The Analysis of Self-Report Measures in Comparing the Physical Activity Patterns of English and Greek Children Educators and health professionals have expressed concern that the physical activity patterns of children have declined during the past decades and many researchers believe that the levels of activity have declined to such an extent to be detrimental to health. However, the research evidence is contradictory. This represents the starting point for the design of a self-report measure of physical activity (interview based questionnaire) comprising two fonns - a week-day and week-end fonnat - for use with English children but modified for use with children in Greece. The evaluation of the self-report measure involved a number of studies to establish its validity and reliability. The interview-based questionnaire involved estimates of children's time commitment to activity therefore to establish its reliability a number of studies were undertaken to ascertain the accuracy of their estimates. A scoring procedure based on intensity, frequency and accumulation of activity during a whole day was developed to establish an activity score to distinguish levels of activity. The study paralleled a similar investigation by Cale (1993) This was followed by investigation of a sample of Greek children aged 11 to 14 to establish their physical activity patterns. The data from this investigation was used to compare Greek children (n= 113) with a sample of English children (n = 199) from the East Midlands region (Cale, 1993). The findings of the Greek investigation revealed that the majority (58%) of the children were inactive and girls were less active than boys and activity levels declined with age. A similar pattern emerged when the results were compared with an English sample. The implications of the study have far reaching consequences for the health of young people in both countries and other international studies. The implications of these results are discussed and proposals for future research highlight the need for much larger scale studies in different popUlation and cultural groups using questionnaires to avoid the time consuming method of interviews. The research also highlights the need for more qualitative analysis to explore the reasons why some young people are less active than others.

This study provides preliminary data from a parent-report measure for assessing eating disorder symptoms in preadolescents. The Parent Eating Behaviors and Body Image Test (PEBBIT) is based on the Eating Behaviors and Body Image Test (EBBIT; Candy & Fee, 1998), a self-report measure for preadolescent girls. Eighty-three females in grades 4 through 6 were contacted from elementary schools, but only 10 participated. Girls’ individual responses on the EBBIT were compared to parental responses on the PEBBIT. Parents were able to accurately identify eating disorder behaviors in their children only 65.3% of the time when analyzing the individual responses found on the Binge Eating Behaviors subscale and only 58.6% of the time on the Body Image Disturbance Restrictive Eating subscale. Preliminary analyses suggest that a) clinicians and clinical researchers should supplement preadolescent girls’ self-report with parent report measures, and b) more detailed study of the PEBBIT’s psychometric properties is warranted.

Cognitive behaviour therapy (CBT) is an effective treatment for depression but access is limited. One way of increasing access is to offer CBT via the Internet. In Study I, guided Internet-based CBT was found to have a large effect on depressive symptoms compared to taking part in an online discussion group. Approximately two hours were spent on guiding each patient and the large effect found differs from previous studies that showed smaller effects, probably due to lack of guidance. The intervention had no effect on the participants’ quality of life but significantly decreased their level of anxiety. Internet-based versions of self-report measures can be more practical and efficient than paper versions. However, before implementation, evidence of psychometrical equivalence to the paper versions should be available. This was tested in Studies II and III for the Montgomery-Åsberg Depression Rating Scale – Self-rated (MADRS-S) and the Beck Depression Inventory – Second Edition (BDI-II). When the full scales were investigated, equivalent psychometric properties were found in the two versions of the MADRS-S and BDI-II. However, in the Internet-version of the BDI-II, a lower score was found for the question about suicidality and the difference was statistically significant. Although the difference was small, this indicates that suicidality might be underestimated when using the Internet-based BDI-II. As the long-term prognosis after treatment for depression is poor, in Study IV we investigated the possibility of delivering CBT-based relapse prevention via the Internet. The results revealed that fewer participants in the intervention group experienced a relapse compared to the control group and that the time spent on guiding each participant was approximately 2.5 hours. A trend towards a higher remission rate was found in the CBT group at the six-month follow-up and a reduction of depressive symptoms was associated with a lowered risk of relapse. CBT-based relapse prevention via the Internet can potentially be made available to large numbers of patients, thus improving their prognosis. The Internet increases the possibilities for health care providers in the management of depression.

Student affect can play a profoundly important role in students' post-school lives. Understanding students' affective states within online learning environments in particular has become an important matter of research, as digital tutoring systems have the potential to intervene at the moment that students are struggling and becoming frustrated, bored or disengaged. However, despite the importance of assessing students' affective states, there is no clear consensus about what emotions are most important to assess, nor how these emotions can be best measured. This dissertation investigates students’ self-reports of their emotions and causal attributions of those emotions collected while they are solving math problems within a mathematics tutoring system. These self-reports are collected in two conditions: through limited choice Likert response and through open response text boxes. The conditions are combined with students’ cognitive attributions to describe epistemic (neither purely affective nor purely cognitive) emotions in order to explain the relationship between observable student behaviors in the MathSpring.org tutoring system and student affect. These factors include beliefs, expectations, motivations, and perceptions of ability and control. A special emphasis of this dissertation is on analyzing the role of causal attributions for the events and appraisals of the learning environment, as possible causes of student behaviors, performance, and affect.

No description available.

<p>In this thesis report we conducted research study on driver's behavior in T-Intersections using simulated environment. This report describes and discusses correlation analysis of driver's personality traits and style while driving at T-Intersections.</p><p>The experiments were performed on multi user driving simulator under controlled settings, at Linköping University. A total of forty-eight people participated in the study and were divided into groups of four, all driving in the same simulated world.</p><p>During the experiments participants were asked to fill a series of well-known self-report questionnaires. We evaluated questionnaires to get the insight in driver's personality traits and driving style. The self-report questionnaires consist of Schwartz's configural model of 10 values types and NEO-five factor inventory. Also driver's behavior was studied with the help of questionnaires based on driver's behavior, style, conflict avoidance, time horizon and tolerance of uncertainty. Then these 10 Schwartz's values are correlated with the other questionnaires to give the detail insight of the driving habits and personality traits of the drivers.</p>

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

No description available.