. / Psychology / M. Sc. (Psychology)

This study investigated the subjective well-being of female strippers. The effect that certain variables namely, self-esteem, general health, self-efficacy, perceived social support and sense of coherence had on subjective well-being and the independent components of subjective well-being, namely life satisfaction and positive and negative affect, were investigated. The sample consisted of 75 female strippers and was a consequence of a combination of purposive and convenience non-probability sampling. These women were employed at Teazers - a chain of strip clubs in Gauteng, South Africa. Information was gathered through self-reported questionnaires with quantifiable scales. The results of the regression models showed that life satisfaction depends on perceived social support, but positive and negative affect depends on self-esteem and general health. If life satisfaction and positive and negative affect is combined into a measurement of subjective well-being, 6.7% of the total variance in subjective well-being is uniquely explained by self-esteem. / Psychology / M. Sc. (Psychology)

How can an experience have such an impact that it can be described with the words “wow effect”? Though not a scientific term, it is often used vividly in the business world as an aspirational goal. The purpose of this thesis was to explore the structure behind positive experiences that lead to a so-called “wow effect” by combining cognitive theories and consumption-based emotion theories to create a method for assessing satisfaction in postpurchase experience. In collaboration with the Volvo Car Corporation, this thesis aimed to identify the relevant antecedents for such a possible experience and create a method for measuring it. The automobiles product category has shown high levels of variation in affect (Oliver, 1993) and as such, it has become increasingly important for automobile companies to be able to identify relevant antecedents of positive affect.