Relevant bibliographies by topics / Psychological aptitude

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Psychological aptitude'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Psychological aptitude"

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Mazilov, V. A., and Iu N. Slepko. "Psychological Research of Giftedness: the Problem of Theory and Method." Sibirskiy Psikhologicheskiy Zhurnal, no. 79 (2021): 30–47. http://dx.doi.org/10.17223/17267080/79/3.

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This article analyzes the current research state on the problem of giftedness in psychology. The authors draw attention to the fact that the leading indicator of giftedness, confirming its phenomenological reality, is a person’s high achievements in various fields of life, such as educational and extracurricular activities, professional activities, etc. This indicator is considered in most modern studies as the basis to understand the sources of giftedness, the possibilities of managing the processes of its development and formation. In view of this prevailing approach to giftedness, three groups of studies currently dominate in psychology, and three fundamen-tally different positions on giftedness exist. In the first approach, giftedness comes down to the phenomenon of creativity or the creative abilities of a person; in the second, to the phenomenon of intelligence and the establishment of the IQ level and the development of individual intellectual abilities. The third approach is aimed at overcoming the reduction of the problem of giftedness to any one indicator and involves the inclusion of many variables (cognitive, personal, social, etc.) in the research plan. The authors argue that the applied approach to giftedness understanding is not constructive, since it does not answer the key questions about the sources of development and the formation of giftedness, its structure, its developing dynamics in the process of school and vocational training, and professional activi-ty. The idea is formulated that the weakness of modern approaches to the study of giftedness, models of its diagnosis is explained by the absence of the theory of giftedness, in which the connection between aptitudes and giftedness of a person is consistently revealed. It is argued that the theory of aptitude and giftedness by V.D. Shadrikov allows one to solve a number of methodological, theoretical and experimental problems in the study of giftedness. This is primarily ensured by establishing of a methodological connection between the theory of aptitude, which distinguishes different types of aptitude (individual aptitude, aptitude of the subject of activity, personality aptitude), and understanding of their systemic relationship, which ensures high and ultrahigh achievements of a person in different areas of life.
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Ragonese, Mauro, Luca Di GIanfrancesco, PierFrancesco Bassi, and Emilio Sacco. "Psychological aptitude for surgery: The importance of non-technical skills." Urologia Journal 86, no. 2 (April 14, 2019): 45–51. http://dx.doi.org/10.1177/0391560319840523.

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Introduction: Psychological aptitude for surgery includes all the non-technical abilities that are necessary for the surgeons. However, differently from the other careers, these skills are not considered in the selection process and their role is definitively underestimated in the field of surgery. We perform a literature review of non-technical skills for surgery to identify their role and to understand how to train and evaluate these abilities among the surgeons. Results: Different methods have been presented for the evaluation and training of non-technical skills for surgeons; based on the model of aviation and anesthesia a wide range of simulated scenarios have been proposed to practice these aptitudes and abilities. Different behavioral markers systems have been developed for correct identification and definition of these skills, these can be used in the real surgical room and even learned and trained in the simulated operating theatre. Conclusion: This article shows the importance of non-practical abilities in the surgical performance and in defining the aptitude for surgery. Learning these skills and introducing them in surgical education can be useful to improve the surgical performance.
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Genoni, Luca, F. Jelmini, M. Lang, and F. Muggli. "Psychological aptitude evaluation of the special forces candidate." Journal of the Royal Army Medical Corps 163, no. 1 (March 22, 2016): 48–52. http://dx.doi.org/10.1136/jramc-2015-000603.

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King, Raymond E., Thomas R. Carretta, Paul Retzlaff, Erica Barto, Malcolm James Ree, and Mark S. Teachout. "Standard Cognitive Psychological Tests Predict Military Pilot Training Outcomes." Aviation Psychology and Applied Human Factors 3, no. 1 (January 1, 2013): 28–38. http://dx.doi.org/10.1027/2192-0923/a000040.

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The predictive validity of scores from two cognitive functioning tests, the Multidimensional Aptitude Battery (MAB) and the MicroCog, was examined for initial pilot training performance. In addition to training completion, several training performance criteria were available for graduates: academic grades, daily flying grades, check ride grades, and class rank. Mean score comparisons and correlations in samples of between 5,582 and 12,924 trainees across the two tests showed small but statistically significant relationships with training performance. For example, after correction for range restriction and dichotomization of the criterion, the MAB full-scale IQ score and the MicroCog General Cognitive Functioning score were correlated .29 and .26 respectively with initial pilot training completion. The results pointed to general cognitive ability as the main predictor of training performance. Comparisons with results from studies involving US Air Force pilot aptitude tests showed lower validities for these cognitive functioning tests. This finding likely occurred because the pilot aptitude tests measure additional factors (e.g., aviation knowledge/experience and psychomotor skills) that are predictive of training success and that are not covered by the cognitive functioning tests.
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INOUE, Takafumi, Masayoshi SHIGEMORI, Keiko KIOKA, Hajime AKATSUKA, and Yumeko MIYACHI. "Proposal of New Psychological Aptitude Tests for Train Operation Staff." Quarterly Report of RTRI 47, no. 4 (2006): 192–97. http://dx.doi.org/10.2219/rtriqr.47.192.

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Reynolds, Cecil R. "Putting the Individual into Aptitude-Treatment Interaction." Exceptional Children 54, no. 4 (January 1988): 324–31. http://dx.doi.org/10.1177/001440298805400406.

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The report of the National Academy of Sciences' Panel on Placement of Students in Programs for the Mentally Retarded is reviewed with a special emphasis on assessment and programming for special education students. A particular naivete regarding the relationship between past and proposed “new” practices is noted and the model proposed by the panel critiqued in light of its failure in past years. An alternative model that builds on students' strengths and that melds apparently disparate psychological models of academic behavior is introduced.
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Palyvoda, O. "Psychological characteristics of military servants causing the success of their activity in extreme conditions." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 3 (40) (2018): 38–41. http://dx.doi.org/10.17721/1728-2217.2018.40.38-41.

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The factors that determine the extreme conditions of military service are outlined; as well as the psychological characteristics of military personnel, determining their professional aptitude, the effectiveness of performing the professional tasks.
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Đurović, Aleksandra, Sonja Protić, and Ana Altaras Dimitrijević. "Reexamining the Association of Parental Implicit Theories of Intelligence With Children’s Mastery Orientation and Actual Aptitude." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51, no. 3 (July 2019): 123–34. http://dx.doi.org/10.1026/0049-8637/a000216.

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Abstract. This study looked into the associations between parents’ implicit theories of intelligence, children’s cognitive aptitude, and children’s tendency to opt for mastery-oriented responses to challenging achievement situations. All child participants ( N = 59, 31 girls; 6;3 – 7;2 years) were individually assessed for cognitive aptitude and mastery orientation, while one of their parents (46 mothers) completed a questionnaire on entity versus incremental beliefs about intelligence. Correlation analyses indicated a statistically significant negative association between parental endorsement of the incremental theory and children’s cognitive aptitude ( r = −.29), as well as between parental endorsement of the entity theory and children’s mastery orientation ( r = −.28). Moreover, two significant canonical functions emerged, one of which was defined by higher parental endorsement of the entity theory along with higher cognitive aptitude and lower mastery orientation of the child, while the second entailed higher parental endorsement of the incremental theory, lower cognitive aptitude of the child, and again, the child’s lower mastery orientation. While confirming the theoretically proposed negative association between parents’ entity beliefs and children’s mastery orientation, the present results challenge a unidimensional conception of implicit theories of intelligence and their assumed independence of cognitive aptitude; moreover, they stimulate several interpretations regarding the psychological mechanisms surrounding children’s lower mastery orientation.
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INOUE, Takafumi, Hiroaki SUZUKI, Keiko KIOKA, Hajime AKATSUKA, Masayoshi SHIGEMORI, and Wataru HIDA. "A New Set of Psychological Aptitude Tests for Train Operation Staff." Quarterly Report of RTRI 50, no. 1 (2009): 39–44. http://dx.doi.org/10.2219/rtriqr.50.39.

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Galazhinskiy, Eduard V., Olga M. Krasnoryadtseva, and Irina Y. Malkova. "Ways of Psychological Support of Adolescents with Prominent Aptitude for Mathematics." Procedia - Social and Behavioral Sciences 146 (August 2014): 154–57. http://dx.doi.org/10.1016/j.sbspro.2014.08.103.

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Dissertations / Theses on the topic "Psychological aptitude"

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Densmore, Matthew Charles. "Warfighter-Peacekeeper Psychological Aptitude: Assessing the Soldier's Psychological Aptitude for Effective Performance in Combat or Traditional Peacekeeping Operations." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626473.

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Heinlein, William E. "Clinical utility of the Wechsler Scales in psychological evaluations to estimate vocational aptitude among learning disabled young adults." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82648.

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A growing body of opinion, research, and legislation [PL 98-524] implies that school psychological evaluations with adolescents and young adults should routinely include estimates of vocational interests and aptitude. Certainly all secondary level special education evaluations should include this important vocational component. Evidence suggests that the experience of career development among learning disabled young adults is particularly frustrating and difficult without early planning and exploration of options. This study examines the utility of traditionally available psychometric data in assisting the clinician make initial, exploratory estimates of vocational aptitude without referring the client for specialized testing. Wechsler Adult Intelligence Scale - Revised [WAIS-R], and General Aptitude Test Battery [GATB] scores were subjected to a multivariate, canonical correlation analysis to examine the overlap among constructs estimated by these sets of variables. The sample was composed of 148 learning disabled young adults enrolled in a state supported vocational rehabilitation program. Three significant canonical correlations were interpreted. The redundancy index showed that 34% of the variance in GATB aptitudes is explained by three linear combinations of WAIS-R subtest scaled scores, and that 31% of the WAIS-R subtest variance is predictable from three composites of GATB aptitude scores. Analysis of the structure correlations suggests that the first pair of canonical variates [Rc = .87] share a general intelligence, or verbal comprehension factor. A second pair [Rc= .73] share a perceptual and motor coordination construct. The third pair of canonical variates [Rc = .61] define a perceptual speed, or psychomotor construct that overlaps both the GATB and the WAIS-R set of test scores. There is evidence that GATB and WAIS-R estimate similar, but essentially independent dimensions of the same three psychoeducational constructs. WAIS-R may provide better estimates of fluid ability than GATB; and GATB may provide better estimates of crystallized ability than WAIS-R. Clinical implications for psychologists making exploratory estimates of vocational ability and aptitude from clinical profiles of WAIS-R scaled scores are discussed. Assessment issues with respect to the learning disabled young adult are also presented. [175 references]
Ed. D.
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Adhyatman, Alexandra Anggraini. "Investigating the aptitude treatment interaction: Age, gender, computer self-efficacy and computer training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/998.

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Kimura, Shinko. "Influence of teamwork aptitude and personal characteristics of team members on team effectiveness: How should we form effective teams?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3286.

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This study examines the factors that are important for team success by exploring the best possible criteria for selecting members for teamwork. Two models of team composition were proposed, productivty and synergy. The findings are discussed for their implications for team satisfaction and productivity.
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Bheenick, Yajnah N. "What factors organise a GP's aptitude to elicit the disclosure of psychological distress in men and how do they utilise this information?" Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/812332/.

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Objective: Existing research suggests that men are less likely to be diagnosed with common mental illnesses, but are more likely to drink to hazardous levels and attempt and complete suicide, suggesting that mental illness is prevalent among men, but how they express their distress can be externalised. The need to attend to men’s help-seeking behaviour has been recognised and is extensively researched; but, the role of the medical system in supporting this access is less researched. However, the role of General Practitioners (GPs) in supporting men’s access is recognised. This study explored how GPs encourage their patients to disclose symptoms of psychological distress, and how they make decisions regarding treatment. The results with a specific focus on men were highlighted. Design: A qualitative inductive Thematic Analysis was undertaken to identify themes emerging from the data. Method: Nine GPs (mean age = 35) were recruited. Data was collected using semi-structured interviews about their consultations with patients presenting with psychological distress. Results: Three themes emerged; 1) “Facilitating Techniques” which captured factors assisting consultations, encompassing five subthemes; Interpersonal Skills, Masking and Unmasking, Specific methods used to Gather Information, Mental Health Awareness and Organisational Influences; 2) “Recognition of the Patient’s Treatment Preferences”, which captured how GPs are guided by their patient’s preferences, men’s preference of medication, and the immediate availability of medication; and 3) “Cultural Prism”, which captured cultural factors through which help-seeking is governed from the GPs’ perspectives. Conclusions: This research has improved the understanding of how GPs elicit men’s disclosure of psychological distress, and their decision-making processes about treatment. It also highlights the benefits of inviting men to attend regular health checks, which has important implications in reducing some of the barriers of help-seeking in men. However, the clinical implications and conclusions are drawn tentatively given the perceived limitations of the study.
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Ahmed, Sameer. "A QUANTITATIVE INQUIRY INTO THE RELATIONSHIP BETWEEN LEARNING STYLES, PSYCHOLOGICAL TYPES AND STANDARDIZED ACHIEVEMENT EXAMINATION PERFORMANCE OF NURSE AIDE STUDENTS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1559.

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The purpose of this research study was to explore the relationship between learning styles, psychological types and multiple-choice standardized achievement examination performance of nurse aide students with typology being the gross indicator using a non-experimental, comparative and descriptive approach. The study sample included nurse aide students (N = 326) seeking nurse aide certification selected through a stratified random sampling technique. The participation rate for completed MBTI® inventory was 58.42% (N = 326). The learning styles and psychological types were measured against the Myers-Briggs Type Indicator® Form M in North American English. The multiple-choice standardized achievement examination performance of nurse aide students was determined by Illinois Nurse Aide Competency Examination (INACE) conducted in January 2017. All the research questions and hypotheses compared mean of overall test scores and means of overall test scores based on specific duty areas (i.e. communicating information, performing basic nursing skills, performing personal skills, performing basic restorative skills, providing mental health and social service needs, and providing for residents’ rights) between different groups using one-way analysis of variance (ANOVA) and one-way multivariate analysis of variance (MANOVA). The findings of the study indicated a statistically significant relationship between mean scores of nurse aide students with Sensing (S) and Intuition (N) learning preferences by perception on overall test performance and test performance based on specific duty areas of the INACE with the mean of nurse aide students with the Sensing (S) learning preference being numerically highest (M = 81.85) than Intuition (N) learning preference (M = 79.96%). Additionally, there were no statistically significant relationships between learning preferences by source of energy (Extraversion – E and Introversion – N), learning preferences by reaction to information or making decisions (Thinking – T and Feeling – F), learning preferences by preference to life style (Judging – J and Perceiving – P), learning preference combinations by orientation to energy and perception (IS, IN, ES, and EN), learning preference combinations by perception and attitude (SP, SJ, NP, and NJ), learning preference combinations by mental process (ST, SF, NF, and NT), and 16 psychological or personality types or learning approaches (ISTJ, ISFJ, INFJ, INTJ, ISTP, ISFP, INFP, INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ) and Illinois Nurse Aide Competency Examination (INACE) performance among nurse aide students. The findings suggested that students with Introversion (I), Sensing (S), Thinking (T), and Perceiving (P) learning preferences had better overall test score on the Illinois Nurse Aide Competency Examination (INACE). Further research with a larger sample is recommended. The findings from the study and review of literature will guide nurse aide trainers and students, improve Illinois Nurse Aide Competency Examination; and increase nurse aide students’ retention efforts by utilizing the MBTI® assessment tool along with understanding and implementing the underlying concepts. Keywords: Personality Type, Psychological Type, Academic Achievement, Academic Aptitude, Type Theory, Standardized MCQ Tests, Standardized Tests, Cognitive Attribute, Academic Success, Achievement Tests, Learning Styles, Myers-Briggs Type Indicator®
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Hornstein, Daniel L. (Daniel Lather). "Relationships Between Selected Musical Aural Discrimination Skills and a Multivariate Measure of Intellectual Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331803/.

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This study attempted to explore the strength and nature of relationships between specific intellectual information processing skills included in a multi-dimensional model conceived by Guilford, and measured by Meeker's Structure of Intellect - Learning Abilities Test, and specific musical aural discrimination skills as measured by Gordon's Musical Aptitude Profile. Three research questions were posed, which involved determining the strength and the nature of the relationship between MAP melodic, rhythmic, and aesthetic discrimination abilities and the intellectual information processing skills comprising the SOI - LA. Both instruments were administered to 387 fourth, fifth, and sixth graders from schools in the Dallas area. After a pilot study established the feasibility of the study and reliability estimates of the test instruments, multiple regression analysis determined that 10% to 15% of the variance between intellectual information-processing skills and the individual musical aural discrimination abilities was in common (r = +.32 to r = +.39). It was further determined that only six specific SOI intellectual dimensions, all involving the skills of "Cognition" and "Evaluation", were significantly related to the musical aural discrimination abilities. Through the use of the Coefficient of Partial Correlation, the strength of each individual information-processing skill's unique contribution to that covariance was determined. The study indicated that "Semantic" mental information processing skills, involving the ability to recall an abstract meaning or procedure given an external stimulus, play an extremely important part within this relationship. Skills of a "Figural" nature, which involve comprehending either a physical object or an non-physical idea and separating it from other impinging stimuli also enter into the relationship, although not to so high an extent. Finally, it was observed that the dimensions involving an understanding of "Systems", those mental skills which deal with groupings of figures, symbols, or semantic relationships, also was important to the relationship.
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Higgins, Oyd Hugh II. "Item position effects and differential item functioning for African-American and White examinees completing the arithmetic reasoning subtest of the preliminary item tryout version of Form E of the General Aptitude Test Battery." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2602.

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Schmitt and Dorans (1990) hypothesized that one possible reason for apparent test bias on the Scholastic Aptitude Test (SAT) against African Americans was related to a difference in processing speed between White and African American examinees. They based this hypothesis on an analysis of data generated by the administration of the SAT. Specifically, if one omitted those items that African Americans did not reach, the differential item functioning that led to bias against African Americans virtually disappeared. This study utilized data collected during the preliminary item tryout phase of Form E of the General Aptitude Test Battery (GATB) to examine the extent to which item position effects might be linked to differential item functioning (DIF). During the item pretest study, a set of arithmetic reasoning items was presented to a nationwide sample of examinees. Roughly half of the examinees were presented the items in forward order and the other half were presented the items in reverse order. This allowed an evaluation of the extent to which an item's ordinal position affected examinee performance. The study failed to provide direct evidence for Schmitts' and Dorans' (1990) hypothesis due to the fact that very little DIF was identified. However, several troubling observations emerged. First, White examinees answered 32 out of the 33 items correctly at a greater proportion than African American examinees (p $<$.05). Second, there were statistically significant differences between how White and African American examinees selected incorrect item alternatives. Third, when evaluated using a biserial or point-biserial correlation coefficient as an estimator of the effectiveness of an item at discriminating between high and low ability examinees, the test items tended to predict scores for White examinees better than for African American examinees indicating that they may not be a valid measure of the African American examinees' arithmetic reasoning ability. Finally, there is a significant correlation between item position and the difference between White and African American examinee performance. Items administered early in the examination tended to work more equally well for both groups while items administered later tended to work better for White examinees than for African American examinees.
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Lewis, Juan David. "Sensory processing and work performance of contact centre agents in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/886.

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Thesis (MBA (Business Management))--Stellenbosch University, 2008.
ENGLISH ABSTRACT: The primary objective of this study was to establish if the Adolescent/Adult Sensory Profile questionnaire (AASP) could be used as a recruitment tool in selecting contact centre agents with a higher predictability for success and hence higher productivity. Contact centres around the globe face the challenge of high staff turnover and absenteeism, reducing profitability. It seems that work performance related to the way in which adults process sensory input has not been well researched. A model was developed by Dunn (Brown et al., 2001) based on the intersection of a neurological threshold continuum and a behavioural continuum and yielding four quadrants: Quadrant 1, Low Registration (of stimuli); Quadrant 2, Sensation Seeking; Quadrant 3, Sensory Sensitivity, and Quadrant 4, Sensation Avoiding. Forty-eight contact centre agents employed by Liberty Life were selected and assessed on the AASP. Performance data for each contact centre agent were collected: available time, auxiliary time, log-in time, quality assurance, absenteeism and length of service. Spearman rank correlations were conducted to test if relationships exist between any of the four quadrants and the performance measures. As an additional investigation, a Suitability Score (based on clustering of scores with a percent assigned) was derived for each contact centre agent and also correlated with the above performance measures. Significant relationships were found between Quadrant 2 scores and three of the performance measurement criteria. As the Quadrant 2 scores increase, the average available time of the agents will decrease and their average log-in time will increase. Absenteeism increased as well, which is expected to have a negative effect on the productivity of the contact centre. The Quadrant also had a high predictability for Suitability Ratings indicating that as the Quadrant 2 score increases, the suitability of the contact centre agents increases as well. Regarding Quadrant 3 (sensory sensitivity) scores, quality assessment, total days of absenteeism and average absenteeism relate negatively. It seems that contact centre agents with high sensory sensitivity are less suitable for the job. As the score increases the quality assessment scores decrease, which is not what is required in terms of quality standards. A negative relationship exists between Quadrant 3 scores and the Suitability Rating scores, indicating that the higher the quadrant scores the less suitable the contact centre agents are to work in the contact centre environment. Quadrant 4 (sensation avoiding) has a negative relationship with Suitability Rating scores, which indicates that the higher the quadrant score the less suitable the contact centre agent is to work in the contact centre environment. No significant relationships were recorded between the performance measurements and Quadrant 1 (low registration) and Quadrant 4 (sensation avoiding), even though, logically, one would expect agents with less distraction to be more productive. Further studies are recommended before the Adolescent/Adult Sensory Profile questionnaire is used as a recruitment tool. Future studies could categorise the quadrant scores into clusters and then test for relationships with the set performance measurements. The Suitability Rating was used in a first attempt to match individuals in a specific job according to specific sensory profiles. This measure has not yet been tested for validity and reliability, which must be done prior to further study using it.
AFRIKAANSE OPSOMMING: Die primêre doel van hierdie studie was om vas te stel of die Adolescent/Adult Sensory Profile (AASP) vraelys gebruik kan word as ‘n hulpmiddel vir die werwing en seleksie van kontaksentrum agente, met ‘n hoër waarskynlikheid van sukses en, dus, hoër produktiwiteit. Kontaksentrums op elke vasteland kom te staan voor die probleem van hoë personeelomset en werksafwesigheid wat winsgewendheid verlaag. Die manier waardeur volwasse mense hul sensoriese insette verwerk, in verband met werkprestasie, is nog nie goed ondersoek nie. ‘n Model is deur Dunn (Brown et al., 2001) ontwikkel wat gebasseer is op die kruispunt van ‘n neurologiese drumpel kontinuum en ‘n gedragskontinuum wat tot vier kwadrante lei: Kwadrant 1, Lae Registrasie (van stimuli); Kwadrant 2, Sensasie Soekend; Kwadrant 3, Sensoriese Sensitiwiteit, en Kwadrant 4, Vermyding van Sensasie. Agt-en-veertig kontaksentrum agente wat in diens van Liberty Life is, is geselekteer en beoordeel volgens die AASP. Prestasiedata is saamgestel vir elke kontaksentrum agent: beskikbare tyd, oortollige tyd, teenwoordige tyd, kwaliteitsversekering, werksafwesigheid en jare diensplig. Spearman rang korrelasies is onderneem om te toets of daar verbande bestaan tussen enige van die vier kwadrante en die prestasiemaatstaf. In ‘n addisionele ondersoek is ‘n geskiktheidsmaatstaf ontwikkel wat gebasseer is op trosvorming van tellings met ‘n toegekende persentasie. Dit is gedoen vir elke kontaksentrum agent en hierdie tellings is ook gekorreleer met bogenoemde prestasiemaatstawwe. Statisties-beduidende positiewe verbande is gevind tussen Kwadrant 2 (sensasie soekend) tellings en drie van die prestasiemetingskriteria. As die telling van Kwadrant 2 toeneem, neem die gemiddelde beskikbare tyd af en die teenwoordige tyd van agente toe. Werksafwesigheid het ook toegeneem, wat moontlik negatief kan inwerk op die produktiwiteit van die kontaksentrum. Die kwadrant het ook ‘n hoë waarskynlikheid openbaar in die geval van die Gekiktheidsmaatstaf, wat aandui dat, namate die Kwadrant 2 telling toeneem, die gekiktheid van die kontaksentrum agent ook toeneem. Wat Kwadrant 3 (sensoriese sensitiwiteit) tellings betref, bestaan daar ‘n negatiewe verband tussen kwaliteitsversekering, totale aantal dae van werksafwesigheid en gemiddelde werksafwesigheid. Dit blyk dat kontaksentrum agente met hoë sensoriese sensitiwiteit dalk minder geskik is vir die pos. Soos wat die telling vir sensoriese sensitiwiteit toeneem, neem die telling vir kwaliteitsversekering af, wat nie in terme van kwaliteitstandaarde aanvaarbaar is nie. Daar bestaan ‘n negatiewe verband tussen Kwadrant 4 (sensasie vermyding) tellings en die tellings vir die Geskiktheidsmaatstaf, wat aandui dat hoe hoër die kwadrant telling, hoe minder geskik is die agent. Geen statisties-beduidende verbande is gevind tussen die prestasietellings van Kwadrant 1 (lae registrasie) en Kwadrant 4 (sensasie vermyding) nie. Normaalweg sou mens verwag dat agente met minder afleiding, meer produktief sou wees. Daar word voorgestel dat verdere studies onderneem word voordat die Adolescent/Adult Sensory Profile as ‘n werwingsmaatstaf gebruik word. Toekomstige studies kan die kwadrant tellings saamvoeg in trosse en dan toets vir verbande met die vooropgestelde prestasiemaatstawwe. Die Geskiktheidsmaatstaf is gebruik as ‘n eerste poging om individue saam te voeg in ‘n spesifieke pos, volgens ‘n spesifieke sensoriese profiel. Hierdie maatstaf moet vir toepaslikheid en betroubaarheid in verdere studie getoets word, voordat dit gebruik kan word.
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Hameed, Imran. "Differential effects of status evaluations on employees' organizational identification (OID) and the subsequent effect of OID on organization and individuals." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1071.

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La recherche empirique examine les effets différentiels de deux évaluations de statut, c'est-à-dire le prestige externe perçu (comparaison inter-groupes) et le respect interne perçu (comparaison intra-groupes) sur l'identification organisationnelle (IO). Les différences sont expliquées par la culture sociétale et la durée de l'ancienneté des employés dans l'organisation. Notre recherche explore et teste l'importance de l'IO dans le développement des aptitudes des employés au changement étant donné que l'aptitude au changement est une attitude coopérative discrétionnaire. Ensuite, nous examinons le rôle modérateur des croyances des employés relatives au changement sur cette relation. Ainsi l'effet de l'IO sur le comportement extra-rôle des employés et le bien-être psychologique des employés est également exploré. Au total nous avons reçu 360 questionnaires remplis à partir des organisations publiques en Recherche & Développement et les organisations privées du secteur bancaire et de télécommunications. Les résultats des analyses ont confirmé toutes les relations testées à l'exception de l'effet modérateur des croyances relatives au changement sur la relation entre l'IO et l'aptitude au changement. Les résultats montrent que les individus socialisés dans le contexte collectiviste accordent plus d'importance au soi publique par rapport au soi privé. Ensuite nous avons trouvé que l'effet des évaluations de statut sur le développement de l'IO augmente pendant les dix premières années du service dans l'organisation, et cet effet positif diminue après dix ans d'ancienneté
This empirical research investigates the differential effects of two status evaluations i.e., perceived external prestige (inter-group comparison) and perceived internal respect (intra-group comparison) on organizational identification (OID). The differences are argued on the basis of societal culture and the length of tenure of employees in the organization. The importance of OID in the development of employee's readiness for change is explored and tested considering readiness for change as a discretionary cooperative attitude. Further, the moderating role of employees' change beliefs is also explored on this relationship. Whereas effect of OID on extra-role behavior of employees and the positive effect of OID on employee's psychological well-being is also explored. A total of 360 filled questionnaires were received from public sector research & development organizations, and private sector banking & telecom organizations. The results of the analyses supported all the hypothesized relationships except the moderating effect of change beliefs on the relationship between OID and readiness for change. The results exhibited that individualized socialized in collectivist context put greater emphasis on public-self as compared to private-self. It was further uncovered that the effect of status evaluations on development of OID is increasing till first ten years of service with the organization, while this positive effect is weakened after 10 years of service. This is the first study which has tried to explore the potential effects of organizational tenure and societal culture on identification process
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Books on the topic "Psychological aptitude"

1

Group, Diagram, ed. The real-life aptitude test. New York: Pharos Books, 1988.

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name, No. Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement. 2nd ed. New York, N.Y: Guilford Press, 2003.

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IQ and aptitude tests: Assess your verbal, numerical and spatial reasoning skills. Philadelphia: Kogan Page Ltd, 2011.

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Campbell, David P. Manual for the Campbell interest and skill survey: CISS. Minneapolis, Minn: National Computer Systems, 1992.

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Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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How to pass psychometric tests: This book gives you the three things you need to pass a psychometric test--information, confidence and plenty of practice. 3rd ed. Oxford, U.K: How To Books, 2011.

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Psychological testing at work: How to use, interpret, and get the most out of the newest tests in personality, learning styles, aptitudes, interests, and more! New York: McGraw-Hill, 2002.

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Principle centered leadership. London: Pocket Books, 2002.

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Principle-centered leadership. New York: Free Press, 2003.

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Book chapters on the topic "Psychological aptitude"

1

Hale, Robert L. "Evaluation of Intelligence, Achievement, Aptitude, and Interest." In Psychological Evaluation of the Developmentally and Physically Disabled, 41–67. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-1995-3_3.

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Beaujean, A. Alexander. "Identifying Cultural Effects in Psychological Treatments Using Aptitude-Treatment Interactions." In Cultural Competence in Applied Psychology, 473–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78997-2_19.

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Khan, Poonam, and Nikhil Ranjan Mandal. "Mapping Aspects for Assessing Aptitude for Architecture Education with Psychological Testing." In Advances in Human Factors in Training, Education, and Learning Sciences, 215–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_26.

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Leahy, Michael J. "Assessment of vocational interests and aptitudes in rehabilitation settings." In Psychological assessment in medical rehabilitation., 299–324. Washington: American Psychological Association, 1995. http://dx.doi.org/10.1037/10175-007.

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Katz, Lynda J., and Franklin C. Brown. "Aptitude and achievement testing." In Handbook of Psychological Assessment, 143–68. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-12-802203-0.00005-5.

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"Adapting Achievement and Aptitude Tests: A Review of Methodological Issues." In Adapting Educational and Psychological Tests for Cross-Cultural Assessment, 183–204. Psychology Press, 2004. http://dx.doi.org/10.4324/9781410611758-12.

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Matthews, Michael D. "Psychological Science and the Art of War." In Head Strong, 1–13. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190870478.003.0001.

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This chapter explores the history of military psychology and its influence on war. Beginning with World War I and continuing to today’s military operations, psychology has provided the military with better ways to select, train, develop, and lead soldiers in combat. Notable contributions of military psychology include aptitude testing, human factors engineering, clinical psychology, cyber technology, and positive psychology. Military psychologists may be civilians or uniformed members of all branches of service. They are employed in universities, government laboratories, hospitals, and nongovernment organizations including corporations and private consulting firms. The Society for Military Psychology is a founding division of the American Psychological Association. Given that the human element is the most important factor in warfare, military psychology is an essential science for winning the wars of today and tomorrow.
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Singh, Neerja. "Impact of Learning Analytics on the Assessment of a Curriculum-Based Test." In Impact of Learning Analytics on Curriculum Design and Student Performance, 56–70. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5369-4.ch005.

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The assessment is not limited to only the measurement of memorized awareness; all the way through it, the various abilities of the individual are considered. Such evaluation of abilities is of great significance in obtaining knowledge about the individual's aptitude, interest, capability, and capacity. The evaluation of ability is now done with the help of psychological tests. The different types of psychological tests that are used in measuring intelligence and different types of abilities. It is worth consideration that the psychological tests are constructed on certain general principles and in this connection some specific conditions and characteristics are always kept in mind. In this chapter, the author's aim is to describe these principles and the specific conditions as well as to assess the importance of learning analytics on this platform.
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Goswami, Rupashree, R. K. Jena, and B. B. Mahapatro. "Psycho-Social Impact of Shift Work." In Business, Technology, and Knowledge Management in Asia, 166–74. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2652-2.ch013.

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The aim of this study was to explore the effect of work related problem on shift workers’ attitude, aptitude and job satisfaction. A total of 240 shift workers in five Ferro-alloy industries of Orissa working in rotating three shift systems were participated in this study. The findings indicated that shift work has major adverse impact on psychological, social, family and conjugal life of shift worker. It has also seen that the shift work schedule curtails leisure activities, affects sleep and causes various health problems.
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Matthews, Michael D. "Spin-Offs: A Better World Through Military Psychology." In Head Strong, 260–77. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190870478.003.0014.

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Military research routinely yields spin-offs that are useful in the civilian domain. In the hard sciences, World War I spun off advances in chemistry, and World War II produced advances in physics that changed the world. Military psychological science is no different. Aptitude testing sprung from the efforts of psychologists during World War I to help the military better select and classify incoming personnel. Clinical psychology and human factors engineering were boosted as a result of World War II. The Vietnam conflict led to a better understanding of combat stress and contributed to the including of posttraumatic stress disorder as a diagnostic label. All had direct application to the civilian sector. This chapter considers spin-offs from contemporary military psychological research that will benefit general society including better ways to treat stress and promote resilience, select and train employees, and enhance leadership strategies and cultural skills.
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