No description available.

Social desirability has been offered as an explanation for observed self-reported levels of substance use within specific populations (i.e., inpatient, court referred) and it has been identified as a possible threat to the validity of self-report prevalence studies, but it has not been tested as a variable that could be manipulated to directly affect reporting. The present study assessed the effects of a simple social desirability manipulation on self-report of substance use. Participants consisted of 389 late adolescents aged 18 to 25 who were enrolled at a large southeastern university. Results indicate that presenting a drug as socially desirable does not lead participants to report higher levels of substance use. Furthermore, participants reported that peer reports, rather than their own, were more often distorted on the present study. The results have implications for enhancing procedures for both clinicians and social scientists who survey youth about substance use.

No description available.

No description available.

Discordance between weekday and weekend sleep schedules is common (Bonnet & Arand, 1995; Breslau, Roth, Rosenthal, & Andreski, 1997; Machado, Varella, & Andrade, 1998; Strauch & Meier, 1988; Tsai & Li, 2004). Brief retrospective self-report measures are essential for epidemiological research studies (Moul, Hall, Pilkonis, & Buysse, 2004), but self-reports are prone to error in recall, and the greater the variability in nightly sleep, the less reliable are retrospective reports (Babkoff, Weller, & Lavidor, 1996). More accurate self-report responses may be possible if measures prompt participants to consider variations in sleep schedules that are consistent (i.e., weekday and weekend sleep schedules). The current study experimentally examined whether Bifurcated (Weekday and Weekend) retrospective assessments of sleep are more accurate than Unitary (Past Week) assessments. Participants were randomly assigned to complete one of the two versions (Bifurcated vs. Unitary) of the Sleep Questionnaire. One hundred and thirty-one participants were included in the analyses. Results of a a series of analyses demonstrated that the Bifurcated version of the Sleep Questionnaire provided more accurate and less variable estimates of total sleep time than the Unitary version of the Sleep Questionnaire. Differences between the versions of the Sleep Questionnaire for other sleep variables were less consistent, and the increased length of the Bifurcated version of the Sleep Questionnaire may have contributed to increased missing and unusable data in this group. Overall, the findings suggest that in both research and clinical work, retrospective measures that examine weekday and weekend sleep separately may offer advantages over retrospective measures that do not differentiate between weekday and weekend sleep.

The dissertation presents evidence on the measurement properties of self-report items in contemporary organizational contexts (Podsakoff & Organ, 1986). Operationally, the dissertation adopts a construct representation approach to construct validity, defined by the response processes engaged for measurement performance in trait assessment (AERA, 2014; Embretson, 1983). For example, self-report measures are known to be affected by a variety of variables, such as semantic and referent features (Cermac & Craik, 1979; Kelly, 1955) and design factors that impact cognitive context (Stone, et al, 2000; The Science of Self-Report). In turn, the response processes impacts the external correlations (Embretson, 2007). To the extent that semantic-referent features and design factors are construct-irrelevant, reduced external correlations can be expected. This dissertation presents evidence from a qualitative review of self-report future time perspective (FTP) instruments across organizational and retirement contexts. A quantitative review compares external correlates of the two instruments. A retrospective-observational study benchmarks the psychometric properties of Carstensen's self-report instrument using modern latent-variable modeling (item-response theory [IRT]). Structural equation modeling (SEM) is further used to test for moderating effects of subjective life expectancy (SLE) on latent predictors of FTP and retirement plans. Evidence from a '3 x 2' mixed-subjects experimental design is also presented indicating the effects of subjective life expectancy (SLE) on measurement error in personality factors, FTP, and retirement plans. Discussion centers on advancing measurement paradigms in psychological and education research, as well as -more generally- adopting an integrated perspective of construct validity for advancing and evaluating substantive research.

Due to increased concern about malingered self-report of symptoms of attention-deficit/hyperactivity disorder (ADHD) in college students, there is a need for instruments that can detect feigning. The present study provided further validation data for a recently developed validity scale for the Conners’ Adult ADHD Rating Scale (CAARS), the CAARS Infrequency Index (CII). The sample consisted of 139 undergraduate students; 21 individuals with diagnoses of ADHD, 29 individuals responding honestly, 54 individuals responding randomly (full or half), and 35 individuals assigned to malinger. The CII demonstrated modest sensitivity to malingering (.31-.46) and excellent specificity to ADHD (.91-.95). Sequential application of validity scales had correct classification rates of honest (93.1%), ADHD (81.0%), malingering (57.1%), half random (42.3%), and full random (92.9%).

The purpose of this study is to add to the knowledge of juvenile delinquency in our society as it may be discerned through reports by those who have committed delinquent, but in most cases unadjudicated, acts. This study further seeks to add a dimension to the body of knowledge already gained through self-report techniques by discovering whether there are any important differences to be observed in comparing surveys of limited Negro and white populations.

The primary purpose for this study was to learn more about the practice habits of young musicians by evaluating whether self-reported data collected with Miksza's (2012) Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Students (MSRPBBIIS) was predictive of the observed practice behaviors of young musicians. A secondary purpose was to examine the interactions between self-reported and observed practice behaviors in the self-regulated musical dimensions method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors) and selected moderator variables to develop a more detailed understanding of students' practice and practice perceptions. Participants (N = 45) were selected from four Georgia schools. Miksza (2012) showed that data gathered with the MSRPBBIIS had acceptable internal consistency, reliability over time, and preliminary validity levels, but questioned the predictive validity of the self-report format. My regression analyses revealed that the MSRPBBIIS lacked predictive validity in all three observable dimensions: method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors). This finding could be due to the unreliability of the self-report format in that young musicians may either report or perceive their practice efforts differently (as surveyed) than they regulate them (as observed). I found differences in the observed self-regulated learning behaviors of various subgroups within my sample. For example, high school students demonstrated more self-regulated learning behaviors than middle school students. Students who reported taking private lessons demonstrated more self-regulated learning behaviors than those who reported no private lessons. Additionally, percussionists demonstrated more self-regulated learning behaviors than woodwinds or brass students. Differences in self-reported self-regulated practice behaviors among subgroups repeatedly conflicted with observed self-regulated practice behaviors. Middle school students demonstrated less observed self-regulated learning behaviors but reported higher motive (self-efficacy, self- determination, and goal-setting), which means that they worked without an apparent plan, but were more confident that they would achieve success. Woodwinds also reported higher levels of self-regulated practice behaviors than percussion, but demonstrated these behaviors less during observations. Findings from this research suggest that teachers may not be able to rely on students' descriptions of their own practice efforts, and that those efforts vary according to private lessons, instrument family, and grade levels. Because students in my sample appeared to follow their band class routines during practice, overtly teaching and modeling self-regulated practice strategies during instrumental rehearsals and lessons might allow teachers to influence their students' practice behaviors.

BAKGRUND: Den forskning som presenteras i denna studie visar att barns fortsatta matematiska intresse grundläggs redan i förskolan. Även forskning om pedagogens förhållningssätt och förmågan att ta barns perspektiv beskrivs samt vikten av att utnyttja leken och vardagssituationer för matematiska möten.SYFTE: Syftet med vår studie är att undersöka hur pedagogerna upplever att deras kunskap och inställning till matematik påverkar förskolebarnens intresse för matematik, samt hur pedagogerna synliggör den.METOD: Vi har använt oss av kvalitativ metod. De två undersökningsmetoder vi använt oss av i studien är self-report och observation, detta för att undersöka pedagogernas inställning till matematik och hur de synliggör den i förskolan. Vårt urval består av tjugo self-report och tre self-report som har koppling till tre observationer.RESULTAT: Resultatet i studien visar att pedagogens inställning och kunskap är betydelsefullt för hur barnen upplever matematiken. När pedagogerna har en positiv inställning till matematiken och tar till vara på vardagstillfällen för att synliggöra den finns det många tillfällen att skapa roliga och meningsfulla lärsituationer.