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Dissertations / Theses on the topic 'Psychology Psychological tests'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Slaney, Kathleen L. "The logic of test analysis: an evaluation of test theory and a proposed logic for test analysis /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2668.

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2

Berke, Shawna S. "Development and validation of a measure of prenatal anxiety." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2714.

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This study developed and validated the Berke Prenatal Anxiety Questionnaire, created to measure prenatal anxiety. Scores from 301 pregnant women in various stages of pregnancy were used to determine the internal consistency of the Berke Prenatal Anxiety Questionnaire. These women were recruited in obstetric offices and hospitals across California. Coefficient alpha for the total scale was.87. Factor analysis showed that the items did not really cluster together in three groups as expected. Two approaches were undertaken to develop a new definition, in order to revise the scale. Three one-way ANOVA with trimester of pregnancy as the between subjects variable were calculated on the total scale and revised scales scores from the questionnaire and no significant differences were found. This questionnaire needs additional validation though the creation of new items characterizing the revised definitions. Eventually, in a revised form, this questionnaire can be used in additional research and in a clinical setting to identify pregnant women experiencing high levels of maladaptive prenatal anxiety. Efforts could then be made to reduce their anxiety, which can benefit both the mother and her infant.

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3

Kiss, Andrea B. PhD. "Malingering and the Rorschach: Investigating Systematic Differences in Rorschach Responses from Committed Forensic Patients and Normal Subjects Instructed to Fake Insanity." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513368890921424.

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4

Zadeh, Sheava Tania. "The relationship between body dysmorphic symptoms measure and social anxiety symptoms measures in a sample of ethnically diverse adolescents." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2732.

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Body dysmorphic disorder (BDD) is characterized by an intense preoccupation with an imagined or real defect of an individual's physical appearance (Sobanski & Schmidt, 2000). This present study was an extension of the work of Mayville(1998, 1999), who studied BDD symptoms in a non-clinical multi-ethnic adolescent population. The results of Mayville's (1998, 1999) study indicated that African Americans have a more positive body image compared to any other ethnic group, and females demonstrated less satisfaction with their physical appearance in comparison to males. In addition to replicating Mayville's study (1998, 1999), this study focused on the component of social anxiety symptoms, and its relationship to body dysmorphic symptoms. It is imperative to study the relationship between BDD and social anxiety in adolescents, as there may be diminished functioning in terms of social and academic performance for those who are diagnosed with BDD (Albertini & Phillips, 1999). In this study scores were examined on two different scales: Social Physique Anxiety Scale (SPAS, Hart, Leary, & Rejeski, 1989) and the Fear of Negative Evaluations Scale (FNE, Watson & Friend, 1969) with their respective relationships to scores on the Body Image Rating Scale (BIRS, Mayville, Gipson, and Katz, 1997). As expected the SPAS contributed significantly and substantially to the prediction of scores on the BIRS in comparison to the FNE. The large squared semi-partial correlation coefficients in this study indicate that there is some overlap between the constructs of body dysmorphic disorder symptoms and the two measures of social anxiety symptoms. In this study, however, the Sex variable and Ethnicity variable did not contribute substantially to predicting scores on the BIRS.

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5

von, der Embse Adam Michael. "Teachers’ Dispositions as They Relate to Effective Teaching in Primary and Secondary Education." Ohio Dominican University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1620129054876029.

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6

Alkhadher, Othman. "Computer-based selection tests : psychological and measurement implications of adaptive testing." Thesis, University of Nottingham, 1994. http://eprints.nottingham.ac.uk/14532/.

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The aim of this thesis is to develop realistic expectations about the psychological and psychometric implications of using computerized adaptive tests (CAT). A review is carried out of literature on computerized-based testing (CBT) and CAT. A field study as well as four laboratory experiments were conducted to achieve that goal The current research strongly suggested the equivalence between the paper-and-pencil (P&P) and CAT formats for the Abstract Reasoning (AR) and Mechanical Reasoning (MR) tests of the Differential Aptitude Tests (DAT), but failed to do so for the Numerical Ability (NA) test. Also, the CAT version of OAT can predict a performance variable as accurately as can the P&P format. Overall testees' attitudes toward several aspects of computerized testing were positive. The results confirmed the negative relationship between computer experience and computer anxiety. Moreover, knowledge of CAT behaviour negatively affected subjects' performance, but did not increase the level of their state anxiety. This suggested that a form of feedback acts during the adaptive test which has a negative effect on testees' performance and response time. This assumption was confirmed. Subjects spend a shorter time on the subsequent item after negative feedback (wrong) on the previous item than after positive feedback (right). It has been found that although the response time for answering an individual item was higher for CAT format than for P&P format, the CAT version of DAT resulted in a 20% reduction in completion time of the test. Also, the difficulty level of the initial items has a significant effect on testees' overall scores. The findings of this thesis suggest that CAT has numerous advantages and potential for improving the efficiency and accuracy of testing, and has potential areas of future contribution within personnel selection and assessment. This potential can be realized if proper consideration is made in designing, developing, and implementing these testing systems, and if professional standards are maintained by developers and users.

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7

Hilborn, Robert Scott. "Psychological characteristics contributing to performance on neuropsychological tests and effort testing." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9093/.

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The issue of effortful patient performance has been an area of clinical interest in individuals with minor traumatic brain injury (mTBI). Clinical attention to this area has increased largely because of an increase in the number of worker's compensation claims, injury-related lawsuits and/or insanity defense pleas. As patients are presented with the opportunity for secondary gain, the issue of optimum performance on neuropsychological measures becomes salient. In addition to neurocognitive deficits, there are psychological characteristics associated with mTBI including depression, emotional disturbance, personality changes, and other psychopathology. This study utilized the MSVT, a set of standard neuropsychological instruments, and the Minnesota Multiphasic Inventory-2 (MMPI-2) to investigate the relationships between effort, psychological characteristics, and neuropsychological functioning in individuals with minor traumatic brain injuries. The first objective of this study was to determine which psychological factors were related to effort in mTBI. The second objective was to determine if there were differences between groups that performed poorly on effort testing and groups that performed adequately on effort testing, based on relevant psychological characteristics. The results of the analyses supported the first hypothesis. Hysteria was inversely related to effort, and Mania was positively related to effort on one of five measures of effort. The second hypothesis was not supported.

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8

Joslyn, Jacqueline K. "An expert system in school psychology for PMHP /." Online version of thesis, 1988. http://hdl.handle.net/1850/10619.

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9

Miller, Ashley K. "Examining the Errors and Self-Corrections on the Stroop Test." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1274111033.

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10

Ahn, Randall Lee. "Development and validation of the Washington resilience scale /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/9075.

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11

Woldoff, Sarah Beth Herbert James D. "Reliability of the global assessment of functioning scale /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/364.

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12

Richwerger, David Charles. "A quantitative investigation of "faking good" on the MMPI." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3250.

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The purpose of this study was to investigate the abilities of students to fake good on the MMPI, to identify particular MMPI clinical scales most vulnerable to faking good and to determine the efficacy of the MMPI validity scales to detect that faking. A dual administration design was used. Subjects took the MMPI once under standard instructions and once under instructions to fake good. Faking good was measured by comparing the two profiles and calculating the change in $T$-score points in going from the standard to the fake-good condition across the clinical and validity scales. A counterbalanced design was used with 76 subjects in each condition to control for re-test effects. The quantification of faking-good behavior allowed for multiple regression equations to be calculated. The regression factors were found by correlating the clinical and validity scales with faking good performance measured to $T$-score changes. $T$-score reductions in going from standard to fake-good conditions were defined as successful faking good. The results showed that students were able to fake good to a significant degree overall on the MMPI. The average $T$-score decrease over all ten clinical scales was 21.5 $T$-score points scored with the $K$-correction factor and 30.8 $T$-score points scored without $K$-correction. Five of the ten clinical scales were significantly altered by the fake good condition. Those scales were D, Hs, Pd, Pt and Sc and the addition of the $K$-correction factor tended to mask measured fake-good behavior on these scales. Measured faking-good behavior was found to correlate at $r$ =.57 with regression equation (2). Equation (2) yielded Phi coefficients of.48 and.61 at faking-good levels of 25 and 50 $T$-score points, respectively. Equation (2) was able to correctly identify 82 percent of the fake-good profiles and 89 percent of the honest profiles using a fake-good criterion of 50 or more $T$-score points. Regression equation (2) is as follows: (2) Faking score without $K = 154.7 - 2.5F + .95L - 1.1K.$ The use of the dual administration design allowed for regression equations that yielded higher validity scale screening scores than those found in past research. This finding may have significance in testing situations with fake-good demand characteristics.

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13

Phillips, Kala M. "Emotional Clarity as a Predictor of Decentering Capacities." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1367796628.

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14

Hodgson, Mark. "Investigating attitudes of selection decision makers towards psychological tests and the application of a training intervention programme to improve reliance in ability tests." Thesis, Cranfield University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336460.

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15

Malhotra, Damini Kelly Kimberly. "Psychological stress reactivity and recovery the role of cognitive appraisals, ethnicity and sex /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12158.

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16

Rogan, Malisa. "Psychological Capital and Contentment; Is there correlation?" Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1623942529290833.

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17

Grezmak, Tiffany. "Construct Validation of the Cleveland Adaptive Personality Questionnaire using the Personality Assessment Inventory." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1619442899037883.

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18

Fine, Esther Karen. "An investigation of the psychoeducational assessment process : the influence of assessors' theoretical oritentation and previous experience on their interpretations of a students' case-file." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39310.

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The study investigated the reasoning processes used by psychoeducational assessors in interpreting a typical case-file. The methodology used was one adapted from studies of problem-solving skills in other domains. In the models of reasoning derived from these studies, expertise was associated with extensive use of causal reasoning and with a high level of integration between a selectively narrow body of information and the proposed solutions. It was hypothesised that the reasoning processes used by experienced psychoeducational assessors would show similar properties. In addition, it was hypothesised that experienced and trainee assessors could be differentiated by: (a) the degree of affinity shown to a theoretical orientation in psychology, (the degree of affinity shown by the experienced assessors being greater than that shown by the trainees), and (b) the numbers and types of inferences generated from case-file information. The influences of the referral information and subjects' preconceived notions of educational exceptionality on assessment were also considered.
Two groups of 12 subjects each participated in the study; experienced school psychologists (designated the experts), and trainees in psychoeducational assessment (designated the novices). Think-aloud protocols were obtained from the subjects as they interpreted the case-file. A scale for assessing relative preferences for theoretical orientations in psychology was administered to all subjects. Transcriptions of the think-aloud protocols were segmented and coded according to predetermined inference categories. The case-file text and subjects' coded protocols were used to set out formally representations of subjects' reasoning.
The experts and the novices were compared for adherence to theoretical orientation, the numbers and types of inferences generated, and the reasoning strategies employed. No differences were found between the two groups for the variables analysed. However, for some of the experts, but not for the novices, well-integrated reasoning was associated with adherence to initial theories about the case. Consistencies across both groups of subjects in the types of inferences made and the use of case-file information are suggestive of a case-specific approach to assessment. Assessors appear to emphasise a student's academic strengths and, at the same time, to attend to affective problems. Relatively little attention is paid to physiological factors. The variability in the data collected indicates that there are few criteria against which to gauge expertise in psychoeducational assessment. There was no indication that assessors test their diagnostic theories systematically. It is suggested that, in this domain, reasoning strategies of review and revision are desirable and that representational models of expertise should reflect these strategies.

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19

Rau, James Carl 1952. "A normative study of the perception of affect task." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276921.

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In order to test one implicit assumption of a neuropsychological theory concerning Complex Partial Seizure Disorder and affective-behavioral change, an instrument has been developed. The Perception of Affect Task (PAT) was created to fill an unmet need for an instrument which could assess the perception of affective stimuli across six emotions and neutral by: (1) allowing for a comparative analysis of perceptual abilities relative to the various emotions; (2) allowing for a comparative analysis of verbal and nonverbal perceptual abilities, thereby allowing for a potential analysis of enhancements and/or deficits by hemispheric laterality; and (3) assessing perceived intensity ratings of affective stimuli. As the PAT is to evaluate, in an upcoming study, CPS patients' deviations from normal perception-of-affect abilities, the present study serves to standardize this instrument with a college student sample.

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20

Miller, Kimberly A. "Human motivation and psychological well-being in a sample of clinical and non-clinical adults." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1327294.

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Many researchers and theorists and argued that a person's psychological health and well-being require that needs are met. If needs are not met, the result is distress and attempts to compensate, both of which may lead to psychological problems. Thus, psychologists and others whose goal is to help people with psychological problems require a theory of important psychological needs.This study provides a critical review of major need theories and assessment instruments developed to operationalize those theories. Based upon this review, five needs (autonomy, competence, relatedness, purpose, and physical) were identified as being critical aspects of psychological well-being. Using a relatively new needs assessment scale, these five needs were assessed in 1,358 clinical and non-clinical adults from various sites around a Midwestern state.Results indicated a five-factor structure that was slightly different than the one originally hypothesized. This new five factor model (life direction, positive interpersonal relations, interpersonal support, competence, and ability to adapt) was found to be consistent across both the clinical and non-clinical samples. Results provided strong evidence that the measurement instrument has superior psychometric properties to previously developed instruments. Importantly, this new need assessment inventory could discriminate clinical from non-clinical samples. An additional important finding concerned self-esteem. Many researchers have argued about whether self-esteem is a need. Results here suggest that self-esteem is not a need, but is either irrelevant or may be a vague measure of several needs. Suggestions for future research and implications for clinical treatment are discussed.
Department of Psychological Science

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21

Wasano, Lauren C. "A comparison of assessment procedures for pica." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2721.

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Pica is a potentially life-threatening behavior problem displayed by many individuals with developmental disabilities that can result in serious medical complications. The purpose of this study was to compare findings from a functional analysis (FA), which is the state of the art method of behavioral assessment, with two indirect assessment measures: the Motivational Assessment Scale (MAS) and the Questions About Behavioral Function (QABF). For three participants, results from the indirect measures paralleled those of the FA in identifying the function of pica. The indirect measures were more cost and time efficient. Use of these indirect methods of assessment not only identified the functional relations that served to maintain pica, but also served as a simpler, less time consuming and accurate alternative to an FA. When an FA is time or cost prohibitive, use of the MAS and QABF may be helpful in suggesting the function of pica.

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22

Nichting, Erin Marie Sylvester. "Testing in Adoption Evaluations: Selections and Usage Determined from Surveying Psychologists." Wright State University Professional Psychology Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1434099803.

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23

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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24

Abu, Raiya Hisham. "A Psychological Measure of Islamic Religiousness evidence for relevance, reliability and validity /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1158091753.

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25

Choi, Seong-In. "Measurement of attitudes toward counseling scale development /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/751.

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26

Michael, Steven T. "Attributional style : a confirmatory factor analysis." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770937.

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The purpose of the current study was to investigate three aspects of the construct validity of attributional style assessment instruments. The first purpose was to determine the independence of stability and globality. The second was to determine if controllability was a dimension of attributional style. The third purpose was to determine if inventories that use real or hypothetical events measure attributional style equally well. One hundred fifty-nine female, and one hudred fifty-five male subjects, completed four questionnaires that assessed attributional style. Results provided some support for the general construct of attributional style. All four factors were found, which demonstrates the support for the four factor model. However, the two factor model may be the best overall method. No method factor (real or hypothetical stimulus event) solution was obtained. Possible sex differences are discussed. The findings are discussed in terms of attribution theory. Suggestions for further research are presented.
Department of Psychological Science

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27

Anderson, Ryan D. "The Implicit Association Test for Conscientiousness: An indirect method of measuring personality." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237835643.

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28

Farrer, Erin M. "Comparing Therapeutic Assessment and Traditional Assessment in SMI Adults." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1248826759.

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29

Manning, Charles G. "Imagination inflation with posttest delays : how long will it last? /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9170.

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30

Larson, Gerald E. "Frontiers of personnel assessment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9904727.

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31

Fagan, William T. "Multiple intelligences and self-esteem in three high school populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/519.

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32

Day, Ellen Frances. "A Preliminary Study of the Revised Anna Thompson Prose Memory Assessment in Older Adults." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1431010442.

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33

Ron, Tom Haim. "Bringing Situational Judgement Tests to the 21st Century: Scoring of Situational Judgement Tests Using Item Response Theory." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157146239865009.

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34

Mortweet, Susan Lynn. "Measurement of perceived social support in the chronic mentally ill." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2953.

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The perception of available social support in the chronic mentally ill may have implications for the maintenance of their social functioning and independence. Perceived social support has been a major focus in the development of theories and measures of social support, and a close relationship has been found between perceived social support and health outcomes in general (Sarason, Sarason, & Pierce, 1990). More specifically, effective social support systems within the chronic mentally ill have been associated with decreased number of hospitalizations (Cutler, Tatum, & Shore, 1987). However, no psychometrically sound measure of perceived social support exists appropriate to the circumstances of the chronic mentally ill. The purpose of this study was to develop such a measure and validate it with chronic mentally ill individuals. A 15-item questionnaire was developed through three iterations with 350 chronic mentally ill individuals, yielding a scale with a final coefficient alpha of.92. These and all other participants were outpatient clients of county mental health systems in California. The final questionnaire's relationship to other measures related to social support was then explored.

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35

Malhotra, Damini. "Psychological Stress Reactivity and Recovery: The Role of Cognitive Appraisals, Ethnicity and Sex." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12158/.

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The aim of this research was to investigate the role of sex, ethnicity and cognitive appraisals, separately and in combination, on the physiological stress response. One hundred and eight undergraduate students from two North Texas universities participated in the study. They were subjected to a laboratory stressor and heart rate, peripheral temperature and cortisol levels were measured pre-, during-, and post- stressor. Perceived stress and cognitive appraisals were measured via self-report. Multivariate analysis of variance tests were conducted to analyze the main and interaction effects during baseline, reactivity and post-stress recovery. Results indicated some significant main effects for sex and ethnicity but no consistent pattern of results or interactions among variables were revealed. The study's implications and areas of future research are discussed.

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36

Genis, Marina. "A content analysis of forensic psychological reports written for sentencing proceedings in criminal court cases in South Africa." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03302010-141420.

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37

Galloway-Sharp, Sherri. "Utilizing the Dean-Woodcock Emotional Status Examination to predict pathology." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285087.

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This study examined the utility of the Dean-Woodcock Emotional Status Examination (D-WESE). As part of the Dean-Woodcock Neuropsvchology Battery, the D-WESE is a 50-item measure of emotional functioning. Its ability to predict pathology as compared to the MMPI Clinical Scales was investigated. The D-WESE gains information about a wide range of symptoms within a short period of time.An existing data set was utilized in this study. It included 207 patients referred for psychological and neuropsychological evaluation from a large outpatient Midwestern neurology practice. The age ranged between 13 and 96 years (M = 56.53).The results of an exploratory factor analysis with oblique rotation revealed an 11factor solution consisting of eigenvalues greater than 1.00. The D-WESE factors were significantly correlated with the MMPI Clinical Scales and a poor to good percent (1670%) of the variance could be accounted for through Stepwise Multiple Regressions. The results were discussed in terms of their relationship with established MMPI codetypes. Overall, the D-WESE was found to have a moderate degree of overlap and predictive validity as compared to the MMPI.
Department of Educational Psychology

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38

Deyling, Jaime Lauren. "Validation of the PNS-Q-SELF and the PNS-Q-INFORMANT for the Assessment of Insight in Schizophrenia." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1210680875.

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39

Bodine, Megan N. "The Child and Adolescent Functional Assessment Scale (CAFAS): A Reliability and Validity Evaluation." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310055738.

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40

Coyle, Edward L. (Edward Louis) 1965. "Test Order Effects on Children's Rorschachs." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500374/.

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Thirty-three children from a community sample, ages 5 to 13, were administered the Rorschach Inkblot Test, along with projective Draw-an-Animal and Draw-a-Person tasks and other psychological measures. Subjects were randomly assigned to one of three test order conditions: Draw-an-Animal followed by the Rorschach, Draw-a-Person followed by the Rorschach, and Rorschach before any other projective test. The number of Human and Animal contents in the test records was examined. Analysis showed no significant differences among the three groups for production of the content variables, suggesting that the Rorschach Inkblot Test is relatively robust with respect to test order effects.

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41

Khajavi, Hedieh. "The relationship between emotional intelligence and the adjustment process of international students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2270.

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Although there is a handful of research on Emotional Intelligence in organizations, there is a lack of research between Emotional Intelligence and the adjustment process of international students. This research aimed to gain a greater understanding of the adjustment process of international students in the United States.

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42

Rockers, Daniel M. "A Revised Instruction Set for the Booklet Category Test." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278025/.

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Eighty-eight (N = 88) non-brain-injured adults were tested with one of two versions of the Booklet Category Test (BCT). Forty-four (N = 44) individuals were tested with the standard version of the BCT, and forty-four (N = 44) were tested with a revised BCT in which between-subtest cueing was removed, called the Noncued Category Test (NCT). The results of this study indicate that removal of cueing instructions changes the Category test significantly. Subjects administered the NCT scored significantly more errors than those who were administered the standard Category test. While BCT scores correlated significantly with nonverbal intelligence scores, NCT scores did not. However, the difference in these correlations was not significant, indicating that the intelligence aspect measured in the two versions is not different. Neither the BCT nor the NCT correlated significantly with the Wisconsin Card Sort, Word Fluency, Stroop, or Trail Making Test. It is recommended that the NCT be administered to circumscribed clinical populations in order to best utilize present findings.

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43

Calata, Dorothy. "Translation of the Rey Auditory Verbal Learning Test into IsiXhosa : its application and comparison to existing norms." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53702.

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Thesis (MA)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In the present study the Rey Auditory Verbal Learning Test (RAVLT) is translated into IsiXhosa, applied in either English or IsiXhosa, and results are compared to the norms of Wiens, McMinn and Crossen (1988). The aim is to provide a neuropsychological test to assess an IsiXhosa-speaking population with 15 or more years of education. It is also to determine the feasibility of assessing people in a second language if they have high proficiency in that second language, or to consider new norms for a South African population. Participants were 62 "healthy" male and female IsiXhosa and English home language speaking teachers, aged between 30 and 39 years, selected from schools in the Eastern Cape. The Rey Auditory Verbal Learning Test and the instructions of the Rey Complex Figure are translated into IsiXhosa, and these are applied onto 3 subgroups: English in their home language; IsiXhosa in their home language; IsiXhosa in a Second Language, English. When the home languages groups are compared, the English home language group faired better on some trials than the IsiXhosa home language group. Between the Home Languages and the Second Language group, the former did better on some trials. However, most trials were compatible between these groups. When results from this study were compared to norms of Wiens et al. (1988), the South African population achieved higher scores on most trials. They seemed to learn more words, make fewer errors and repetitions, while the norm group recalled more words on Trial 1 and the Percentage Recall Trial (with an exception to the Home languages group). The compatibility of groups and the better South African results led to the conclusion that assessments might be done in the second language - English, if the person is proficient, and meets the criteria for the current study population.
AFRIKAANSE OPSOMMING: In die huidige ondersoek is die Rey Auditory Verbal Learning Test (RA VLT) in IsiXhosa vertaal, toegepas in Engels en in IsiXhosa, en die resultate vergelyk met die norms van Wiens, McMinn en Crossen (1988). Die doel was om 'n neurosielkundige toets beskikbaar te stel wat toegepas kan word op isiXhosa-sprekende persone wat minstens 15 jaar skool- en na-skoolse onderrig ontvang het. 'n Verdere doel was om vas te stelof dit wenslik sou wees om die toets toe te pas in gevalle waar Engels die persoon se tweede taal is, en ook om nuwe norms vir 'n Suid Afrikaanse populasie te bereken. Die deelnemers was 62 "gesonde" manlike en vroulike Engels- en IsiXhosa-sprekende onderwysers, tussen die ouderdomme van 30 en 39 jaar, afkomstig uit skole in die Oos-Kaap. Die Rey Auditory Verbal Learning Test en die instruksies van die Rey Complex Figure is in IsiXhosa vertaal, en op drie sub-groepe toegepas: Engels in hul moedertaal; isiXhosa in hul moedertaal, en IsiXhosa in 'n tweede taal, Engels. 'n Vergelyking van die moedertaalgroepe het aangetoon dat die Engels- moedertaalgroep beter in sommige toetse ("trials") gepresteer het as die IsiXhosa-moedertaalgroep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die tweede taal-groep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die Tweede taalgroep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. Die groepe het oor die algemeen baie goed met mekaar vergelyk. Die resultate van hierdie ondersoek is ook met die norms van Wiens et al. (1988) vergelyk: die Suid Afrikaanse groep het oor die algemeen hoër tellings behaal. Dit het geblyk dat die deelnemers meer woorde kan aanleer, minder foute gemaak het, en dat minder herhalings nodig was. Die normgroep van Wiens et al. (1988) het op die "Trial]" en die "Percentage Recall Trial" (behalwe die moedertaalgroepe) meer woorde herroep. Die resultate van hierdie ondersoek dui daarop dat, indien voldoen aan die kriteria wat in die huidige projek gebruik is, die RAYLT wel in 'n toetsling se tweede taal (Engels) afgeneem kan word indien die persoon se vaardigheid in die taal goed is

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44

Roché, Matthew William. "The validation of a computer-based version of the Maher line drawing task." Diss., Online access via UMI:, 2009.

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45

Lavering, Dore I. "The Relationships between Attachment Style and Boundary Thickness." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1395102753.

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46

Bartmann, Tanya Justine. "Application of a nomological model of selection validity." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52122.

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Thesis (MA) -- University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The purpose of this study was to determine the applicability of a nomological model for the assessment of psychological measurement validity with reference to personnel selection. The model, which can be traced to Thorndike (1949), Campbell and Fiske (1959), Nunnally (1967, cited in Duvenage, 1990), Guion (1974, cited in Duvenage, 1990), Binning and Barrett (1989) and Duvenage (1990), provides the evidential bases for two empirically founded validation strategies, namely criterion- and constructrelated validity. Theoretically, the Nomological Model for Psychological Measurement Validity Assessment proved to be applicable for validating that a measure is able to predict job performance. An easily understandable empirical investigation was required to verify the scientific utility of the model for selection validation. The model was used to validate the procedure for selecting machine operators in a large food manufacturer. The investigation illustrated that by utilising Route 1 of the nomological model, evidence of criterion-related validity, as described by legal and professional standards, is generated. Furthermore, the study indicated that by utilising Route 2 of the model, evidential requirements of construct-related validity as set by legal and professional standards are met. The results of the study proved that the Nomological Model for Psychological Measurement Validity Assessment is theoretically, professionally, legally and practically applicable for the validation of personnel selection procedures.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die toepasbaarheid van 'n nomologiese model vir die bepaling van die geldigheid van sielkundige meting ten opsigte van personeelkeuring vas te stel. Die model, wat sy oorsprong in die werk van Thorndike (1949), Campbell en Fiske (1959), Nunnally (1967, aangehaal uit Duvenage, 1990), Guion (1974, aangehaal uit Duvenage, 1990), Binning en Barrett (1989) en Duvenage (1990) het, verskaf getuienis basisse vir twee ernpirles gefundeerde valideringsstrategiee, naamlik kriterlum- en konstruk-verwante geldigheid. Daar is teoretiese bewyse gevind vir die toepasbaarheid van die Nomologiese Model vir Sielkundige Meting Geldigheids Raming vir die validering van metingsvoorspelbaarheid van werksprestasie. 'n Maklik verstaanbare empmese ondersoek was nodig om die model se wetenskaplike nut vir keuringsgeldigheid te bepaal. Die model was gebruik vir die validering van keuringsprosedure-geldigheid van masjienoperateurs in 'n groot voedselverwerkingsmaatskappy. Die ondersoek het ge"illustreer dat deur die toepassing van Roete 1 van die nomologiese model, bewyse gegenereer is vir kriterium-verwante geldigheid, 5005 voorgeskryf deur relevante wetgewing en professionele standaarde. Verder, deur die toepassing van Roete 2 van hierdie model, word voldoende bewyse vir konstruk-verwante geldigheid, 5005 voorgeskryf deur wetlike en professionele standaarde, verkry. Die resultate van die studie bewys dat die Nomologiese Model vir Sielkundige Meting Geldigheids Raming teoreties, professioneel, wettig en prakties toepasbaar is vir die validering van personeel keu ri ngsprosed ures.

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47

Bergida, Heather L. "MMPI-2 correlates of psychopathy features in a university population." Diss., Online access via UMI:, 2006.

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48

Molchansky, Sheila 1975. "Tradução e adaptação transcultural do Sport Mental Toughness Questionnaire para a língua portuguesa do Brasil." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274670.

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Orientador: Edison Duarte
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-26T14:06:07Z (GMT). No. of bitstreams: 1 Molchansky_Sheila_M.pdf: 1423952 bytes, checksum: bbfb01b4adc42eb30dcbf44955e821b0 (MD5) Previous issue date: 2014
Resumo: Compreender como componentes psicológicos podem gerar diferenças no rendimento, principalmente diante de esportes de alto rendimento, tem sido fundamental para que novas propostas e protocolos de atuação tática e técnica sejam adequadas aos treinos e periodizações esportivas. Ainda que seja notável o aumento de Psicólogos trabalhando no cenário esportivo, não se tem, na mesma constante, a construção de instrumentos padronizados que visam avaliar como componentes psicológicos influenciam e são influenciados pelo rendimento esportivo de atletas. Para tal, o objetivo deste estudo foi traduzir e adaptar transculturalmente para a língua portuguesa do Brasil o Sports Mental Toughness Questionnaire (SMTQ). Como metodologia, utilizamos os passos propostos pelo Guideline de Beaton, Bombardier e Guillemin compostos por tradução, retrotradução, síntese de traduções e análise pelo comitê de peritos. Ao final deste processo chegamos à versão final do instrumento intitulado Questionário de Vigor Mental no Esporte. Por fim, realizamos um pré-teste e análise final do instrumento e concluímos que o mesmo poderá ser utilizado no meio esportivo, demostrando ser adequado à realidade brasileira
Abstract: Understanding how psychological components can make performance differences , mainly on high- performance sports , has been important for new proposals, tactical and technical protocols been appropriate for sports training and periodization . Although it is remarkable the increase of psychologists working at the sports areas, does not have, at the same constant, the construction of standardized instruments designed to assess how psychological components influence and are influenced by the sports performance athletes . To this end, the aim of this study was to translate and culturally adapt to Brazil¿s Portuguese, the Sports Mental Toughness Questionnaire (SMTQ). As methodology, we used the steps proposed by the Guideline of Beaton , Bombardier and Guillemin composed of translation , back translation, translations of synthesis and analysis by the expert committee. At the end of this process we come to the final version of the instrument called Questionário de Vigor Mental no Esporte. At least, we conducted a pretest and final analysis and concluded that it may be used in sports, demonstrating be adjusted to the Brazilian reality.
Mestrado
Atividade Fisica, Adaptação e Saude
Mestra em Educação Física

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49

Gobbi, Erika Beatriz. "Gerontological Intelligence Test." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1441318206.

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50

Okamoto, Heidi. "Stimulus preference assessment methods with preschool children: Computer paired stimulus vs. traditional paired stimulus." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2664.

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Identifying potential reinforcers is an integral part to many behavior modification plans. The purpose of this study was to compare and contrast two methods of stimulus preference assessment (paired stimulus computer and a traditional paired stimulus with tangible and symbolic items) using typically developing preschool children. The participants were four 3-5 year old children recruited from a childcare facility in Stockton, CA. Both methods of stimulus preference assessment were administered to them and reinforcer assessments were conducted. Kendall Rank Correlations between the two methods were low. Both methods produced hierarchies of preference. Both methods produced a reinforcement effect and the difference between the magnitude of reinforcement for the computer and the traditional method was only statistically significant with one child (favoring the computer). The computer method was significantly more time efficient than the traditional method.

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