Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main factors: internalizing and externalizing behaviors. Internalizing behaviors represent introverted problems, directed inwardly to the individual. While externalizing behavior patterns represent behaviors that are directed outwardly. Behaviors, emotions and thoughts are experienced by all people but on a continuum rather than in terms of absence versus presence of the behavior. The child behavior checklist (CBCL) is used to measure BEPs. The system of CBCL (parent form) measures also includes a teacher rating form and a youth self-report. Using 62 teachers and 311 students, the present study assessed convergent and discriminant validity using a correlated trait, correlated method minus one [CT-C(M-1)] model. The results showed low to moderate teacher-student agreement on the traits. To extend the theoretical structure of the teacher and self-report forms, the present study assessed the nested structure of the data using a multilevel model. Results revealed the nested structure of the data should not be ignored.

The purpose of this research was to develop and test an instrument to measure or quantify the construct of inner strength. Inner strength was synthesized into a theory based on twelve years of qualitative data from direct participant quotes, defined by Roux et al. (2002) as a central human resource that promotes well-being and healing. The inner strength questionnaire (ISQ) has undergone extensive psychometric evaluation which resulted in several versions. The third version had 37-items and was believed to have four subscales that mirrored the theoretical themes that emerged through the qualitative data. The sample was composed of 281 women with a variety of chronic health conditions including breast cancer, multiple sclerosis, diabetes, and heart disease. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to assess the structure of the ISQ. Internal consistency was used to assess the reliability of each hypothesized subscale and the entire ISQ. Convergent and discriminant validity, were analyzed using the multitrait-multimethod by Campbell and Fiske (1959). For convergent validity, the entire instrument and each of the subscales was correlated with similar theoretical subscales of the Mastery of Stress Instrument (Younger, 1993). For discriminant validity, the Center for Epidemiological Studies in Depression (CESD) was correlated with the entire ISQ. Both the EFA and CFA revealed a four factor model. The four factors were labeled 1) mental, 2) connectedness, 3) knowing and searching, 4) physical. The reliability for all items on the ISQ was 0.91. The reliabilities for each of the subscales were 0.85 for mental, 0.96 for connectedness, 0.85 for knowing and searching, and 0.83 for physical. The multitrait-multimethod matrix revealed correlation coefficients for the relationship between the ISQ and MSI to be 0.55 and a correlation coefficient of -0.19 between the ISQ and the CESD.A four factor model is supported by the statistical data. Through face-to-face interviewing and input from content expert reviewers, ten items were eliminated from the 37-item (version 3) instrument to form a new version of the instrument. The new instrument supports the metasynthesis generated by Roux (2002) except for the fifth theme, entitled "new normal", which was found to be a consequence of having inner strength, not a component of inner strength.

The aim of this research programme was to examine the 3P model of learning (Biggs, 1987a, 1999). The first stage necessarily involved an examination of the Study Process Questionnaire (SPQ) (Biggs, 1987a), an instrument developed to measure the process component of the model. The structure of the SPQ was examined utilising exploratory and confirmatory factor analysis of undergraduate responses (n= 260). The results indicated the higher-order factor structure of deep-achieving and surface-achieving-motive provided the most reliability and a better model fit than either the subscales or scales of the SPQ. The construct validity of the two constructs deep and surface was assessed next using a multitrait-multimethod matrix (MTMM) constructed from the three measures of the self-report questionnaire, interview ratings and written assessments from first-year students (n = 50). The results indicated good convergent validity between the deep scale of the SPQ and the interview ratings on the deep scale, between the deep scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The results indicated good convergent validity between the surface scale on the SPQ and the interview ratings on the surface scale, but not between the surface scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The discriminant validity between deep and surface was good for the SPQ, but not for either the interview or the written assessment. The findings indicate the deep and surface scales of the SPQ adequately measure the underlying deep and surface constructs. The retest reliability of the SPQ was then examined utilising Spearman’s Rho to assess the rank-order correlations with a sample of third-year students (n=87). Over a period of three months there were significant correlations for the surface motive, surface strategy, deep strategy, achieving motive and achieving strategy subscales of the SPQ, suggesting good reliability for these subscales. The results at the scale level of the SPQ result in similar conclusions. There was a moderate significant correlation for the surface, deep and achieving scales of the SPQ, suggesting the scales have good reliability over a period of three months. There was also a moderate significant correlation for the surface-achieving-motive and deep-achieving scales over a period of three months. The stability of SPQ scores was also assessed utilising a series of one-way repeated measures MANOVA’s with a sample of third-year undergraduates (n = 64). The results suggest some change occurs in self-reported use of approaches to learning between the first and third-years of an undergraduate degree programme. The role of the teaching-learning environment was next examined. Utilising a within-subjects design, undergraduate students (n=48) concurrently enrolled in traditional (viz. lecture and tutorial) and non-traditional (viz. workshops and group projects) subjects completed the SPQ to describe their approaches to learning in each subject. A series of 2x2 repeated measures MANOVA’s were undertaken. The results indicated students were likely to change their approach to learning based on their perceptions of the learning environment (traditional or non-traditional subject). However, those students identified as predominantly surface learners significantly increased their deep scale scores in the non-traditional subject when compared to deep learners. The next study examined a range of personality (locus of control, sensing function, thinking function, intelligence) and demographic variables (age, gender, year of study) to assess which were good predictors of deep and surface approaches to learning. A series of regression analyses identified age, sensing function and locus of control as significant predictors of the surface, surface-achieving-motive, and deep approaches to learning. Locus of control was found to be a significant predictor of the deep-achieving approach to learning. The final study examined the 3P model of learning. Based on the results of earlier studies in the research programme the situational component of the presage factors was not included. The model was examined using structural equation modelling (n= 394). Two initial models were tested using both the three (deep, surface, achieving) and two (surface-achieving-motive and deep-achieving) process factor models. The three process factor model provided the better model fit. The results suggest deep and surface approaches to learning do not mediate between personal characteristics and learning outcomes (i.e. GPA). The results of this series of studies suggest the need for further research into the SPQ and the 3P model of learning. The implications of the research programme are also discussed.

There continues to be doubt regarding the validity of laboratory aggression paradigms. This paper provides an investigation of the construct validity of one prominent aggression task, the Taylor Aggression Paradigm (TAP), within a Multitrait Multimethod Matrix (MTMM) methodology. Participants consisted of 151 male undergraduate psychology students with a median age of 19 years old (M=19.45, SD = 2.03). Participants completed self-report and behavioral measures of aggression, impulsivity, and pro-social behavior which were analyzed using a Correlated Trait – Correlated Method Confirmatory Factor Analysis model. Results supported the construct validity of the MTMM model and the TAP. This study provides one of the only a priori tests of construct validity for the TAP and provides a basis for additional validation studies using this methodology.

Sambandsanalys av surveydata kompliceras av förekomsten av slumpfel och metodeffekter i de avgivna svaren. Dessa felkällor kan leda till betydande över- eller underskattning av sambanden mellan undersökta variabler, och riskerar att leda till felaktiga slutsatser. En sedan länge känd metod för att estimera och kontrollera för slumpfel och metodeffekter i enkätdata är den så kallade Multitrait Multimethod-metoden (MTMM). Nackdelen med MTMM-metoden är att den kräver att varje fråga som ska analyseras ställs minst tre gånger i samma enkät, vilket gör att ansatsen i praktiken oftast inte är möjlig att tillämpa. Sedan 2012 finns dock ett verktyg, SQP 2.0, som gör det möjligt att skatta slumpfel och metodeffekter i enkätdata utan att genomföra MTMM-experiment. Den här uppsatsen utvärderar prediktionerna från SQP 2.0 på en enkät om arbetslivsrelaterade frågor besvarad av svenska och brittiska respondenter. Programvarans prediktioner jämförs med resultat från MTMM-experiment, och effekten på sambandsanalysen av att tillämpa SQP-programvarans prediktioner av slumpfel och metodeffekter studeras. Slutsatserna från studien är att SQP 2.0 ger predicerade värden för slumpfel och metod-effekter som ligger nära de MTMM-estimerade i de flesta fall, men att betydande avvikelser också förekommer. Vidare konstateras att korrigering för slumpfel och metodeffekter har en betydande effekt på absolutvärdet av korrelationerna mellan variabler under de studerande förhållandena: korrelationerna i det studerade fallet ökar kraftigt efter justering. Korrelationernas relativa storlek förändras i mindre utsträckning, men för en enkät med mer varierade frågetyper kan också dessa påverkas kraftigt. / Correlation analysis of survey data is complicated by the presence of random errors and method effects in the answers given. These factors can lead to significant over- or underestimation of the correlations between variables. A well-established method for estimating and controlling for random error and method effects in survey data is the Multitrait-Multimethod (MTMM) approach. The disadvantage of this method is that it requires that each survey item to be analysed is asked multiple times in the same survey, making the approach hard to use in many practical situations. Since 2012 there is a tool available, SQP 2.0, to predict random errors and method effects in survey data without performing MTMM experiments. This paper evaluates the use of predictions from the SQP 2.0 software on the correlation analysis of a survey of work related matters answered by Swedish and British respondents. The software's predictions are compared with results from MTMM experiments, and the effect on the correlations of applying the SQP software's predictions of random errors and method effects are studied. The conclusion of the study is that SQP 2.0 gives predicted values for random error and method effects that are close to the MTMM-estimates in most cases, but that considerable deviations also occur. It is further concluded that controlling for random error and method effects has a significant effect on the absolute values of the correlations between variables in the studied cases: the correlations in the study increase substantially after adjustment. The relative sizes of the correlations between variables change to a lesser extent, but a questionnaire with more varied question types may have lead to different results in this respect.

This dissertation studies the impact of the mode of data collection on the quality of answers to survey questions, defined as the product of reliability and validity. Using data from the Netherlands about different topics (media, social and political trust, satisfaction, political orientation, left-right self-placement, attitudes toward immigration), it shows that the quality is similar in a computed assisted face-to-face survey using show cards (the European Social Survey, ESS) and a web survey based on a probability sample (the LISS panel). This is true both at the level of single items and composite scores. It suggests that standardised relationships across variables can be compared across these two modes. On the contrary, telephone interviews lead to some differences in quality. For complex concepts, measurement equivalence also holds, meaning that means and unstandardised relationships can be compared across the faceto- face and web surveys mentioned previously. / Esta tesis estudia el impacto que el método de recolección de datos en encuestas tiene sobre la calidad de las respuestas, definida como el producto de la fiabilidad y la validez. Utilizando datos de Holanda sobre temas diversos (utilización de los medios de comunicación, confianza social y política, satisfacción, orientaciones políticas, autoubicación en la escala izquierda-derecha, actitudes hacia la inmigración), se muestra que la calidad es similar en una encuesta cara-a-cara asistida con ordenador y utilizando tarjetas (la Encuesta Social Europea) y una encuesta online basada en una muestra probabilística (el panel LISS). Esto se cumple tanto para los indicadores simples, como para indicadores complejos. Los resultados sugieren que las relaciones estandardizadas entre variables son comparables entre los dos métodos de recolección. Al contrario, las entrevistas telefónicas producen diferencias de calidad. Para conceptos complejos, la equivalencia de las mediciones también está garantizada: las medias y las relaciones no estandarizadas son comparables en las entrevistas cara-a-cara y online.

Analytical methods for measurement error estimation in survey data This dissertation aims at the domain of measurement error in social science survey data. To conceptualize and estimate measurement errors it employs the analytical and theoretical framework that stems from the analytical method of structural equation modeling (SEM) and Classical Test Theory (CTT), extended with the component of the systematic measurement error. This thesis has two goals that may contribute to development and extension of Czech social science methodology. The first goal is to illustrate methods of measurement error estimation, which has not been used for analysis of Czech data yet, and to point out to some problematical aspects of these methods. The second goal is to employ presented methods to obtain new findings regarding the quality of data from Czech surveys. The dissertation presents three empirical studies, each of which uses one of the methods defined within the presented theoretical and analytical framework. First study presents an analysis of reliability of measurement with the Quasi Simplex Model (QSM). It illustrates how to use the model and brings optimistic results regarding the reliability of the Czech EU SILC panel data. In the second study the confirmatory factor analysis model, operationally called...

El objetivo de esta tesis es predecir el rendimiento de los estudiantes de doctorado en la Universidad de Girona según características personales (background), actitudinales y de redes sociales de los estudiantes. La población estudiada son estudiantes de tercer y cuarto curso de doctorado y sus directores de tesis doctoral. Para obtener los datos se ha diseño un cuestionario web especificando sus ventajas y teniendo en cuenta algunos problemas tradicionales de no cobertura o no respuesta. El cuestionario web se hizo debido a la complejidad que comportan de las preguntas de red social. El cuestionario electrónico permite, mediante una serie de instrucciones, reducir el tiempo para responder y hacerlo menos cargado. Este cuestionario web, además es auto administrado, lo cual nos permite, según la literatura, unas respuestas mas honestas que cuestionario con encuestador.Se analiza la calidad de las preguntas de red social en cuestionario web para datos egocéntricos. Para eso se calcula la fiabilidad y la validez de este tipo de preguntas, por primera vez a través del modelo Multirasgo Multimétodo (Multitrait Multimethod). Al ser datos egocéntricos, se pueden considerar jerárquicos, y por primera vez se una un modelo Multirasgo Multimétodo Multinivel (multilevel Multitrait Multimethod). Las la fiabilidad y validez se pueden obtener a nivel individual (within group component) o a nivel de grupo (between group component) y se usan para llevar a cabo un meta-análisis con otras universidades europeas para analizar ciertas características de diseño del cuestionario. Estas características analizan si para preguntas de red social hechas en cuestionarios web son más fiables y validas hechas "by questions" o "by alters", si son presentes todas las etiquetas de frecuencia para los ítems o solo la del inicio y final, o si es mejor que el diseño del cuestionario esté en con color o blanco y negro.También se analiza la calidad de la red social en conjunto, en este caso específico son los grupos de investigación de la universidad. Se tratan los problemas de los datos ausentes en las redes completas. Se propone una nueva alternativa a la solución típica de la red egocéntrica o los respondientes proxies. Esta nueva alternativa la hemos nombrado "Nosduocentered Network" (red Nosduocentrada), se basa en dos actores centrales en una red. Estimando modelos de regresión, esta "Nosduocentered network" tiene mas poder predictivo para el rendimiento de los estudiantes de doctorado que la red egocéntrica.Además se corrigen las correlaciones de las variables actitudinales por atenuación debido al pequeño tamaño muestral. Finalmente, se hacen regresiones de los tres tipos de variables (background, actitudinales y de red social) y luego se combinan para analizar cual para predice mejor el rendimiento (según publicaciones académicas) de los estudiantes de doctorado. Los resultados nos llevan a predecir el rendimiento académico de los estudiantes de doctorado depende de variables personales (background) i actitudinales. Asimismo, se comparan los resultados obtenidos con otros estudios publicados. / The aim of this Doctoral Thesis is to predict the PhD students' academic performance in the University of Girona from characteristics of their research group understood as a social network and from background and attitudinal characteristics of the PhD student.The data collection was done through web survey, regarding the traditional problems related to coverage and response errors. Web survey was made in order to reduce the complexity of social network questions.The quality of social network questions for questionnaires with egocentered data is analyzed. For this, reliability and validity of this kind of questions are computed, for first time using a Multilevel Multitrait-Multimethod approach. Data are egocentered and thus hierarchy can be used. Reliability and validity can be obtained in an individual level (within group component) or group level (between group component), which are used for carrying out a meta analysis with other European universities. We study if social network questions asked in web questionnaires are more reliable and valid done "by questions" or "by alters", if the frequency labels are present or not and if the best questionnaire design is plane or graphical.Social network as a whole is also studied, in this case are the research groups in the University of Girona. There is a proposal for the missing data problem in complete networks, different from the egocentered network. This new network structure is called "Nosduocentered Network", which is based in two central actors in a network. Regression model estimations explain that this network has more predictive power in order to predict the academic performance for PhD students.Finally, regression models with background, attitudinal and social network variables are done. Then, we combine the regressions in order to specify the best combination which predicts the PhD student's performance (according to academic publications) best. According to the results, the academic performance depends on background and attitudinal variables. Also, a comparison of results from other published studies is done.