L’usage de questionnaires d’auto-évaluation, notamment en psychologie et en médecine, est une pratique courante de recueil de données tant pour l’usage clinique que pour la recherche.Pour que l’usage de ces outils – certes pratiques – rende vraiment les services qu’on attend d’eux, l’élaboration d’une théorie conceptuelle ainsi qu’une série de précautions méthodologiques, liées aux exigences de qualité que sont les propriétés de fiabilité et validité, doivent assurer que les construits psychologiques soient le plus correctement possible représentés, mesurés. Dans le présent travail, l’ambition de l’équipe de recherche (sous la direction du Professeur P. Linkowski) de disposer en Français de plusieurs questionnaires d’évaluation de traits psycho(patho)logiques, combinée à la disponibilité de larges groupes d’étudiants, a mené à élaborer un vaste projet consistant à valider la structure interne de plusieurs outils d’auto-évaluation par l’analyse factorielle confirmatoire, assez novatrice en sciences biomédicales et en psychologie à l’époque. C’est une synthèse de ces recherches psychométriques, spécifiquement destinées à contribuer à la validation structurelle des questionnaires d’Intelligence Émotionnelle et de Contingences d’Estime de Soi, ainsi que du Quotient de Spectre Autistique, que nous présentons ci-après. Après avoir notamment développé le thème épineux de la mesure en psychologie et l’évolution historique du processus de validation, nous discutons des résultats de nos analyses afin de mettre finalement en exergue la difficile évaluation statistique et substantielle de l’ajustement des modèles de mesure, et plus largement de leur qualité, par l’analyse factorielle confirmatoire dont les apports et les limites sont esquissés. / Doctorat en Sciences biomédicales et pharmaceutiques (Médecine) / info:eu-repo/semantics/nonPublished

Empathy is vital for relationships in the social world. Although definitions vary, theory and research has delineated empathy into cognitive and affective components. Recent ideas propose there are further aspects that are important to empathy, such as the ability versus the drive to empathise within both the cognitive and affective components. Various self-report indexes have been developed to measure empathy, yet current measures do not reflect all theories about empathy. The aim of this thesis was to develop and validate a new empathy questionnaire that included further components more consistent with recent ideas and theories about empathy. This thesis further aimed to use this questionnaire to investigate the components of empathy in autism, which is characterised in part by empathy deficits. The first study investigated the structure of empathy in the commonly-used Empathy Quotient (EQ) short-form to examine which empathy components it indexes. Results showed cognitive, affective and social skill components were extracted from the EQ-short, but also revealed ability and drive aspects captured within affective empathy but not within cognitive empathy components. This suggested items of the EQ-short incorporates some, but not all, components proposed to be important to empathy. Consequently, a new self-report empathy questionnaire called the Empathy Components Questionnaire (ECQ) was developed in order to fully capture all components of empathy. A five-factor solution was developed and confirmed for the ECQ across multiple independent samples in studies two through five, revealing five components of cognitive ability, cognitive drive, affective ability, affective drive, and affective reactivity. A final study revealed individuals with autism had lower self-reported cognitive empathy, affective drive and affective reactivity compared to controls, but comparable scores between groups for affective ability. This thesis produced a new measure of empathy more in-line with recent theories, which provided understanding about empathy and how it differs in autism.

Quality of life (QoL) questionnaires have been suggested as the most appropriate way to measure the effectiveness of low vision rehabilitation. However, several research studies have not been able to detect differences in effectiveness between rehabilitation strategies. The hypothesis of this study is that there are other factors, unrelated to vision, influencing the scores obtained in these questionnaires and masking the changes achieved by rehabilitation. The suggestion is that patients' realistic acceptance of, and successful adaptation to, their visual loss is influenced by psychosocial factors such as; personality, religious beliefs, social support, general health (i.e. mental and physical), understanding of their eye condition, level of education, and financial status. Concurrently, a parallel study was conducted with children. As with the adult arm, the aim of the study was to understand whether quality of life, and social behaviour and relationships in children with a visual impairment were related to the vision loss, vision rehabilitation, or non-visual factors. Patients attending the Manchester Royal Eye Hospital low vision clinic between May 2009 and August 2010, were recruited: 448 patients between 18 and 96 years old, with best-corrected binocular visual acuity smaller or equal to6/18, and 62 children between 5 and 16 years old. Telephone delivery of previously validated questionnaires was used with adult patients and parents of child patients; face-to-face interviews were completed by children. Both studies showed how psychosocial factors were stronger determinants of quality of life in people with low vision, than traditional low vision rehabilitation using optical aids. In the case of adults, physical and mental health appeared to be major predictors of quality of life, adaptation to the vision loss and participation restriction. In the case of children, visual acuity at distance and near, contrast sensitivity (CS), age, and parents' coping strategies appeared to determine quality of life and children behaviours. The final element of this work was a pilot study to attempt to address issues causing poor quality of life. Seventy-one participants who scored low in the Low Vision Quality of Life Questionnaire (LVQOL-25) (i.e. below 62.5) were given the opportunity to enrol for the Expert Patient Programme, which is a self-management programme aimed at adults with chronic health problems or disabilities. Only 2 participants expressed an interest in the programme, and none of them actually took part.

Orientador: Lúcia Costa-Paiva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-11-07T13:26:46Z (GMT). No. of bitstreams: 1 Gomes_DeboraAlessandradeCastro_M.pdf: 1338368 bytes, checksum: cc6c228fa56317429a0a9698e1c05cdf (MD5) Previous issue date: 2010 / Resumo: A osteoporose é uma desordem esquelética caracterizada pela baixa massa óssea e deterioração da arquitetura óssea, que pode progredir por décadas de forma assintomática ou manifestar-se através de fraturas ósseas, acometendo principalmente mulheres na pós-menopausa. O tratamento envolve uso de bisfosfonatos, raloxifeno, associados à dieta, cálcio, vitamina D e atividade física. Estudos mostraram que o conhecimento e a aderência a esses tratamentos foram baixos, o que pode interferir com a resposta terapêutica. Objetivo: Avaliar em mulheres na pós-menopausa com osteoporose ou osteopenia o conhecimento sobre a doença e a habilidade de seguir o tratamento aos diferentes medicamentos prescritos. Sujeitos e métodos: Foi realizado um estudo de corte transversal com 232 mulheres na pós menopausa com diagnóstico densitométrico de osteopenia ou osteoporose em uso de tratamento medicamentoso, acompanhadas no Ambulatório de Menopausa Hospital da Mulher Professor José Aristodemo Pinotti, no Caism/Unicamp. O conhecimento sobre osteoporose foi avaliado através da aplicação do questionário OPQ (Osteoporosis Questionary) contendo 20 questões sobre informações gerais sobre a doença, fatores de risco, conseqüências e tratamento. A habilidade de seguir o tratamento foi avaliada através do questionário MedTake, onde foi analisado a habilidade de seguir o tratamento em relação ao regime prescrito, dose, indicações e modo de ingestão da medicação. Análise - estatística: foi realizada através de medidas de frequência, médias e desvio padrão, teste qui-quadrado e t de Student. Para analisar os fatores associados ao conhecimento e a habilidade de seguir o tratamento foi utilizada a análise de regressão múltipla realizada pelo programa SAS, versão 9.1. Resultados: A média de idade das mulheres foi de 61,6 anos (+ 8,2 anos) e o tempo médio de menopausa foi 16,8 anos (+7,9). O escore médio de conhecimento obtido através do OPQ foi de 3,78, sendo que a média de respostas corretas foi de 9,8, respostas incorretas 6,0 e não sabia responder 4,1. Na análise bivariada as variáveis que se mostraram associadas ao escore de conhecimento foram: a maior escolaridade (p<0,01), tempo de leitura (p<0,02), maior nível de renda p<0,03) modo de aquisição da medicação (p<0,02) e ausência de comorbidades (p<0,04). Na análise de regressão múltipla os fatores que permaneceram associados ao maior conhecimento foram o maior nível de escolaridade, maior escore de renda e a ausência de comorbidades. A habilidade de seguir o tratamento avaliada pelo MedTake foi abaixo de 80% para a maioria das mulheres, não havendo diferença significativa entre as usuárias de bisfosfonato diário ou semanal e raloxifeno. Na análise bivariada as variáveis significativamente associados ao MedTake foram a escolaridade (p<0,01), nível de leitura (p<0,02), escore de conhecimento OPQ (p<0,02), tipo de medicamento (p<0,01) e tempo de uso para tratamento da osteoporose (p<0,01), presença de outras doenças associadas (p<0,02) e uso de outras medicações concomitantes (p<0,01). Os fatores associados ao tratamento inadequado foram idade acima de 70 anos OR 5,62 (IC 95% 1,23 a 25,64); ser analfabeta OR 10,14 (IC 95% 2,14 a 48,12); uso de outras medicações OR 0,33 (95% 0,15 a 0,76) e menor tempo de uso do tratamento para osteoporose OR 5,67 (IC 95% 2,27 a 14,16). Conclusão: O conhecimento sobre osteoporose em mulheres na pós-menopausa foi baixo, assim como a habilidade de seguir o tratamento proposto. O nivel educacional foi um forte preditor do conhecimento sobre osteoporose. A habilidade de seguir o tratamento para os diferentes medicamentos para osteoporose foi baixa e esteve associado à maior idade, ser analfabeta, não usar outras medicações e menor tempo de tratamento / Abstract: Osteoporosis is a skeletal disorder characterized by low bone mass and deterioration of bone architecture, which may progress for decades to be asymptomatic or manifested by bone fractures, affecting especially postmenopausal women after menopause. Treatment involves bisphosphonates, raloxifene, linked to diet, calcium, vitamin D and physical activity. Studies showed that knowledge and adherence to these treatments are low, which may interfere with the therapeutic response. Objective: To evaluate the knowledge about osteoporosis and the ability to follow the treatment with different drugs prescribed in postmenopausal women with osteoporosis or osteopenia. Subjects and methods: We conducted a cross-sectional study with 232 postmenopausal women with a densitometric diagnosis of osteopenia or osteoporosis in use of drug treatment followed at the Menopause Clinic at Women's Hospital Professor Jose Aristodemo Pinotti in Caism / Unicamp. The knowledge about osteoporosis was assessed by applying the OPQ questionnaire (Osteoporosis Questionnaire) containing 20 questions on general information about the disease, risk factors, consequences and treatment. The ability to follow the treatment was assessed by MedTake questionnaire, in relation to the prescribed regimen, dose, indication and method of ingestion. Analysis - Statistical: was performed by the measures of frequency, mean and standard deviation, chi-square and t Student. To analyze the factors associated with knowledge and ability to follow the treatment was used multiple regression analysis performed by SAS software, version 9.1. Results: The mean age of women was 61.6 years (+ 8.2 years) and mean duration of menopause was 16.8 years (+7.9). The average knowledge score through the OPQ questionnaire was 3.78, while the average was 9.8 correct answers and incorrect answers 6,0 and 4,1 do not answer. In bivariate analysis the variables that were associated with knowledge scores were: higher education (p <0.01), reading (p<0.02), higher income level, p<0.03), mode of acquisition of medication (p<0.02) and ausence of comorbidities (p<0.04). In multiple regression analysis the factors that remained associated with higher knowledge were the highest level of education, higher scores of income and the absence of comobidities. The ability to follow the treatment, evaluated by MedTake was below 80% for almost women and no significant difference among users of daily or weekly bisphosphonate and raloxifene. In bivariate analysis the variables significantly associated with MedTake were schooling (p <0.01), reading level (p<0,02), OPQ knowledge scores (p<0.02), type of drug (p<0.01) and time of use for treatment of osteoporosis (p<0.01), presence of other disorders (p<0.02) and use of other concomitant medications (p<0.01). Factors associated with inadequate treatment were age above 70 years OR 5.62 (95% CI 1.23 to 25.64), illiterate OR 10.14 (95% CI 2.14 to 48.12), use of other medications OR 0.33 (95% 0.15 to 0.76) and shorter duration of treatment for osteoporosis OR 5.67 (95% CI 2.27 to 14.16). Conclusion: The knowledge about osteoporosis in postmenopausal women with osteoporosis was low, as well as the ability to follow the treatment for the different drugs for osteoporosis. The educational level was a strong predictor of knowledge about osteoporosis. The ability to follow the treatment for the different drugs for osteoporosis was low and was associated with older age, illiterate, do not use other drugs and less treatment time / Mestrado / Tocoginecologia / Mestre em Tocoginecologia

Mail questionnaires are a popular and valuable method of data collection. Nonresponse bias is, however, a potentially serious threat to their validity. The best way to combat this threat is to obtain the highest possible return rate. To this end, many factors that are believed to influence return rates have been empirically studied. One factor that has not been empirically examined is the impact of item response effort on return rates, where response effort is defined as the amount of effort that is required by a respondent to answer questionnaire items. The purpose of this study was to determine if the type of item response effort required to complete a questionnaire had any differential impact on the response rate of a mailed questionnaire. For this study, two questionnaires that differed only in the level of item response effort were sent to two randomly selected and assigned groups. The first group received a mailed questionnaire with seven questions that were answered by a simple item response type (5-point Likert scale). The second group received a mailed questionnaire with seven questions that required a more difficult item response type (short answer). A large difference between the return rates of the two questionnaires was observed, with the questionnaire containing questions that could be answered on a Likert scale having a higher return rate (56%) than the questionnaire containing questions requiring a short written response (30%). The results of this study provide evidence that the difficulty of item response effort affects the response rate of mailed questionnaires. The practical application of this finding is that researchers should endeavor to keep the types of item response on mailed questionnaires as simple as possible, to maximize response rates (unless, of course, the needed information can only be elicited by providing written responses).

Bibliography: leaves 124-136. This thesis gives an overview of factors used in weed risk assessments and explores the disparity between the measured high accuracy rate of the weed risk assessment system (WRA) as implemented in Australia and the pessimistic assessments of some workers about the possibility of predicting the weed potential of plant species imported in the future. The accuracy of the WRA may not be as high as previously thought, and it varies with weed definition and taxonomic groups. Cluster analysis and comparative analysis by independent contrasts were employed to determine the value of individual biological and ecological questions on the WRA questionnaire. Results showed that some WRA questions could be deleted from the questionnaire and the scores for others weighted differently. The WRA is not a reliable predictor of weeds when it is considered in the context of the base-rate probability of an introduced plant becoming weedy in Australia. As a result a far greater number on non-weeds will be placed on the prohibited imported list than was initially expected.

The topic of this study is using Total Physical Response (TPR) in teaching English adjectives to 11-year-old pupils. The objective of this study is to investigate whether the TPR method is effective in teaching English adjectives. The researcher used a quasi-experiment to design this study. The population was the pupils aged 11 in a middle school in Kristianstad. 30 pupils were selected as samples and divided into two groups: one experimental group and one control group. The steps of this experiment were: (1) the experimental group was taught by the TPR method; (2) the control group and the experimental group were given the same post-test. In order to investigate whether there is a necessity to adopt new English vocabulary teaching technique for these pupils, two questionnaires were deliberated; the first questionnaire was for all testees and the second questionnaire was just for the experimental group. The result of the study showed the pupils’ achievements in the experimental group were improved by the TPR method. The mean score of the experimental group was much higher than that of the control group. The p-value of this test was 0.0002 less than 0.01 which showed strong evidence that the results were not achieved coincidentally. The effect size of this study was 2.59 more than 0.8 which indicated that the TPR method has significant effectiveness in teaching English adjectives. The questionnaires indicated that TPR was the new English vocabulary teaching technique that the pupils need.

Thesis (M.S.)--University of South Florida, 2009. / Title from PDF of title page. Document formatted into pages; contains 52 pages. Includes bibliographical references.

The motivation for this study was to increase the knowledge of foodservice personnel in mass food production in the foodservice area in which they work and by doing so, increasing their productivity. Training is often used to improve productivity and is seen as the answer to many productivity problems. Training and productivity improvement go hand in hand. Little research has been done on training and productivity in mass food production. The main objective of this study was to investigate the impact of training on the productivity of workers in mass food production by means of questionnaires. Firstly, the training needs of the workers were investigated. Secondly, training was given as needed and thirdly, follow-up questionnaires were completed to determine the impact of training. The training needs of the target group were firstly determined by means of questionnaires. The training material was then compiled from information obtained in the questionnaires. Training was given in the form of a lecture. Follow-up questionnaires were completed two and four months after training. The practical significance of the training was determined by comparing the answers of the sets of questionnaires with each other. Results: The workers' knowledge increased by 55% (supervisors), 33% (cleaners), 20% (foodservice aids) and 6.25% (cooks) after having received training. These results show that training will only be of practical significance to the supervisors when it is presented in the same circumstances as in the study. Conclusions: Training, with productivity improvement in mind, must be presented in an effective and meaningful manner to have a significant impact on the knowledge of foodservice workers. The environment, type of worker, management's involvement as well as the type of training, motivation of the worker, correct training material and whether the training will make a difference, must be taken into consideration when planning training for foodservice workers. / Thesis (M.Sc. (Dietetics))--North-West University, Potchefstroom Campus, 2005.

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