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Relevant bibliographies by topics / Psychological tests – Research

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Academic literature on the topic 'Psychological tests – Research'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Psychological tests – Research"

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Silverstein, Marshall L., and Linda D. Nelson. "Clinical and research implications of revising psychological tests." Psychological Assessment 12, no. 3 (2000): 298–303. http://dx.doi.org/10.1037/1040-3590.12.3.298.

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Lakens, Daniël, Anne M. Scheel, and Peder M. Isager. "Equivalence Testing for Psychological Research: A Tutorial." Advances in Methods and Practices in Psychological Science 1, no. 2 (2018): 259–69. http://dx.doi.org/10.1177/2515245918770963.

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Psychologists must be able to test both for the presence of an effect and for the absence of an effect. In addition to testing against zero, researchers can use the two one-sided tests (TOST) procedure to test for equivalence and reject the presence of a smallest effect size of interest (SESOI). The TOST procedure can be used to determine if an observed effect is surprisingly small, given that a true effect at least as extreme as the SESOI exists. We explain a range of approaches to determine the SESOI in psychological science and provide detailed examples of how equivalence tests should be performed and reported. Equivalence tests are an important extension of the statistical tools psychologists currently use and enable researchers to falsify predictions about the presence, and declare the absence, of meaningful effects.

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Fischer, Ronald, and Taciano L. Milfont. "Standardization in psychological research." International Journal of Psychological Research 3, no. 1 (2010): 88–96. http://dx.doi.org/10.21500/20112084.852.

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The term standardization has been used in a number of different ways in psychological research, mainly in relation to standardization of procedure, standardization of interpretation and standardization of scores. The current paper will discuss the standardization of scores in more detail. Standardization of scores is a common praxis in settings where researchers are concerned with different response styles, issues of faking or social desirability. In these contexts, scores are transformed to increase validity prior to data analysis. In this paper, we will outline a broad taxonomy of standardization methods, will discuss when and how scores can be standardized, and what statistical tests are available after the transformation. Simple step-by-step procedures and examples of syntax files for SPSS are provided. Applications for personality, organizational and cross-cultural psychology will be discussed. Limitations of these techniques are discussed, especially in terms of theoretical interpretation of the transformed scores and use of such scores with multivariate statistics.

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Ruscio, John, and Brendan Roche. "Variance Heterogeneity in Published Psychological Research." Methodology 8, no. 1 (2012): 1–11. http://dx.doi.org/10.1027/1614-2241/a000034.

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Parametric assumptions for statistical tests include normality and equal variances. Micceri (1989) found that data frequently violate the normality assumption; variances have received less attention. We recorded within-group variances of dependent variables for 455 studies published in leading psychology journals. Sample variances differed, often substantially, suggesting frequent violation of the assumption of equal population variances. Parallel analyses of equal-variance artificial data otherwise matched to the characteristics of the empirical data show that unequal sample variances in the empirical data exceed expectations from normal sampling error and can adversely affect Type I error rates of parametric statistical tests. Variance heterogeneity was unrelated to relative group sizes or total sample size and observed across subdisciplines of psychology in experimental and correlational research. These results underscore the value of examining variances and, when appropriate, using data-analytic methods robust to unequal variances. We provide a standardized index for examining and reporting variance heterogeneity.

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Van de Vijver, Fons, and Ronald K. Hambleton. "Translating Tests." European Psychologist 1, no. 2 (1996): 89–99. http://dx.doi.org/10.1027/1016-9040.1.2.89.

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With the increasing interest in cross-cultural research, there is a growing need for standard and validated practices for translating psychological instruments. Developing a psychologically acceptable instrument for another cultural group almost always requires more effort than a literal translation, which all too often is the common practice. The adequacy of translations can be threatened by various sources of bias. Three types of bias are distinguished in this paper: (1) construct bias (related to nonequivalence of constructs across cultural groups), (2) method bias (resulting from instrument administration problems), and (3) item bias (often a result of inadequate translations such as incorrect word choice). Ways in which bias can affect the adequacy of instruments are illustrated and possible remedies are discussed.

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Zimmerman, Donald W. "Simplified interaction tests for non-normal data in psychological research." British Journal of Mathematical and Statistical Psychology 47, no. 2 (1994): 327–35. http://dx.doi.org/10.1111/j.2044-8317.1994.tb01040.x.

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Westermann, Rainer, and Willi Hager. "Error Probabilities in Educational and Psychological Research." Journal of Educational Statistics 11, no. 2 (1986): 117–46. http://dx.doi.org/10.3102/10769986011002117.

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The well-known problem of cumulating error probabilities is reconsidered from a general epistemological perspective, namely, the concepts of severity (Popper) and of fairness of tests. Applying these concepts to hypothesis-testing research leads to a reevaluation of the relative importance of the probabilities of Type 1 and Type 2 errors connected with those statistical hypotheses that have been derived from the substantive ones. It is shown that not only Type 1 but also Type 2 errors can cumulate. This cumulation is discussed for various basic types of empirical situations in which substantive hypotheses are examined by means of statistical ones. A new adjustment strategy based on the Dunn-Bonferroni inequality for planned tests is proposed and applied to some empirical examples.

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Fenn, Jessy, Chee-Seng Tan, and Sanju George. "Development, validation and translation of psychological tests." BJPsych Advances 26, no. 5 (2020): 306–15. http://dx.doi.org/10.1192/bja.2020.33.

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SUMMARYIn social science research and clinical practice, and in educational settings, psychological tests/scales are being increasingly used because of their reliability and the ease and speed of gathering, comparing and differentiating data. A new scale is usually created when instruments or questionnaires to measure the construct of interest are not be readily available or if existing questionnaires do not fully satisfy requirements. Scales are also translated and revalidated if they are not in the language required. This article takes the reader through steps in developing, validating and translating tests in the field of social sciences.

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HUNTINGTON, DOROTHY S. "Theory and Method: The Use of Psychological Tests in Research on Divorce." Journal of the American Academy of Child Psychiatry 24, no. 5 (1985): 583–89. http://dx.doi.org/10.1016/s0002-7138(09)60059-5.

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Kleka, Paweł, and Władysław Jacek Paluchowski. "Shortening of psychological tests – assumptions, methods and doubts." Polish Psychological Bulletin 48, no. 4 (2017): 516–22. http://dx.doi.org/10.1515/ppb-2017-0058.

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Abstract In this article, on the basis of questionnaire data collected for other purposes, the Authors want to show the consequences of various methods of shortening of tests and what may result from such an action for diagnosticians, researchers and examined individuals. The research aim of the work is to show the best method of shortening of the scale of questionnaires. Will shortening of a questionnaire according to different statistical techniques bring the same results? Will the quality of shortened scales be comparable? Is any of statistical techniques better for shortening of the scale of a questionnaire? The obtained results suggest a poorly controlable effect of the methods of questionnaire shortening. Moreover creating a short version on the basis of the results collected with the use of the full version leads to obtaining a tool with unknown diagnostic and psychometric properties.

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Dissertations / Theses on the topic "Psychological tests – Research"

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Shim, Hi Shin. "An irt model to estimate differential latent change trajectories in a multi-stage, longitudinal assessment." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28266.

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Léger, Paul. "An assessment of a new personality measure of authoritarianism in the South African context." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1002516.

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The aim of the research was to assess the psychometric properties of Altemeyer's (1981) Right-Wing Authoritarianism scale (RWA scale)- developed in response to identified methodological weaknesses in personality measures of authoritarianism to date - within a South African setting. A modified version of the 24-item attitudinal scale, together with a demographic questionnaire was administered to a white and black sample of South African university students. Subsequent psychometric analysis of the data indicated that the scale was a significantly less powerful measure of authoritarianism in a cross-cultural context, than originally hoped for. Not only did the analysis show an absence of psychometric equivalence but revealed substantial problems within the content of the scale itself. An ensuing discussion of these findings situated the debate within a broader theoretical context. It was argued that the RWA scale, and its underpinning conceptualization, although possibly comprising a methodological refinement over existing measures of authoritarianism, did not constitute grounds for a viable approach to research on authoritarianism in the South African context. It was concluded that a model of authoritarianism resting on the assumptions of positivistic psychology, inevitably failed to account for the social and political dynamics of a changing society. As a socially relevant enterprise, it was suggested that the debate on authoritarianism be extended beyond the confines of individualistic psychology and research priority directed instead to the crucial role of societal factors giving rise to the individual manifestation of the phenomenon.

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Schnuerch, Martin [Verfasser], and Edgar [Akademischer Betreuer] Erdfelder. "Improving statistical practice in psychological research: Sequential tests of composite hypotheses / Martin Schnuerch ; Betreuer: Edgar Erdfelder." Mannheim : Universitätsbibliothek Mannheim, 2020. http://d-nb.info/1207758213/34.

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Schnuerch, Martin Verfasser], and Edgar [Akademischer Betreuer] [Erdfelder. "Improving statistical practice in psychological research: Sequential tests of composite hypotheses / Martin Schnuerch ; Betreuer: Edgar Erdfelder." Mannheim : Universitätsbibliothek Mannheim, 2020. http://d-nb.info/1207758213/34.

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Iman, Sarah A. "Publication Bias and Graduate Students' Perceived Trust in the Literature." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1459413243.

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Blakey, Judy Ann. "The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17070.

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Bibliography: pages 299-316.<br>Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears.

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Raby, Carlotta. "Identifying risks for male street gang affiliation : a systematic review and design and validation of the gang affiliation risk measure (GARM)." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14700/.

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This study aimed to create the first measure of risk for UK gang-affiliation. A pilot stage invited gang affiliated and non-gang affiliated participants between the ages of 16–25 to retrospectively self-report on 58 items of risk exposure at the age of 11. Based on performance of these items, a 26-item measure was developed and administered to a main study sample (n=185) of gang affiliated and non-gang affiliated participants. Categorical Principal Component Analysis was applied to data, yielding a single-factor solution (historic lack of safety and current perception of threat). A 15-item gang-affiliation risk measure (GARM) was subsequently created. The GARM demonstrated good internal consistency, construct validity and discriminative ability. Items from the GARM were then transformed to read prospectively, resulting in a test measure for predictive purposes (T-GARM). However, the T-GARM requires further validation regarding its predictive utility and generalisability.

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Kuthy, James Edward. "Reducing Adverse Impact: An Investigation of the Effect of Additional Study Time on Trainability Test Performance." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1225730465.

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Campbell, Megan Michelle. "The adaptation of the 'Clinical Outcomes in Routine Evaluation-Outcome Measure' (CORE-OM) from English into a valid Xhosa measure of distress." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001538.

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In South Africa access to mental healthcare resources is restricted for a number of reasons including language barriers that prevent suitable communication between mental healthcare professionals and African language speaking South Africans. The translation of psychometric tools into African languages has been identified as one method in improving access to psychological services for African language speakers. The Clinical Outcomes in Routine Evaluation - Outcome Measure (CORE-OM) has demonstrated its clinical utility within the United Kingdom (UK) National Healthcare Service (NHS) as a standardised psychotherapy outcome measure that evaluates the degree of psychological distress individuals present with at the start of psychotherapy treatment, and the degree of change that has been effected at the termination of therapy. A measure like the CORE-OM holds valuable clinical utility for the South African context. This thesis argues that the availability of a valid Xhosa version of the CORE-OM would allow for improved access to psychotherapy resources for Xhosa speaking individuals, and allow for the evaluation of the effectiveness of psychotherapy interventions conducted in Xhosa. The CORE-OM developers have provided a translation design and set of guidelines to standardise the translation of the CORE-OM into different languages. However this thesis argues that these guidelines are incomplete. Instead International Test Commission (ITC) guidelines are recommended as a culturally sensitive method to supplement current CORE-OM translation guidelines, in order to generate a valid Xhosa measure of distress. A mixed methods approach is applied which first investigates the construct equivalence and bias of the CORE-OM English version within a South African student population sample, both qualitatively and quantitatively, in order to establish the degree of adaptation required to generate a valid Xhosa version of distress. Next the CORE-OM English version is translated into Xhosa using the five-stage translation design prescribed by the CORE System Trust, supplemented by ITC guidelines. All changes made to the CORE-OM during translation into Xhosa are documented. The CORE-OM Xhosa version is then investigated for reliability and validity. This investigation reveals low internal reliability within the subjective wellbeing domain indicating that these items are less meaningful as depictions of distress within the Xhosa language. A reduced version of the CORE-OM demonstrates strong psychometric properties as a valid Xhosa measure of distress.

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Blackmore, Caitlin E. "The Effectiveness of Warnings at Reducing the Prevalence of Insufficient Effort Responding." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1412080619.

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Books on the topic "Psychological tests – Research"

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Kevin, Corcoran, and Corcoran Kevin, eds. Measures for clinical practice and research: A sourcebook. 4th ed. Oxford University Press, 2007.

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Association, American Psychological, National Council on Measurement in Education, and Joint Committee on Standards for Educational and Psychological Testing (U.S.), eds. Standards for educational and psychological testing. American Educational Research Association, 2014.

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B, Livingston Ronald, ed. Mastering modern psychological testing: Theory & methods. Pearson Education, 2012.

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Nummenmaa, Tapio. Psykometristen ja tulkinnallisten testien käyttö tutkimuksessa. Tampereen yliopisto, 1990.

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Langeheine, Rolf, Wilhelm F. Kempf, and Jürgen Rost. Item-Response-Modelle in der sozialwissenschaftlichen Forschung. Regener, 2012.

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Pickworth, G. E. A survey of the demand in the R.S.A. for psychological and educational testing by means of microcomputers. Human Sciences Research Council, 1987.

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Entering the child's mind: The clinical interview in psychological research and practice. Cambridge University Press, 1997.

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Leitner, Michael. Mythos HIV: Eine kritische Analyse der AIDS-Hysterie ; verfälschte Statistiken, trickreiche Virusnachweise, untaugliche Tests und illegale Medikamente. Videel, 2000.

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Gottfredson, Gary D. Development and applications of theoretical measures for evaluating drug and delinquency prevention programs: Technical manual for research editions of What about you (WAY). Gottfredson Associates, 1999.

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Liehaus, Jacob L. Psychiatric status rating scales in medicine and psychology: Guidebook for reference and research. Abbe Publishers Association, 1985.

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Book chapters on the topic "Psychological tests – Research"

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Clark-Carter, David. "Parametric and non-parametric tests." In Quantitative Psychological Research. Routledge, 2018. http://dx.doi.org/10.4324/9781315398143-18.

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Verma, J. P. "Non-parametric Tests for Psychological Data." In Statistics and Research Methods in Psychology with Excel. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3429-0_12.

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Watson, David. "Objective tests as instruments of psychological theory and research." In APA handbook of research methods in psychology, Vol 1: Foundations, planning, measures, and psychometrics. American Psychological Association, 2012. http://dx.doi.org/10.1037/13619-019.

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Olff, M., G. Godaert, J. F. Brosschot, K. E. Weiss, and H. Ursin. "The Defence Mechanism Test and Questionnaire Methods for Measurement of Psychological Defences." In Recent Research in Psychology. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-84466-9_22.

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Rios, Joseph A., and Ronald K. Hambleton. "Statistical methods for validating test adaptations used in cross-cultural research." In Evidence-based psychological practice with ethnic minorities: Culturally informed research and clinical strategies. American Psychological Association, 2016. http://dx.doi.org/10.1037/14940-006.

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Pan, Yuexian. "Statistical Analysis and Influence Research of Shanghai Cheerleading on College Students’ Physical and Psychological Development Based on T-Test Law." In Proceedings of the 2nd International Conference on Green Communications and Networks 2012 (GCN 2012): Volume 1. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35419-9_47.

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Scherer, Ronny. "The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_8.

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AbstractIn both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.

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Capecchi, Irene, Gianluca Grilli, Elena Barbierato, and Sandro Sacchelli. "A Spatial Multi-criteria Decision Support System for Stress Recovery-Oriented Forest Management." In Smart and Sustainable Planning for Cities and Regions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57764-3_12.

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AbstractA solution to cope with chaotic urban settlements and frenetic everyday life is refuging in nature as a way to reduce stress. In general—in recent years—it has been scientifically demonstrated how natural areas are an important environment for psycho-physiological health. As a consequence, it is important to plan dedicated spaces for stress recovery in order to increase the well-being of people. With respect to forests, there is a growing interest in understanding the marketing and tourist potential of forest-therapy activities and policies. This paper develops a decision support system (DSS) for decision makers, based on geographic information system to define the suitability of forest areas to improve psychological and physiological human well-being. Innovative technologies such as electroencephalography (EEG) and virtual reality (VR) are applied to test human status. The DSS combines four sets of indicators in a multi-attribute decision analysis and identifies the areas with the largest stress-recovery potential. Two multi-attribute model—one in summer and one in winter—are elaborated to obtain a dynamic evaluation of suitability. Results show significant differences among forest type, forest management, altitude range, and season in terms of stand suitability. EEG and VR seem to be promising technologies in this research area. Strengths and weaknesses of the approach, as well as potential future improvement and implications for territorial marketing, are suggested.

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"PARAMETRIC AND NON-PARAMETRIC TESTS." In Quantitative Psychological Research. Psychology Press, 2009. http://dx.doi.org/10.4324/9780203870709-23.

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Cronbach, Lee J., and Paul E. Meehl. "Construct validity in psychological tests." In Research Design. Routledge, 2017. http://dx.doi.org/10.4324/9781315128498-18.

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Conference papers on the topic "Psychological tests – Research"

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Payoux, Mélany, Lara Abdel Halim, Alexandra Didry, and Arnaud Trenvouez. "PRACTICAL AND SCIENTIFIC CHALLENGES IN ADAPTING DIGITAL COGNITIVE TESTS IN PROFESSIONAL ENVIRONMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact038.

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"Recruiting today is no longer what it used to be. Digital transformation has deeply changed the company, and particularly the recruitment process. The challenges linked to this transformation are two-fold: practical and scientific. Indeed, the world of human resources needs new tools to detect potentials. Research must meet this need by adapting, modernizing and scientifically validating the tools. To predict job performance, cognitive and soft skills, often referred to as ""21st century skills"", are now central to recruitment, talent development and career management. The objective of our study was to create digital versions of cognitive tests, based on reliable and well-known theoretical foundations. We want to present in detail the conception and construct validity of two of our online tests: the first one inspired by the Stroop effect (Stroop, 1935), the second one based on corsi blocks (Corsi, 1972). We hypothesise that the tests we created are positively correlated to the original ones. 91 participants were interviewed, aged between 18 and 58 (average = 34.57 years old, SD = 10.91). The proportion of women was 76.6% (n = 69), compared to 24.4% of men (n = 22). They all answered the original tests first, face-to-face, and a few months later, the digital ones we had created. We observed positive correlations between the two series of results. These very encouraging results will be clarified and discussed. These two new versions shed light on the candidates' attention and memory abilities that should be enriched during an interview focused on soft skills. In fact, the highest predictability is guaranteed by a method which necessarily combines cognitive evaluations and with other types of assessments, such as personality tests (Güler, Bayrak & Ocaks, 2019). This is why it is important to continue research efforts on the adaptation of digital cognitive tests in a professional environment."

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Marlin, Stuart Graham, Tori English, Lewis Morley, Tahlia O'Keefe-Quinn, and Paige Whitfield. "Practice tests improve performance, increase engagement and protect from psychological distress." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11151.

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The increasing prevalence of high levels of distress in university student populations has led academic and support staff to investigate options to help students cope with academic stress. Our research focused on investigating the benefit of early academic interventions for content engagement and feedback. In a 1st year psychology student sample of 547 we collected data on psychological measures (motivation and distress), practice test engagement and performance on assessment tasks. Assessment data from a baseline phase (practice tests were available) were compared to assessment data from an intervention (reward for undertaking practice tests). Our experiment also allowed an investigation of the type of benefit gained from practice tests engagement (content specific benefit vs general engagement effects). Results show that undertaking practice tests ahead of assessment quizzes is associated with significantly higher assessment performance. Practice test uptake significantly increased when an incentive was in place resulting in much higher assessment scores for students. Students who showed high levels of distress on the DASS performed significantly lower on assessments. However, highly distressed students who undertook practice testing showed performance at the same level as non-distressed students.

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Todorev, Alexey, Olga Shabalina, Maksim Dyatlov, Rodion Kudrin, and Yuriy Komarov. "Comparison of testing results of drivers on the road traffic simulator and on the set of psychological tests." In IV International research conference "Information technologies in Science, Management, Social sphere and Medicine" (ITSMSSM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/itsmssm-17.2017.90.

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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."

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Vedd, Nidhi. "FATIGUE AND ANXIETY IN BREAST CANCER: THE RELATIONSHIP WITH INTERPRETATION BIAS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact018.

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"Background: Research has highlighted both fatigue and anxiety to be two of the most debilitating symptoms of breast cancer that prevail for years into its survivorship, and suggests that these symptoms influence how people interpret information. Harbouring negative interpretation biases also helps to maintain self-destructive beliefs resulting in increased severity of symptoms and disability in those already affected by the illness. This study is the first utilizing an experimental measure of assessing interpretation bias in a population of breast cancer to investigate the contribution of fatigue and anxiety. Method: A cross-sectional study design was used. 53 breast cancer survivors and 62 female healthy controls were recruited via opportunistic sampling. Participants completed an online questionnaire assessing basic demographics, fatigue via the Chalder Fatigue Questionnaire (CFQ) and anxiety using the Hospital Anxiety and Depression Scale (HADS). Following this, an in-person testing session assessed interpretation bias (IB) using a computerised task. Results: Independent sample t-tests found a non-significant result in the comparison of IB indices between populations (t(112.60) =.28, p=.783; d=.05). Significant differences were observed in mean fatigue and anxiety scores in the breast cancer population compared to the healthy controls. Pearson correlation identified a statistically significant positive correlation between CFQ scores and negative interpretation bias (r=.34, n=53, p=.013), however not for anxiety. Hierarchical multiple regression was calculated to predict negative interpretation biases based on potential confounding variables (age, relationship status and level of education), CFQ, HADS anxiety scores (separately). All four regression models were non-significant. The only significant predictor of negative interpretation bias was fatigue (ß =.39, t(53)=2.71, p=.009). Conclusion: The identified significant correlation between fatigue and negative interpretation bias in this study corroborates findings from existing literature. However other results proved inconsistent with the vast body of research suggesting that breast cancer survivors would make more negative interpretations of ambiguous stimuli on an IB task compared to healthy controls. These results highlight the potential for future research investigating strategies of inherent self-adaptive and coping mechanisms that are or could be adopted by these participants to overcome this cognitive bias."

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Hirata, Yutaro, Yutaka Haramaki, and Yasuyo Takano. "A STUDY OF THE EFFECTIVENESS OF A MUTUAL EXCHANGE SUPPORT PROGRAM FOR PARENTS OF CHILDREN WITH DEVELOPMENT DISORDERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact088.

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"There is an urgent need to support families of children with developmental disorders, especially when it is necessary for such families to help each other. However, practice and research related to support systems for families have begun only recently in Japan. Considering these issues, the authors developed a program to support mutual exchanges among parents of children with developmental disorders. This study aimed to verify the program’s effectiveness and to examine the relationship between participants’ program experience and its effectiveness. Participants included 21 male and female parents of children with developmental disorders. The parents were in their 30s to 50s (4 in their 30s, 14 in their 40s, and 3 in their 50s) (1 male, 20 females). Effectiveness indicators included the Profile of Mood States 2nd Edition-Adult Short (POMS2-A Short) (before and after implementation), Session Impact Scale (SIS), and Mutual Exchange Support Experience Rating Scale. t-tests were conducted on the pre- and post-program results of the POMS2-A short. Results showed that scores on Anger-Hostility (t=4.77, df=20, p<.01, d=1.04), Confusion-Bewilderment (t=4.31, df=20, p<.01, d=.94), Depression-Dejection (t=2.88, df=20, p<.01, d=.63), Fatigue-Inertia (t=3.63, df=20, p<.01, d=.79), and Tension-Anxiety (t=3.61, df=20, p<.01, d=.79) in the POMS2-A Short decreased significantly after the implementation of the program. These results evidence the effectiveness of the program in improving several mood states, especially anger-hostility, tension-anxiety, depression-depression, and fatigue."

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Pushkareva, Anastasiya. "Features of economic rationality and psychological well-being of the individual during the pandemic." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-12.

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The article presents an overview of two areas of psychological well-being, economic rationality and economic thinking, as well as empirical research in the form of tests conducted during the pandemic. The topic of the work is formed at the junction of two disciplines: economic thinking and psychological well-being of the individual. The relevance of this work lies in identifying the relationship at the junction of these disciplines and in studying the experience gained to confirm the hypothesis.

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Bazaleva, Lyubov’, and Anastasiya Saltovskaya. "Personal features of persons with addictive behavior." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-06.

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The article is devoted to the study of the personality determinants of persons with addictive behavior. The aim of the study is to identify the personality determinants of persons with addictive behavior. Research hypothesis - in persons with addictive behavior, there are differences depending on gender, length of use, the period of being in rehabilitation for certain personality traits. To write the article, empirical methods were used - free observation, analysis of isolated cases, conversation, questionnaires, testing according to the methods: the five-factor personality questionnaire McCrae - Costa ("Big Five"), the Shmishek questionnaire. Methods of statistical processing of empirical data were used to process the research results: comparative analysis of mean values and nonparametric statistical tests Mann-Whitney U and Kruskal-Wallis. The study sample consisted of 20 clients of the rehabilitation center: men and women who use various psychoactive substances, with different experience of using substances and different periods of stay in rehabilitation. The article draws conclusions about the peculiarities of personal determinants in persons with additive behavior.

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.

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Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

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The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.

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Reports on the topic "Psychological tests – Research"

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Soenko, Yevgeny. TYPOLOGY OF PERIPHERAL VISION. Intellectual Archive, 2020. http://dx.doi.org/10.32370/iaj.2331.

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The research is based on the statement that retina produces the proper level of electrical activity, sourcing visual system. I started the research with partial darkening of different parts of the visual fields of humans to register possible psychological and physiological changes. The tested showed dramatically increasing variability and number of changes within just four exact types of darkening. More, emotional and physiological aspects of those changes were polarized into general acceptance and general rejection of a certain type of darkening in most of the individual tests. Thus the tested formed two opposite groups within every one of those types of darkening: a group with general negative reactions and a group with general positive ones. Further, those types of darkening turned out combined in pairs. General tune of reactions of most of the tested changed to strictly reverse within a pair of upper-lower types of darkening of peripheral vision and outer-inner ones as well. Between the pairs of types of darkening, there was no correspondence. The tested showed stability of their reactions during at least several months. Thus I may state a possibility of existence in the visual system of humans of two independent neuropsychological structures both having two alternative modes of functioning with a stable preference of just one of them in every individual case. If it is true, there may be a vision-based typology.

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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