Many large-scale national and international testing programs use the Rasch model to govern the construction of measurement scales that can be used to monitor standards of performance and monitor performance over time. A significant issue that arises in such programs is that once a decision has been made to use the model, it is not possible to reverse the decision if the data do not fit the model. There are two levels of question that result from such a situation. One of them involves the issue of misfit to the model. That is, how robust is the model to violations of fit of the data to the model? A second question emerges from the premise that the issue of fit to the model is a relative matter. That is, ultimately, it becomes the decision of users as to whether data fit the model well enough to suit the purpose of the users. Once this decision has been made, such as in the case of large-scale testing programs like the ones refocused to above, then the question reverts to one in which the focus is on the applications of the Rasch model. More specifically, in the case of this study, the intention is to examine the consequences of variability of fit to the Rasch model on the measures of student performance obtained from two different equating procedures. Two related simulation studies have been conducted to compare the results obtained from using two different equating procedures (namely separate and concurrent equating) with the Rasch Simple Logistic model, as data-model fit gets progressively worse. The results indicate that when data-model fit ranges from good fit to average fit (MNSQ ??? 1.60), there is little or no difference between the results obtained from the different equating procedures. However, when data-model fit ranges from relatively poor fit to poor fit (MNSQ &gt 1.60), the results from using different equating procedures prove less comparable. When the results of these two simulation studies are translated to a situation in Australia, for example, where different states use different equating procedures to generate a single comparable score and then these scores are used to compare performances amongst students and to predetermined standards or benchmarks, it raises significant equity issues. In essence, it means that in the latter situation, some students are deemed to be either above or below the standards purely as a consequence of the equating procedure selected. For example, students could be deemed to be above a benchmark if separate equating was used to produce the scale; yet these same students could be deemed to fall below the benchmark if concurrent equating is used. The actual consequences of this decision will vary from situation to situation. For example, if the same equating procedure was used each year to equate the data to form a single scale, then it could be argued that it does not matter if the results vary from occasion to occasion because it is consistent for the cohort of students from year to year. However, if other states or countries, for example, use a different equating procedure and the results are compared, then there is an equity problem. The extent of the problem is dependent upon the robustness of the model to varying degrees of misfit.

Many large-scale national and international testing programs use the Rasch model to govern the construction of measurement scales that can be used to monitor standards of performance and monitor performance over time. A significant issue that arises in such programs is that once a decision has been made to use the model, it is not possible to reverse the decision if the data do not fit the model. There are two levels of question that result from such a situation. One of them involves the issue of misfit to the model. That is, how robust is the model to violations of fit of the data to the model? A second question emerges from the premise that the issue of fit to the model is a relative matter. That is, ultimately, it becomes the decision of users as to whether data fit the model well enough to suit the purpose of the users. Once this decision has been made, such as in the case of large-scale testing programs like the ones refocused to above, then the question reverts to one in which the focus is on the applications of the Rasch model. More specifically, in the case of this study, the intention is to examine the consequences of variability of fit to the Rasch model on the measures of student performance obtained from two different equating procedures. Two related simulation studies have been conducted to compare the results obtained from using two different equating procedures (namely separate and concurrent equating) with the Rasch Simple Logistic model, as data-model fit gets progressively worse. The results indicate that when data-model fit ranges from good fit to average fit (MNSQ ??? 1.60), there is little or no difference between the results obtained from the different equating procedures. However, when data-model fit ranges from relatively poor fit to poor fit (MNSQ &gt 1.60), the results from using different equating procedures prove less comparable. When the results of these two simulation studies are translated to a situation in Australia, for example, where different states use different equating procedures to generate a single comparable score and then these scores are used to compare performances amongst students and to predetermined standards or benchmarks, it raises significant equity issues. In essence, it means that in the latter situation, some students are deemed to be either above or below the standards purely as a consequence of the equating procedure selected. For example, students could be deemed to be above a benchmark if separate equating was used to produce the scale; yet these same students could be deemed to fall below the benchmark if concurrent equating is used. The actual consequences of this decision will vary from situation to situation. For example, if the same equating procedure was used each year to equate the data to form a single scale, then it could be argued that it does not matter if the results vary from occasion to occasion because it is consistent for the cohort of students from year to year. However, if other states or countries, for example, use a different equating procedure and the results are compared, then there is an equity problem. The extent of the problem is dependent upon the robustness of the model to varying degrees of misfit.

Killeen's (2005) Prep is an estimator of the replicability of an experiment. It is specifically defined as the probability of obtaining an effect of the same sign as that found in original experiment. Nevertheless, since it was announced, the validity and reliabliltiy of Prep has been challenged by a number of researchers. The present study aims at improving the performance of Prep by applying the nonparametric bootstrap method in its computation, and this bootstrap replication estimator is denoted as PBrep . A simulation study was carried out to compare the performance of Killeen's Prep and the proposed PBrep under different conditions. As expected, PBrep gives a more accurate estimation than Prep. However, PBrep occasionally fails to work properly when there is a zero population effect size, so there is still a room for improvement. / Killeen (2005) 發明的Prep是一種實驗重複估計量，它是指能夠獲得與最初實驗效應量一致方向的可能性。但自其發表以來，該系數的信度及效度仍受到不少學者的質疑。是次研究嘗試通過使用自助抽樣法以改善此系數的效能，並將改良的新系數命名為PBrep。不同環境下對兩個系數準確度的模擬測試結果顯示，PBrep比Prep能達到更準確的估計值。然而當目標總體不存在差別效應時，PBrep偶爾會出現較大的偏差，因此未來研究仍需在此方向作出改善。 / Chan, Man Lok. / Thesis M.Phil. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 37-40). / Title from PDF title page (viewed on 14, September, 2016).

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / A flow experience is described by Mihaly Csikszentmihalyi, the founding thought leader of the experience, as “the holistic sensation present when we act with total involvement” (1975, p.43). Flow experiences have been linked to positive outcomes for individuals and organisations (Csikszentmihalyi & LeFevre, 1989; Engeser & Rheinberg, 2008; Privette, 1983; Salanova, Bakker, & Llorens, 2006) suggesting that this is a desirable experience to facilitate in the workplace. Csikszentmihalyi states that there is much that can be done to introduce more flow to the day-to-day experiences of life, including at work (1999), yet, despite the documented role of organisational leaders as “climate engineers” (Linley, Woolston, & Biswas-Diener, 2009, p. 37) there has been no specific consideration of the flow experiences of executives as leaders. The possible relationship between coaching and flow experiences has to date received attention in mainstream literary circles, and superficial attention in academic literature (Britton, 2008; Wesson & Boniwell, 2007). Coaching executives to achieve flow has not been considered in existing literature in the Executive Coaching domain, but since Executive Coaching is still viewed as emerging (Hamlin, Ellinger, & Beattie, 2008), a confirmation that Executive Coaching can be applied to foster flow experiences in the workplace would add to the credibility of this field. The purpose of this study has been to identify how the emerging discipline of Executive Coaching can facilitate the creation of flow experiences in executive workplaces. The answer to this question has been sought through building an understanding of how flow is experienced by executives in the workplace, and then investigating how flow experiences can be facilitated in executive workplaces. The research study adopted a qualitative approach due to the known suitability of this method to consider the life experiences of participants. Face- to-face, semi-structured interviews were used as the core data collection method addressing a sample size of 16 respondents, made up of 13 executives and three executive coaches. This approach has previously been applied to collect rich narrative data on flow experiences. The study found that whilst executive flow experiences show some commonalities with the existing literature on flow and flow experiences at work, several distinct antecedents for and characteristics of executive flow were identifiable. These precursors and features of executive flow were attributed at three levels: a) at the level of the organisation; b) through the type of work, and c) at the individual level. Executive experiences of anti-flow, the opposite of flow, were also identified. These were typically characterised and initiated by opposite factors to those linked to flow experiences. The study outcomes identified the ability of executives to proactively pursue flow experiences, and further showed that self-awareness and an awareness and use of one’s strengths increase the likelihood of flow experiences. The study thus found that there clear focus areas exist which can be manipulated through interventions to increase likelihood of executive flow experiences. The study outcome that the three areas that impact executive flow experiences correlate to Executive Coaching focus areas introduces the possibility that coaching may be a suitable intervention to increase the likelihood of executive flow experiences. This developing hypothesis is subsequently supported by the final research theme that Executive Coaching may be able to support the executive in cultivating the respective individual, organisational and work conditions to increase the likelihood of flow experiences at work. / MT2017

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Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Treatment outcome research strives towards objective estimates of disorder-specific treatment efficacy and has been applied to most psychiatric disorders. However, due to shortcomings in outcome research designs, problems still remain regarding the interpretation and generalisability of treatment outcomes. This is despite the development of research methodology criteria such as the Gold Standards, currently viewed as essential criteria for well-controlled cognitive-behavioural outcome research. The objectives of this assignment are (a) to assess the Gold Standards as criteria for treatment outcome research by means of a qualitative overview and evaluation of exposure treatment studies for PTSD, and (b) to make recommendations for the expansion and/or modification of these criteria. An assessment of five selected treatment outcome trials, based on the Gold Standards, showed significant limitations in the scope of the Gold Standards regarding (a) the inclusion of target symptoms in the research hypotheses, (b) estimates of treatment adherence, (c) guidelines for statistical analyses of attrition points, (d) the ethical implementation of exposure treatment, and (e) estimates of significant clinical change. It is concluded that the Gold Standards are not sufficient to ensure valid and reliable treatment outcomes. Recommendations are made for the expansion of four of the existing Gold Standards parameters and three additional criteria are proposed. Key words: treatment outcome research, Gold Standards, post-traumatic stress disorder, exposure therapy. / AFRIKAANSE OPSOMMING: Navorsing oor behandelingsuitkoms streef na objektiewe resultate oor die uitkoms van behandeling vir spesifieke psigiatriese versteurings. Nogtans, weens tekortkominge in die ontwerp van uitkomsstudies, word talle probleme steeds ervaar met die interpretasie en veralgemeenbaarheid van die resultate van die studies. Dit is die geval ten spyte van die ontwikkeling van navorsingskriteria soos die "Gold Standards" wat huidig as die belangrikste kriteria vir uitkomsstudies op die gebied van die kognitiewe gedragsterapie aanvaar word. Hierdie projek het ten doelom (a) die Gold Standards as kriteria vir uitkomsnavorsing te assesseer deur middel van 'n kwalitatiewe oorsig en evaluering van vyf geselekteerde uitkomsstudies van blootstellingsterapie vir post-traumatiese stresversteuring, en (b) om aanbevelings te maak ter aanvulling enJofwysiging van die Gold Standards. Evaluasie van die studies het betekenisvolle beperkings in die Gold Standards se omvattenheid uitgelig in terme van (a) die insluiting van teikensimptome in die navorsingshipoteses, (b) die skatting van behandelingvoitrekking ("treatment adherence"), (c) riglyne vir die statistiese analise van data oor attrisie, (d) die etiese implementering van blootstellingsterapie, en (e) skattings van betekenisvolle kliniese verandering. Dit blyk dat die Gold Standards nie voldoende is om geldige en betroubare resultate oor behandelingsuitkomste te verseker nie. Aanbevelings word gemaak vir die hersiening van vier van die Gold Standards kriteria en drie addisionele kriteria word voorgestel. Sleutelwoorde: behandelingsuitkomsnavorsing. Gold Standards, post-traumatiese stresversteuring, blootstellingsterapie.

This study investigated the effects of test length (10, 20 and 30 items), scoring schema (proportion of dichotomous ad polytomous scoring) and item analysis model (IRT and Rasch) on the ability estimates, test information levels and optimization criteria of mixed item format tests. Polytomous item responses to 30 items for 1000 examinees were simulated using the generalized partial-credit model and SAS software. Portions of the data were re-coded dichotomously over 11 structured proportions to create 33 sets of test responses including mixed item format tests. MULTILOG software was used to calculate the examinee ability estimates, standard errors, item and test information, reliability and fit indices. A comparison of IRT and Rasch item analysis procedures was made using SPSS software across ability estimates and standard errors of ability estimates using a 3 x 11 x 2 fixed factorial ANOVA. Effect sizes and power were reported for each procedure. Scheffe post hoc procedures were conducted on significant factos. Test information was analyzed and compared across the range of ability levels for all 66-design combinations. The results indicated that both test length and the proportion of items scored polytomously had a significant impact on the amount of test information produced by mixed item format tests. Generally, tests with 100% of the items scored polytomously produced the highest overall information. This seemed to be especially true for examinees with lower ability estimates. Optimality comparisons were made between IRT and Rasch procedures based on standard error rates for the ability estimates, marginal reliabilities and fit indices (-2LL). The only significant differences reported involved the standard error rates for both the IRT and Rasch procedures. This result must be viewed in light of the fact that the effect size reported was negligible. Optimality was found to be highest when longer tests and higher proportions of polytomous scoring were applied. Some indications were given that IRT procedures may produce slightly improved results in gathering available test information. Overall, significant differences were not found between the IRT and Rasch procedures when analyzing the mixed item format tests. Further research should be conducted in the areas of test difficulty, examinee test scores, and automated partial-credit scoring along with a comparison to other traditional psychometric measures and how they address challenges related to the mixed item format tests.

Research is vital in Psychology, as well as the social sciences, as it is a tool for creating knowledge through the interpretation and manipulation of empirical data, and thus furthering understanding in a field (Barak, 1998; Bridges, Gillmore, Pershing, & Bates, 1998; VanderStoep & Shaughnessy, 1997). Self-efficacy, metacognitive awareness, and working memory are essential to explore in relation to academic performance in research methods courses such as RDA IIA, as these skills are needed in the different components of these types of courses and are likely to play a role in predicting academic performance (Alloway, 2006; Bandura, 1993; Payne & Israel, 2010; Zulkiply, Kabit, & Ghani, 2008). Self-efficacy, metacognitive awareness, and working memory are also all potentially susceptible to intervention, and therefore exploring and establishing relationships between these variables could improve ways to teach and help students achieve academically. Therefore, this study aimed to examine the relationships between academic self-efficacy, metacognitive awareness, working memory, and academic performance on the RDA IIA module overall and for different components. The sample consisted of 95 students who had completed RDA IIA at the University of the Witwatersrand. The instrumentation used consisted of a brief demographic questionnaire, an adapted Academic Self-Efficacy Scale, the Metacognitive Awareness Inventory, and three working memory tasks assessing verbal, spatial, and numerical working memory. Academic self-efficacy related to and predicted performance in the research component of the course, and also predicted final RDA IIA mark. Metacognitive awareness did not relate to or predict any aspect of RDA IIA performance, except for a significant positive correlation between declarative knowledge and research mark. The working memory total and mental counters task related to and predicted all aspects of RDA IIA performance; the verbal task related to research mark but had no predictive role in RDA IIA performance; and lastly, the spatial task did not relate to or predict any aspects of RDA IIA performance. The results of the study contribute to a better understanding of the factors relating to and predicting RDA IIA performance; and these findings may lead to the development of more effective intervention programmes to assist students in improving their research methodology marks.

<p>  </p> <p>Individual differences in cognitive effort-based decision-making can reveal the variety of decision strategies used in action valuations. For example, factors such as how challenging an action is or how much reward can be gained are often considered when weighing how valuable an action is. Experiment 1 considers task preferences offered at different demand levels (i.e., the degree of challenge) to determine whether decision-making strategies are related primarily to 1) demand levels, 2) individual capability, or 3) task components. Results suggest that participants’ decisions were primarily driven by task options rather than their performance. Experiment 2 then compares task preferences in different incentive-related conditions. While the majority of decisions were in the predicted direction (favoring lower demand levels and higher monetary amounts), there were individual differences that suggested valuations of both task options as well as incentive conditions. The results of these experiments suggest individuals use various decision strategies involving factors that may have been overlooked in past research. These findings challenge the assumption that task preferences are primarily related to how challenging an action is and instead suggest that preferences may be highly susceptible to experimental design factors as well as factors intrinsic to the individual.</p>

M.A. (Psychology) / The present study was undertaken in an attempt to understand and ascertain the nature of PTSD in the South African Police leading to chronic illness and work-related dysfunctions as well as to investigate the possibility of triggering events leading to the loss of latency in PTSD. The specific hypothesis for this study was that a significant proportion of members of the SAP who report for medical treatment of stress-related physical or psychological complaints, will show PTSD in conjunction with a triggering stimulus event prior to the manifestations of the first clinical signs of PTSD. The testing of the hypothesis, entailed utilizing an experimental group. consisting of a number of police officers, who had been referred for psychological and/or medical treatment for work-related disorders. None of these subjects had previously been diagnosed with PTSD. A control group was used that consisted of police officers who had not seen active duty in an area where a traumatic stress disorder event could take place. These subjects were subjected to assessment of PTSD by means of the Mississippi Scale for Combat-Related PTSD, and concomitant stress-related events by means of the Life Experiences Survey. Alienation was assessed by the means of the VSVA. Indices of psychophysiological reactivity were obtained by means of galvanic skin response deviation and heart rate deviation to specific stimuli, including neutral stimuli, war-related stimuli and stimuli with political content.