Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 213-223).

Thesis (M.A.)--The University of North Carolina at Greensboro, 2010. / Directed by Thomas Kwapil; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jul. 7, 2010). Includes bibliographical references (p. 61-70).

The main objective of this investigation was to study the influence of sex on extreme response style as measured by a semantic differential. The previous studies led to a general hypothesis formulated as follows. Normal males and females differ from each other with regard to their mean extreme response style scores with females having the greater extreme response scores on the semantic differential.

Numerous studies have looked at attitudes about sexual assault, or rape myths, but most of these studies have looked at sexual assault when victims are female and perpetrators are male. However, female-to-male rape does occur, and male victims experience negative consequences from the event. The aim of the present investigation was to develop a scale to measure acceptance of female-to-male rape myths. The investigation involved two separate phases that build on a pilot study in which a preliminary scale was developed. The first phase of the investigation identified male rape myths that are pertinent to female-to-male rape. The second phase developed the items of the scale from the rape myths identified in Phase 1 and evaluated the factor structure, reliability and validity of the scale. The Female-to-Male Rape Myths Scale (FMRM) consists of 30 items and was found to be a reliable and valid measure of female-to-male rape myth acceptance in Midwestern college students. The construct was found to be unifactorial with good internal consistency at .94. Scores on the FMRM correlated with scores on the Ambivalent Sexism Inventory (Glick & Fiske, 1996), the Attitudes Toward Lesbians and Gay Men Scale (Herek, 1988), and the Male Rape Myths Scale (Kerr Melanson, 1999). Implications for future research and practical uses of the scale are discussed. / Department of Counseling Psychology and Guidance Services

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--University of Notre Dame, 2006. / Thesis directed by Dawn M. Gondoli for the Department of Psychology. "July 2006." Includes bibliographical references (leaves 57-60).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on month August 3, 2007) Includes bibliographical references.

The purpose of this study was to: (a) develop a comprehensive plan consisting of a series of logical steps based upon recommendations derived from psychometric, measurement, and research literature and utilize the plan to develop a Likert-type scale to provide valid and reliable measures of the attitude of preservice and inservice elementary school teachers toward computers; (b) administer the developed scale to selected preservice elementary school teachers; and (c) investigate relationships between attitude toward computers and selected teacher variables. The comprehensive plan consisted of the following steps: (a) develop theory of construction, (b) establish conceptual framework, (c) create item pool, (d) develop trial scale, (e) administer trial scale, (1) conduct item analysis, (g) select items, (h) construct final scale, (i) test for homogeneity, (j) determine reliability, (k) test for unidimensionality, (l) administer final scale, and (m) infer validity. The plan was utilized to develop the Evans Scale for Computer Attitude (ESCA). Validity was inferred utilizing construct-related evidence, which included the manner in which the scale was developed, studies of scale internal structure, prediction and conformation of a general factor, replication of factor structure, relationship of scale scores to nontest variables, relationship of scale scores to similar and dissimilar constructs, comparison of scores with experimental intervention, comparison of known-group responses. An alpha reliability coefficient was found to be 0.96 on two occasions. It was concluded that: (a) the ESCA provided valid and reliable measures of the computer attitude of preservice and inservice teachers at the elementary school level, (b) the comprehensive plan was effective for the development of a Likert-type scale for measuring the attitude toward computers of preservice and inservice teachers at the elementary school level, (c) preservice teachers in the Masters of Arts in Teaching Program (MAT) in Elementary Education at Oregon State University as a group had positive attitude toward computers, and (c) computer attitude of elementary MAT preservice teachers was significantly related in a positive direction with computer experience and in a negative direction with age. / Graduation date: 1995

published_or_final_version / Medicine / Doctoral / Doctor of Philosophy

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 86-92).