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Summers, Garrett D. "C-SALT: CONVERSATIONAL STYLE ATTRIBUTION GIVEN LEGISLATIVE TRANSCRIPTIONS." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1617.
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Common authorship attribution is well described by various authors summed up in Jacques Savoy’s work. Namely, authorship attribution is the process “whereby the author of a given text must be determined based on text samples written by known authors [48].” The field of authorship attribution has been explored in various contexts. Most of these works have been done on the authors written text. This work seeks to approach a similar field to authorship attribution. We seek to attribute not a given author to a work based on style, but a style itself that is used by a group of people. Our work classifies an author into a category based off the spoken dialogue they have said, not text they have written down. Using this system, we differentiate California State Legislators from other entities in a hearing. This is done using audio transcripts of the hearing in question. As this is not Authorship Attribution, the work can better be described as ”Conversational Style Attribution”. Used as a tool in speaker identification classifiers, we were able to increase the accuracy of audio recognition by 50.9%, and facial recognition by 51.6%. These results show that our research into Conversational Style Attribution provides a significant benefit to the speaker identification process.
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Robinson, Pamela Mischell. "Attribution Style and Depressive Symptoms Among African American Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3410.
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Homelessness is a major social problem in the United States and this nation has the largest number of homeless women. Minority women appear to be more affected than other individuals. Specifically, they are more vulnerable, impoverished, and disenfranchised than all other groups in the nation. These factors affect their emotional well-being and ability to move toward and achieve sustainability. Particularly, African-American women are disproportionately represented in the homeless population, yet they have not been adequately examined in research studies and there are minimal empirical studies that focus on homeless African-American women. Beck's cognitive behavioral therapy (CBT) and Weiner's attribution theory provided the theoretical foundation for this study. The purpose of this quantitative research was to investigate whether the length of time African-American women are homeless and their attribution style are associated with symptoms of depression. The data were obtained by administering a demographic questionnaire, the Beck Depression Inventory-II (BDI-II), and the Attributional Style Questionnaire-revised (ASQ-revised) to 70 African-American women living in a shelter and 2 transitional living centers in Charlotte, North Carolina. Data were analyzed using hierarchical multiple regression. The findings revealed no significant relationship between length of time homeless and depression or between attribution style and length of time homeless. There were no moderation effects. However, there was a significant positive relationship between attribution style and depression. The implications for positive social change include influencing polices pertaining to managing depressive symptoms of homeless African-American women to increase their chances of becoming re-housed.
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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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Lothestein, Mary Anne W. "Depression and maternal attribution style in mothers of preschool children." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1056129807.
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Larsen, Ellen Amanda. "The influence of attribution style on beginning teachers' professional learner identities." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382733.
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It is well documented that entry into the teaching profession tests beginning teachers’ ability to cope and build capacity as they encounter the realities of teaching. Professional learning – particularly through mentoring and induction – has been identified as important for beginning teachers to effectively manage early professional practice, and to go on to thrive as teachers. For this reason, the development of professional learner identities is of significant interest in beginning teacher research. The aim of this research is to generate deeper understandings of the ways beginning teachers develop their identities as professional learners in their first year of teaching.
Discussion about beginning teachers’ engagement with professional learning is often focused on externally driven accountabilities such as the Australian Professional Standards for Teachers and Teacher Registration Authority requirements. Significant responsibility has also been placed on schools to provide professional learning environments that meet the needs of teachers entering the profession. This approach to professional learning for beginning teachers, however, has a number of problems. First, access to quality professional learning environments has been shown to be highly inconsistent for those starting their teaching careers. Second, intentional engagement with professional learning, rather than an externally driven obligation to participate, is significant to the success of teachers from the outset of their careers. Third, professional learning provision generated in response to teacher standards and associated accountability measurers often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity.
Framed within the theory of attribution, this study was motivated by the following research question: How do first-year teachers’ responses to their experiences influence the development of their professional learner identities? Attribution theory provides an explanation for how individuals make meaning of their experiences by determining causality for the outcomes of these experiences, thereby influencing their subsequent actions. Using a mixed methodology, whereby attribution theory informed data collection and analysis, this study investigated first-year teachers’ attributions of causality following a range of experiences to understand the influence of these attributions on the development of their professional learner identities. Participants in this study were drawn from independent schools across Queensland, Australia in 2015 and 2016. First, I administered an adaptation of the Causal Dimension Scale II (CDSII) as an online survey tool with 57 first-year teachers reporting their experiences and attributions of causality for perceived outcomes. Following this, I conducted face-to-face semi-structured interviews with 16 first-year teachers who provided rich insights into the ways in which their attributional responses to experiences influenced the development of their professional learner identities.
Through the use of descriptive statistical and thematic analysis for the survey and interview data respectively, the findings illustrated that attributions of causality were significant for first-year teachers in the development of their identities as professional learners across varied school contexts. Participants responding to their experiences using a balance of attributional behaviours were best able to maintain positive attitudes as professional learners despite the challenges and demands of entry into the profession. In contrast, predominantly unvaried and habitual attributional responses across many experiences negatively impacted the extent to which participants perceived thinking and acting as a professional learner to be purposeful, necessary and manageable. These findings also demonstrated that first-year teachers’ perceptions of their school contexts impacted the ways they made meaning of their experiences and thus their ability to enact their envisaged professional learner identities as they progressed through the first year of teaching.
In an era of standardisation and accountability, this study draws attention to the need to expand current approaches to supporting first-year teachers beyond the provision of professional learning, with current models of professional learning proposed by external accountabilities and standardised regimes insufficient for the development of positive professional learner identities and building capacity within the workforce. This study highlights the importance to a number of stakeholders of taking into account first-year teachers’ attributional behaviours and attitudes to professional learning; they include policy makers, teacher educators, school leaders and those responsible for beginning teachers’ induction into the profession. This study makes an important contribution to research about effective support for teachers as they commence teaching, their professional and personal growth, and their identity work as professional learners.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Grieve, Jack William. "Quantitative authorship attribution : a history and an evaluation of techniques /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2055.
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Coxsey, Stephen Andrew. "Attributional Style of Adult Children of Alcoholics." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500907/.
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115 undergraduate students were surveyed to see if attributional style would be different for individuals with alcoholic parents, depressed parents, or neither factor. Subjects were sorted into the three groups based on their responses to a family history questionnaire. Each subject filled out two attributional style questionnaires, the Attributional Style Questionnaire (ASQ) and the Attributional Style Assessment Test (ASAT-II). The three groups did not differ on attributional style for interpersonal, noninter- personal, or general situations. Within the adult children of alcoholics group, subjects reported that their successes in interpersonal situations were due to their strategy and effort, rather than ability, more so than for noninterpersonal successes.
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Zhao, Ying, and ying zhao@rmit edu au. "Effective Authorship Attribution in Large Document Collections." RMIT University. Computer Science and Information Technology, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080730.162501.
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Techniques that can effectively identify authors of texts are of great importance in scenarios such as detecting plagiarism, and identifying a source of information. A range of attribution approaches has been proposed in recent years, but none of these are particularly satisfactory; some of them are ad hoc and most have defects in terms of scalability, effectiveness, and computational cost. Good test collections are critical for evaluation of authorship attribution (AA) techniques. However, there are no standard benchmarks available in this area; it is almost always the case that researchers have their own test collections. Furthermore, collections that have been explored in AA are usually small, and thus whether the existing approaches are reliable or scalable is unclear. We develop several AA collections that are substantially larger than those in literature; machine learning methods are used to establish the value of using such corpora in AA. The results, also used as baseline results in this thesis, show that the developed text collections can be used as standard benchmarks, and are able to clearly distinguish between different approaches. One of the major contributions is that we propose use of the Kullback-Leibler divergence, a measure of how different two distributions are, to identify authors based on elements of writing style. The results show that our approach is at least as effective as, if not always better than, the best existing attribution methods-that is, support vector machines-for two-class AA, and is superior for multi-class AA. Moreover our proposed method has much lower computational cost and is cheaper to train. Style markers are the key elements of style analysis. We explore several approaches to tokenising documents to extract style markers, examining which marker type works the best. We also propose three systems that boost the AA performance by combining evidence from various marker types, motivated from the observation that there is no one type of marker that can satisfy all AA scenarios. To address the scalability of AA, we propose the novel task of authorship search (AS), inspired by document search and intended for large document collections. Our results show that AS is reasonably effective to find documents by a particular author, even within a collection consisting of half a million documents. Beyond search, we also propose the AS-based method to identify authorship. Our method is substantially more scalable than any method published in prior AA research, in terms of the collection size and the number of candidate authors; the discrimination is scaled up to several hundred authors.
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Swenson, Carol. "The Relationship Between Mood Elevation and Attribution Change in the Reduction of Depression." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330687/.
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This study investigated the relationship between the depressive attributional style described by Beck and Seligman and elevation of mood. It was proposed that mood elevation would reduce the level of depression and, in addition, would reduce the number of negative attributions. The reduction of negative attributions was assumed to be a more cognitively mediated process and was proposed to occur subsequent to mood change. These assumptions are contrary to the current cognitive theories of depression and attribution which view attributional style as a prerequisite to both the development and reduction of depression. Subjects were 30 undergraduate students between the ages of 19 and 40 years old who volunteered to participate in the study. They were screened on the basis of demonstrated depression (13 and above on the Beck Inventory) and susceptibility to hypnosis (high susceptibility on the Harvard Group Scale of Hypnotic Susceptibility) . Subjects were randcmly assigned to one of three groups; (1) hypnosis with mood elevation, (2) hypnosis with relaxation, and (3) no treatment control. The results supported the hypothesis that mood elevation would reduce level of depression. The mood elevation group demonstrated a lowering of depression. The effects of the treatment procedure did not appear until the fourth session. As anticipated, reduction in negative attributions did not precede or coincide with reduction in depression. It was not possible to determine the change in the attributional style of subject during the time period of this study. The results were discussed in terms of Bower's Associative Network Theory in which activation of mood facilitates the access to memories, behaviors, and interpretation of events which are congruent with the mood state.
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Kimler, Marco. "Using Style Markers for Detecting Plagiarism in Natural Language Documents." Thesis, University of Skövde, Department of Computer Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-824.
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Most of the existing plagiarism detection systems compare a text to a database of other texts. These external approaches, however, are vulnerable because texts not contained in the database cannot be detected as source texts. This paper examines an internal plagiarism detection method that uses style markers from authorship attribution studies in order to find stylistic changes in a text. These changes might pinpoint plagiarized passages. Additionally, a new style marker called specific words is introduced. A pre-study tests if the style markers can fingerprint an author s style and if they are constant with sample size. It is shown that vocabulary richness measures do not fulfil these prerequisites. The other style markers - simple ratio measures, readability scores, frequency lists, and entropy measures - have these characteristics and are, together with the new specific words measure, used in a main study with an unsupervised approach for detecting stylistic changes in plagiarized texts at sentence and paragraph levels. It is shown that at these small levels the style markers generally cannot detect plagiarized sections because of intra-authorial stylistic variations (i.e. noise), and that at bigger levels the results are strongly a ected by the sliding window approach. The specific words measure, however, can pinpoint single sentences written by another author.
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Wong, Chin-keung, and 黃展強. "Attributional style of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956841.
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Chow, Hau-wan, and 周巧雲. "A study of the attribution of juvenile delinquency and the parental treatment style." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3124970X.
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Chow, Hau-wan. "A study of the attribution of juvenile delinquency and the parental treatment style /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991334.
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Hewitt, Anthea. "Causal modelling of the relationship between attribution style, coping and suicidal behaviour : a comparative study." Thesis, University of Portsmouth, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271446.
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Kordt, Eric. "The relationship between attributional style and information technology project perception." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/186.
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The purpose of this research is to investigate the relationship between attributional style and Information Technology (IT) project perception at varying job responsibility levels. To achieve this thirty participants were recruited from a large government department in the three distinct job responsibility levels of support worker (i.e. individual who undertakes activities under general direction), line manager (i.e. individual who undertakes activities under limited direction and typically performs role of team leader) and executive manager (i.e. individual who undertakes activities that involve a high a level of management skill under broad direction) and interviewed using a modified Work Attributional Style Questionnaire (WASQ) with emergent themes subsequently explored through four focus groups. Based on the research findings all job responsibility levels tend to exhibit an optimistic attributional style that characterises positive work adjustment and self-esteem. However, the attribution of failure to causes that will persist in future projects by all job responsibility levels alongside the attribution of failure to causes that have impacts beyond the project by line and executive managers have the potential to undermine this tendency to exhibit an optimistic attributional style. Reasons for the attribution of failure to causes that have impacts beyond the project include the adverse impact on perceived professionalism by peers following failure, continued inability to influence stakeholders and/or management, strategic impact of the project failure and the daunting complexity of the social and technical challenges at the macro level Whilst the tendency to exhibit an optimistic attributional style by all job responsibility levels is indicative of positive work adjustment and selfesteem, practitioners should be cognisant that individuals exhibiting an optimistic attributional style are less likely to take responsibility for IT project failure (i.e. attribute failure to situational and uncontrollable causes). This has the potential to adversely impact organisational learning. To increase the likelihood of individuals taking responsibility for IT project failure practitioners should seek to encourage individuals to freely admit to faults and acknowledge errors whilst seeking to preserve their self-worth.
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Khlaifi, Faical. "Les étudiants étrangers non institutionnels en France : des "oubliés" qui analysent leur échec universitaire." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0067.
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Bien que les recherches sur l'échec universitaire ne cessent de se multiplier, très peu se sont penchées sur celui des étudiants étrangers en France. C’est pourquoi la présente thèse vise à analyser les causes évoquées par ces étudiants pour expliquer leur échec ainsi que l’éventuel impact de leur culture d’origine sur leurs démarches attributionnelles. Pour répondre à cette interrogation, nous nous sommes inscrit dans le champ de la psychologie sociale, notamment avec la théorie de l'attribution causale. Cette dernière, qui constituera notre principale référence théorique, nous permettra d’appréhender la problématique de l'échec universitaire de ces étudiants. En outre, nous en avons étudié la genèse et l’évolution conceptuelle et paradigmatique en nous inspirant, pour des raisons épistémologiques et méthodologiques, du modèle attributionnel de Heider (1958) ainsi que de celui de Weiner (1986, 1992, 1994). Conscient à la fois de la complexité d’une démarche psychosociale en dehors d’une situation expérimentale et de l’importance de donner la parole aux acteurs, nous avons décidé d’entreprendre ce travail en nous basant sur des faits réels, à travers des entretiens avec des étudiants étrangers en situation d’échec universitaireAlthough research on academic failure continues to grow, very few studies have been conducted on foreign students in France. Therefore this thesis aims at analyzing the reasons the students gave to explain their failure and the potential impact of culture on their attributional approaches. To answer this question, we relied on a theoretical framework by considering psychosocial obedience, including the theory of causal attribution. The latter, which will be our main theoretical reference, will allow us to cast light on these students’ academic failure. Furthermore we studied the genesis and conceptual and pragmatical evolution of this theory by basing ourselves for epistemological and methodological reasons on Heider’s attribution theory (1958) as well Weiner’s (1986, 1992, 1994). Aware of both the complexity of a psychosocial approach outside of an experimental situation and the importance of giving a voice to those directly concerned we decided to use factual information rely on real-life cases through interviews with foreign students experiencing academic failure
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Rosenberg, Russell Paul. "The role of attributional style and family routine in mediating stress-illness relationships in children and their primary caregivers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146255.
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Cutler, Scott V. "Gender and Depression: Analysis of the Effects of Sex Roles, Sex-Role Self-Discrepancy, and Attributional Style." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6082.
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The purpose of this study was to examine the influence of attributional style, sex roles, and sex-role self-discrepancy in the relationship between gender and depression. Epidemiological studies report a higher incidence of depression among women then men (approximately 2:1). Among the various theories suggested to explain this gender difference, sex roles, attributional style, and self-discrepancy have been conceived as possible explanations. The relationship between gender and depression may be better understood through examining the possible contribution of these three independent variables.
To examine these theories, a sample of 130 subjects was drawn from clients at the USU Counseling Center, the USU Community Clinic, the Logan Regional Hospital, and students from an introductory psychology class at USU. Participation was based on voluntary informed consent of the subjects and approval of the above mentioned institutions. Each subject completed the Beck Depression Inventory (BDI), Extended Attributional Style Questionnaire (EASQ), and a revised version of the short Bern Sex-Role Inventory (SBSRI) measuring ideal versus actual self.
Path analysis was used to examine the sequence of the relationships presumed by the androgyny model, congruence model, and masculinity model. Neither sex role was found to correlate significantly with depression. Overall, the directions of the path coefficients best supported the androgyny model, but these coefficients were too weak to explain the variance. Attributional style was related to depression, but no gender difference was found in the correlation between attributional style and depression.
The correlation coefficient between feminine self-discrepancy and depression was positive but statistically insignificant for the females from the clinical sample and very small for females from the student sample. Overall, attributional style, sex-roles, and self-discrepancy in sex-role characteristics were not found to contribute to the higher rate of depression in women.
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Gallagher, Sean. "Models of varietas : studies in style and attribution in the motets of Johannes Regis and his contemporaries /." Ann Arbor (Mich.) : UMI, 2006. http://catalogue.bnf.fr/ark:/12148/cb40063455t.
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Martinez, Ramiro 1964. "Explanatory Style and College Performance in Students with Physical Disabilities." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278608/.
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Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).
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Toner, Mark A. "Early adolescent peer-social attributional style and socio-emotional adjustment a prospective analysis /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050812.150839/index.html.
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Kebker, Eric Ford. "Attributional Style, Presenting Symptoms, And Readiness to Change in Female Childhood Sexual Abuse Survivors." Diss., NSUWorks, 2010. https://nsuworks.nova.edu/cps_stuetd/42.
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The purpose of this study was to gain a better understanding of the effect that attribution style and presenting symptoms has on the self-reported readiness to change of female survivors of childhood sexual abuse. The aim was to demonstrate that the stages of change are a useful concept in understanding how to approach treatment with female child sexual abuse survivors seeking psychotherapy.
One factor that influences the effectiveness of psychotherapy is a client's degree of motivation. The concept of "stage of change" has been used as a measure of client motivation. Stage of change consists of four basic stages; precontemplative, contemplative, action, and maintenance. Prior research has demonstrated that assisting clients in transitioning from a lower to a higher stage of change early in psychotherapy can improve outcomes. Assigning clients a "readiness to change" score is a simple method of categorizing their stage of change.
There are many variables that could impact a client's readiness to change. The two selected for this study were attributional style and presenting symptoms. The statistical analysis consisted of using correlation to determine the strength of the relationship between readiness to change, overall attribution styles, and presenting symptoms. Multiple regression was used to see how much of the variance in readiness to change could be accounted for by different levels of attributions or symptomatology.
No correlation was found between readiness to change and the other variables, although internal attribution style, external attribution style, and symptomatology were all correlated with each other. Likewise, the different levels of attribution and symptomatology did not account for a significant amount of variance in readiness to change. A secondary analysis into the relationship between total attributions endorsed and symptomatology provided evidence that individuals who make more attributions report significantly more presenting symptoms than individuals who make fewer attributions.
The conclusions drawn from this study focus on the importance of utilizing client motivation in the initial sessions of therapy, and propose that focusing on reducing the number of attributions made could be more beneficial to clients than helping them move from one attribution style to another.
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Parker, Benjamin T. "The relation between hostility and social support investigating potential mediation or moderation by trait forgiveness, attributional style, and trait empathy /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5254.
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Thesis (Ph. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains viii, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 45-59).
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Tominey, Matthew F. "Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279301/.
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Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results.
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Raskauskas, Juliana Levon. "Role of attribution style and coping strategy selection in the relationship between peer victimization and outcomes among economically disadvantaged students /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.
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Taromi, Kurosh [Verfasser]. "Authorship Attribution in Modern Persian Prose : An Innovative Method to Find Style Discriminators Between Any Set of Authors / Kurosh Taromi." Saarbrücken : VDM Verlag Dr. Müller, 2010. http://www.vdm-verlag.de.
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Murphy, Darryl Paul. "Enhancement of adolescent well being through enhancement of self esteem, self efficacy, and positive attributional style /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54941.pdf.
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Bergner, Annekathrin. "Unerwarteter Verlust und neue Hoffnung." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2006. http://dx.doi.org/10.18452/15487.
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Einleitung: Fehlgeburten können nachhaltige seelische Folgen für die Betroffenen haben. Ihre Folgen für eine nachfolgende Schwangerschaft sind bislang kaum untersucht worden. Untersuchungsmethoden: In einer prospektiven Längsschnittuntersuchung werden 342 Frauen nach Frühabort (bis 16. Schwangerschaftswoche) jeweils wenige Wochen, 6 und 12 Monate nach dem Schwangerschaftsverlust postalisch über standardisierte Erhebungsinstrumente zu ihren Verarbeitungsmustern befragt. Bei 108 Frauen trat im Untersuchungszeitraum eine neue Schwangerschaft ein, sie wurden jeweils in jedem Schwangerschaftstrimenon befragt. Über standardisierte Symptomskalen werden schwangerschaftsbezogene Ängste, State-Ängste und Trait-Angst (STAI) sowie Depressivität dieser Schwangeren erhoben und mit der Symptomatik von jeweils 69 (1. Trimenon), 82 (2. Trimenon) und 97 (3. Trimenon) anamnestisch nicht durch frühere Schwangerschaftsverluste belasteten Schwangeren verglichen. Ergebnisse: Im ersten Trimenon einer neuen Schwangerschaft sind Frauen nach Frühaborten signifikant stärker belastet durch schwangerschaftsbezogene Ängste und – vor dem Überschreiten des kritischen Zeitpunktes der zurückliegenden Fehlgeburt(en) – auch durch situative Ängste als anamnestisch nicht belastete Schwangere. Sie haben darüber hinaus ein erhöhtes Risiko für Blutungen in der Frühschwangerschaft. Muster einer depressiven und pessimistisch-traurigen Verarbeitung der Fehlgeburt sagen ausgeprägtere Angst- und depressive Symptome im ersten Trimenon einer nachfolgenden Schwangerschaft vorher. Schlussfolgerungen: Frauen nach Frühabort sind hinsichtlich psychischer Befindensstörungen in einer neuen Schwangerschaft besonders gefährdet. Es lassen sich Risikofaktoren bestimmen, anhand derer besonders gefährdete Frauen schon unmittelbar nach der Fehlgeburt erkannt werden und einer entsprechenden Behandlung zugeführt werden können.Background: It is well known that miscarriages have enduring mental consequences for the persons affected and may also have implications for the course of a new pregnancy. So far, however, not many studies investigated the physical and mental stress of pregnant women with previous miscarriages. Methods: In this study, 342 women who had early miscarriages were interviewed in writing a couple of weeks, half a year and one year after the prenatal loss. 108 of these women became pregnant during the research period and answered further questionnaires in each trimenon of the pregnancy. In addition, the data of a comparative group was collected consisting of 69 (first trimenon), 82 (second trimenon) and 97 (third trimenon) women without any previous miscarriages. The symptoms (anxiety and depression) of any new pregnancy were collected by using standardised data collection instruments and specific methods for recording specific pregnancy-related anxieties, subjective pregnancy problems and complications during the pregnancy. Results: In the first trimenon of a pregnancy, those women who had previous miscarriages are more stressed by pregnancy-related and – before the critical moment of the previous miscarriage – situational (State) anxieties than those women without any anamnesis of miscarriage. Furthermore they show a higher risk of bleedings in early pregnancy. The women''s health during the first trimenon of a new pregnancy can be predicted based on coping processes after the miscarriage. Women who show depressive or pessimistic-anxious coping styles after the prenatal loss, have a higher risk of anxieties and depressive disorders in their new pregnancy. Conclusions: The results are discussed in relation to the care to women after a miscarriage and during a new pregnancy.
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Longley, C. L. "Depressive symptomatology and attribution style in children with challenging behaviour : An evaluation of the Penn Resiliency program in a mainstream UK population." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511029.
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Arnold, Karen M. "Motivational orientation, attributions and attributional style in adolescents with moderate learning difficulties." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295237.
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Goh, Angeline. "An attributional analysis of counterproductive work behavior (CWB) in response to occupational stress." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001895.
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Хомицька, Ірина Юріївна. "Методи та засоби диференціації фоностатистичних структур функціональних стилів англійської мови." Diss., Національний університет «Львівська політехніка», 2021. https://ena.lpnu.ua/handle/ntb/56676.
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Дисертаційна робота присвячена розв’язанню актуального наукового завдання – підвищення достовірності диференціації фоностатистичних структур стилів англійської мови. У дисертації розроблено метод комплексного аналізу диференціації фоностатистичних структур стилів англійської мови, який дає змогу підвищити достовірність диференціації фоностатистичних структур стилів
англійської мови. Розроблено багатофакторний метод визначення ступеню дії факторів стилю, підстилю та авторської манери викладу. Метод забезпечує підвищення достовірності здійснення авторської атрибуції тексту за його загальною стилевою маркованістю. Вдосконалено статистичну модель стилевої,
підстилевої та авторської диференціації за методом гіпотез та методом ранжування, яка уможливлює підвищення достовірності визначення диференційних ознак стилів, підстилів та текстів різних авторів. Вдосконалено статистичну модель визначення стилерозрізняльної здатності груп приголосних фонем, яка дає змогу зменшити кількість груп приголосних фонем та підвищити рівень автоматизації диференціації текстів за групою приголосних фонем з найвищою стилерозрізняльною здатністю. Розроблено програмну систему диференціації стилів англійської мови на фонологічному рівні та наведено результати дослідження. Диссертационная работа посвящена решению актуального научного задания – повышения достоверности дифференциации фоностатистических структур стилей английского языка. В диссертации разработан метод комплексного анализа дифференциации фоностатистических структур стилей английского языка, который дает возможность повысить достоверность дифференциации фоностатистических структур стилей английского языка. Разработан многофакторный метод определения степени действия факторов стиля, подстиля и авторской манеры
изложения. Метод обеспечивает повышение достоверности осуществления авторской атрибуции текста за его общей маркированностю. Усовершенствовано статистическую модель стилевой, подстилевой и авторской дифференциации методом гипотез и методом ранжирования, которая дает возможность повысить достоверность определения дифференциальных признаков стилей, подстилей и текстов разных авторов. Усовершенствовано статистическую модель определения стилеразличительной способности групп согласных фонем, которая дает возможность уменьшить количество групп согласных фонем и повысить уровень автоматизации дифференциации текстов по группам согласных фонем с наивысшей стилеразличительной способностью. Разработана программная система
дифференциации стилей английского языка на фонологическом уровне и приведены результаты исследования. The thesis is devoted to the topical scientific problem of development of the mathematical methods and models that can improve the test validity of differentiation of phonostatistical structures of English functional styles. In the introduction, the relevance of the thesis theme is substantiated and the
purpose is stated. The information about the program’s testing, and author’s contribution is given. In the first part of the thesis, the current state of the style differentiation problem has been analyzed. The results of the analysis have shown that the task of the test validity enhancement should be solved. Consequently, a method based on a combination of statistical methods and a multifactor method of determination of style factor and authorial factor effect should be developed to improve the test validity of style differentiation. In the second part, the method of complex analysis of differentiation of phonostatistical structures of styles has been developed. It is based on the proposed combination of the hypothesis, the ranking and the style distance determination methods. The method makes it possible to improve the test validity of style differentiation. The developed multifactor method of determination of style and authorial factor effect allows us to improve the test validity of authorship attribution. In the third part, the statistical model of style and authorial differentiation by the
hypothesis and ranking methods and the statistical model of determination of styledifferentiating capability of a consonant group have been improved. The models enhance the test validity of style and authorship attribution and level of automation of text differentiation. In the fourth part, the software for style and authorial differentiation has been developed. The software is based on the developed methods using the Java programming language. According to the obtained results, the essential differences have been established between compared in pairs the belles-lettres, colloquial, newspaper, publicist and scientific functional styles. Authorship attribution has been done for the texts by G. G. Byron, T. Moore, E. Bronte, W. Thackeray, B. Obama, D. Trump, S. Logan and D. Webster.
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Žalkauskaitė, Gintarė. "Idiolekto požymiai elektroniniuose laiškuose." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120118_131320-23362.
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Šiuo darbu siekta nustatyti, ar asmeninių elektroninių laiškų kalboje atsiskleidžia autoriaus idiolektas ir kokiais leksiniais bei grafiniais požymiais jis pasireiškia.. Tyrimui buvo surinktas šešių autorių asmeninių neoficialaus bendravimo elektroninių laiškų tekstynas. Tekstyno duomenys apdoroti pasitelkiant WordSmith Tools programą ir atlikta gretinamoji tekstų analizė: lyginti kalbos vienetų pasikartojimo dažniai tiriamųjų autorių laiškuose ir nustatyta, kad vienų autorių dažniau ar rečiau nei kitų vartojami kalbos vienetai skiria autorių idiolektus. Iš nustatytų kalbos požymių apibendrintos su idiolektu sietinų kalbinės raiškos vienetų grupės. Nustatyta, kad leksikos lygmenyje idiolektus aiškiausiai skiria autoriaus vertinimą ir nuostatas perteikiantys bei modalumą reiškiantys žodžiai bei iš galimų leksinių konkurentų pasirenkami žodžiai ir trumpiniai. Taip pat idiolektus žymi skirtingų autorių nevienodai dažnai pasirenkamų skyrybos ir grafinių ženklų vartojimas. Remiantis atlikto tyrimo rezultatais disertacijoje pateikiamos rekomendacijos teismo lingvistinius autorystės tyrimus atliekantiems ekspertams.The current study aims to establish, if authors idiolect can be recognized in electronic mails language and to determine the features of lexis and graphics, which can be linked to idiolect. The data has been derived from a corpus of 65,000 words consisting of electronic letters written in Lithuanian by six persons. The WordSmith Tools software was used to generate frequency lists of six subcorpora, representing each person’s language. By using the contrastive method the frequency data of six persons language were compared. The lexis and graphics elements, which were used by one person more often or more rarely than by others and were not determined by the topic, were linked to authors idiolect. As a result of the analysis the classification of lexical and graphical elements is given, which can help recognizing idiolect. The study shows that on a lexical level the main differences between idiolects are in the usage of the modality and stance expressing words, and also the words and abbreviations, which are differently chosen from possible variants. On a graphical level idiolects can be recognized from punctuation marks, emoticons and graphic symbols, used at a different frequency. Based on research results the recommendations for authorship attribution examinations are given.
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Žalkauskaitė, Gintarė. "Features of Idiolect in E-mails." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120118_131329-68478.
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The current study aims to establish, if authors idiolect can be recognized in electronic mails language and to determine the features of lexis and graphics, which can be linked to idiolect. The data has been derived from a corpus of 65,000 words consisting of electronic letters written in Lithuanian by six persons. The WordSmith Tools software was used to generate frequency lists of six subcorpora, representing each person’s language. By using the contrastive method the frequency data of six persons language were compared. The lexis and graphics elements, which were used by one person more often or more rarely than by others and were not determined by the topic, were linked to authors idiolect. As a result of the analysis the classification of lexical and graphical elements is given, which can help recognizing idiolect. The study shows that on a lexical level the main differences between idiolects are in the usage of the modality and stance expressing words, and also the words and abbreviations, which are differently chosen from possible variants. On a graphical level idiolects can be recognized from punctuation marks, emoticons and graphic symbols, used at a different frequency. Based on research results the recommendations for authorship attribution examinations are given.Šiuo darbu siekta nustatyti, ar asmeninių elektroninių laiškų kalboje atsiskleidžia autoriaus idiolektas ir kokiais leksiniais bei grafiniais požymiais jis pasireiškia.. Tyrimui buvo surinktas šešių autorių asmeninių neoficialaus bendravimo elektroninių laiškų tekstynas. Tekstyno duomenys apdoroti pasitelkiant WordSmith Tools programą ir atlikta gretinamoji tekstų analizė: lyginti kalbos vienetų pasikartojimo dažniai tiriamųjų autorių laiškuose ir nustatyta, kad vienų autorių dažniau ar rečiau nei kitų vartojami kalbos vienetai skiria autorių idiolektus. Iš nustatytų kalbos požymių apibendrintos su idiolektu sietinų kalbinės raiškos vienetų grupės. Nustatyta, kad leksikos lygmenyje idiolektus aiškiausiai skiria autoriaus vertinimą ir nuostatas perteikiantys bei modalumą reiškiantys žodžiai bei iš galimų leksinių konkurentų pasirenkami žodžiai ir trumpiniai. Taip pat idiolektus žymi skirtingų autorių nevienodai dažnai pasirenkamų skyrybos ir grafinių ženklų vartojimas. Remiantis atlikto tyrimo rezultatais disertacijoje pateikiamos rekomendacijos teismo lingvistinius autorystės tyrimus atliekantiems ekspertams.
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Klein, Jeffery Lane. "Attributional style and alcoholic relapse /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9804031.
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Holdren, Michael E. "Causal Attributions Among Overt and Covert Narcissism Subtypes for Hypothetical, Retrospective, and Prospective Events." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090264976.
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Green, Melissa Jayne. "Facial affect processing in delusion-prone and deluded individuals: A continuum approach to the study of delusion formation." University of Sydney. Psychology, 2002. http://hdl.handle.net/2123/792.
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This thesis examines attentional and cognitive biases for particular facial expressions in delusion-prone and deluded individuals. The exploration of cognitive biases in delusion-prone individuals provides one means of elucidating psychological processes that might be involved in the genesis of delusions. Chapter 1 provides a brief review of the continuum approach to schizophrenia, and outlines recent theoretical conceptualisations of delusions. The study of schizophrenia phenomena at the symptom level has become a popular method of inquiry, given the heterogeneous phenotypic expression of schizophrenia, and the uncertainty surrounding the existence of a core neuropathology. Delusions are one of the most commonly experienced symptoms of schizophrenia, and have traditionally been regarded as fixed, false beliefs that are pathognomonic of an organic disease process. However, recent phenomenological evidence of delusional ideation in the general population has led to the conceptualisation of delusions as multi-dimensional entities, lying at the extreme end of a continuum from normal through to maladaptive beliefs. Recent investigations of the information processing abnormalities in deluded individuals are reviewed in Chapter 2. This strand of research has revealed evidence of various biases in social cognition, particularly in relation to threat-related material, in deluded individuals. These biases are evident in probabilistic reasoning, attribution style, and attention, but there has been relatively little investigation of cognitive aberrations in delusion-prone individuals. In the present thesis, social-cognitive biases were examined in relation to a standard series of faces that included threat-related (anger, fear) and non-threatening (happy, sad) expressions, in both delusion-prone and clinically deluded individuals. Chapters 3 and 4 present the results of behavioural (RT, affect recognition accuracy) and visual scanpath investigations in healthy participants assessed for level of delusion- proneness. The results indicate that delusion-prone individuals are slower at processing angry faces, and show a general (rather than emotion-specific) impairment in facial affect recognition, compared to non-prone healthy controls. Visual scanpath studies show that healthy individuals tend to direct more foveal fixations to the feature areas (eyes, nose, mouth) of threat-related facial expressions (anger, fear). By contrast, delusion-prone individuals exhibit reduced foveal attention to threat-related faces, combined with �extended� scanpaths, that may be interpreted as an attentional pattern of �vigilance-avoidance� for social threat. Chapters 5 and 6 extend the work presented in Chapters 3 and 4, by investigating the presence of similar behavioural and attentional biases in deluded schizophrenia, compared to healthy control and non-deluded schizophrenia groups. Deluded schizophrenia subjects exhibited a similar delay in processing angry faces, compared to non-prone control participants, while both deluded and non-deluded schizophrenia groups displayed a generalised affect recognition deficit. Visual scanpath investigations revealed a similar style of avoiding a broader range of negative (anger, fear, sad) faces in deluded schizophrenia, as well as a common pattern of fewer fixations with shorter duration, and reduced attention to facial features of all faces in both deluded and non-deluded schizophrenia. The examination of inferential biases for emotions displayed in facial expressions is presented in Chapter 7 in a study of causal attributional style. The results of this study provide some support for a �self-serving� bias in deluded schizophrenia, as well as evidence for an inability to appreciate situational cues when making causal judgements in both delusion-prone and deluded schizophrenia. A theoretical integration of the current findings is presented in Chapter 8, with regard to the implications for cognitive theories of delusions, and neurobiological models of schizophrenia phenomena, more generally. Visual attention biases for threat-related facial expressions in delusion-prone and deluded schizophrenia are consistent with proposals of neural dysconnectivity between frontal-limbic networks, while attributional biases and impaired facial expression perception may reflect dysfunction in a broader �social brain� network encompassing these and medial temporal lobe regions. Strong evidence for attentional biases and affect recognition deficits in delusion-prone individuals implicates their role in the development of delusional beliefs, but the weaker evidence for attributional biases in delusion-prone individuals suggests that inferential biases about others� emotions may be relevant only to the maintenance of delusional beliefs (or that attributional biases for others� emotional states may reflect other, trait-linked difficulties related to mentalising ability). In summary, the work presented in this thesis demonstrates the utility of adopting a single-symptom approach to schizophrenia within the continuum framework, and attests to the importance of further investigations of aberrant social cognition in relation to the development of delusions.
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Gregory, Sarah. "Pyschopathology and childhood sexual abuse : an investigation of the relationship between sexual arousal, attributional style, attributions of blame for CSA and psychological adjustment." Thesis, Bangor University, 2000. https://research.bangor.ac.uk/portal/en/theses/pyschopathology-and-childhood-sexual-abuse--an-investigation-of-the-relationship-between-sexual-arousal-attributional-style-attributions-of-blame-for-csa-and-psychological-adjustment(cc73a6f8-8565-4998-8fbb-5fee5ad3e7c3).html.
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The relationships between sexual arousal, attributional style, attributions of blame for child sexual abuse (CSA) and psychopathology were investigated in a non-clinical sample. One hundred female undergraduates completed a questionnaire incorporating the Rosenberg Self-Esteem Scale, (Rosenberg, 1965), the Symptom Checklist 90-R (Derogatis, 1996), the Extended Attributional Style Questionnaire (Peterson et al., 1988) and questions about CSA experiences. Participants reporting CSA also completed the Attributions of Responsibility and Blame Scales (McMillen and Zuravin, 1997), and were asked if they had experienced sexual arousal during their CSA. Twenty five per cent of participants reported a history of CSA, and of this group, 32% reported experiencing sexual arousal during CSA. The CSA group had higher levels of symptomatology and negative attributional style than the Comparison non-abused group. Within the CSA group, symptomatology was positively associated with self-blame and negative attributional style, and negatively associated with selfesteem. Self-blame for CSA was positively associated with family/other blame, and negatively associated with self-esteem. The Aroused group experienced greater frequency and severity (number of types) of CSA, and showed higher levels of selfblame for the CSA than the Non-Aroused group. No evidence was found in the current study for a connection between sexual arousal and psychopathology. Further research using a larger sample size is indicated. The importance of including frequency, severity and sexual arousal as possible characteristics of CSA experiences during clinical assessment and interventions with adult survivors and focussing treatment strategies accordingly is discussed.
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Ward, Charles W. "The Association Between Attributional Styles and Academic Performance of Students in a Program of Religious Studies." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279094/.
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The problem addressed in this study was to determine if a significant association exists between attributions and academic achievement among students in a program of religious training at a Bible
college. The research was designed to ascertain if optimistic attributions are more frequently associated with students in programs of religious education than with students in a public state-supported university environment. No significant correlation was found between optimistic explanatory styles and the academic achievement of Bible college students. A significant positive difference was found to exist between the explanatory styles of students at The Criswell College and students at the University of North Texas.
Students in religious courses of study tended toward attributions for negative events that were external, unstable, and specific. The University of North Texas students tended toward attributions for negative events that were internal, stable, and global.
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Shaw, Joanne Kathleen. "The role of attributional style in helping behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0034/MQ62499.pdf.
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Nelson, L. "Hostile attributional style, mentalisation and attachment in preadolescence." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.
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This review aims to explore social information processing styles, mentalisation abilities, and attachment security, and their associations, in relation to aggressive behaviours. These literatures are considered separately before possible relationships between these constructs are discussed. Existing theory and empirical findings around the relationships between social information processing, attachment and mentalisation are described. The author poses some further suggestions about how these constructs may be related, and the review ends with a possible model of the development of hostile attributional styles.
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Pearce, Zoe J., and n/a. "Attributions as a Mediator Between Attachment Style and Couple Relationship Outcomes." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060301.154359.
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In this thesis I argue that negative attributions mediate between attachment insecurity and relationship outcomes. Using a sample of 59 couples the well-documented association between attachment insecurity and relationship satisfaction was replicated. I then tested whether this association was mediated by attributions for hypothetical behaviour for a real partner and a hypothetical potential partner. Attributions for real partner behaviour did mediate between insecure attachment and relationship satisfaction, but not attributions for a potential partner. It was further hypothesised that an association would exist between couple communication and attachment insecurity, which would be mediated by negative attributions. Couples completed two ten-minute problem-solving discussions and participated in a video-mediated recall process, providing a measure of attributions for real events with their current partner. Results supported the hypotheses for self-reported, but not observed, communication. It was concluded that the association between attachment and attributions does not represent a consistent cognitive processing bias, but rather a relationship-specific phenomena. Future research directions were proposed to investigate mediation from a long-term perspective and the therapeutic implications of these findings were discussed.
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Pearce, Zoe J. "Attributions as a Mediator Between Attachment Style and Couple Relationship Outcomes." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366540.
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In this thesis I argue that negative attributions mediate between attachment insecurity and relationship outcomes. Using a sample of 59 couples the well-documented association between attachment insecurity and relationship satisfaction was replicated. I then tested whether this association was mediated by attributions for hypothetical behaviour for a real partner and a hypothetical potential partner. Attributions for real partner behaviour did mediate between insecure attachment and relationship satisfaction, but not attributions for a potential partner. It was further hypothesised that an association would exist between couple communication and attachment insecurity, which would be mediated by negative attributions. Couples completed two ten-minute problem-solving discussions and participated in a video-mediated recall process, providing a measure of attributions for real events with their current partner. Results supported the hypotheses for self-reported, but not observed, communication. It was concluded that the association between attachment and attributions does not represent a consistent cognitive processing bias, but rather a relationship-specific phenomena. Future research directions were proposed to investigate mediation from a long-term perspective and the therapeutic implications of these findings were discussed.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Burgoine, Wayne. "Alzheimer's disease care-giving : psychological outcome, coping style and causal attributions." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/31206.
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Literature Review: With Alzheimer's disease on the increase, family members are increasingly interacting with nursing home care services. This relationship with nursing staff is felt to be crucial to the overall care-giving experience, and the review sets out to examine how different family carer variables may affect this. Attribution theory is utilised to present a conceptual model, then examined for its potential usefulness. Research Report: Objectives: To examine the psychological outcome, coping style, and causal attributions, for both family and nurse carers of people with Alzheimer's disease (of 'Late Onset'). Method: The study recruited 57 participants, 27 family and 30 nurse carers. Each completed a demographic questionnaire, the Hospital Anxiety and Depression Scale (HADS), the Brief COPE inventory, and the Causal Dimensions Scale-Revised (CDS-II). Results: Positive correlations were found between anxiety, depression, and dysfunctional coping style for both groups of carers. Comparisons revealed that family carers suffered significantly greater levels of anxiety and depression, with nearly two-thirds (63%) of the family carers reporting some psychological morbidity. In comparing coping styles, family carers were significantly more likely to utilise acceptance, whereas nurse carers utilise more positive reframing and humour. In terms of attributions, family carers reported significantly lower levels of external control compared to nurses, and empathically family carers were significantly better at describing the feelings of nurses than vice-a-versa. Conclusions: Identifying associations can potentially improve the identification of poor coping and outcome in carers, and the implications of this are discussed for both family-inclusive assessment and nurse job satisfaction. Family and nurse carer differences are discussed in terms of improving the interactions, interventions, communication, and the overall care environment. Critical Appraisal: The appraisal details a personal account of the research origins, some management issues, and an explanation of subsequent learning outcomes.
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Liu, Caimei. "Understanding optimism." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22005.
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I present seven empirical studies that investigate two main themes regarding two main approaches of optimism: explanatory style and dispositional optimism. The first theme incorporates measurement issues and conceptual ideas of optimism and the second involves optimism interventions on depressive symptoms. In Study 1 I explored the potential psychometric structure of causal attributions and dispositional optimism. Attributions may be best viewed as reflecting large differences in cognitive style, and smaller independent positive- and negative-event biases. For dispositional optimism, a two-factor model was supported. Study 2 examined correlations between optimism and the Five-Factor Model of personality. Dispositional optimism and explanatory style had similar association patterns with personality, although there were some differences. Study 3 tested and supported a model in which dispositional optimism mediates the link between explanatory style and psychological well-being. Study 4 compared the levels of optimism expression in two ethnic groups, finding that Mainland Chinese participants were more optimistic and less pessimistic than White British. Study 5 examined attributional biases and found that individuals show more optimistic biased style for themselves than for other people. Studies 6 and 7 tested effectiveness of optimism interventions on depressive symptoms. It demonstrated that self-monitored optimism interventions on a daily basis could effectively reduce depressive symptoms and increase optimistic explanatory style. Taken together, the studies replicated some previous investigations regarding measurement issues and conceptual ideas of optimism, and explored novel approaches to examining the essence of attributional bias and effectiveness of optimism interventions in depression treatment. My investigation of attributional bias is the first to test this idea using new and comparable measures of attributions. Practicing self-administered optimism interventions is, to my knowledge, also the first time these interventions have been applied in a sample with mild-to-moderate depressive symptoms. This may provide an easily monitored and low-cost alternative to traditional treatments of depression.
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Goldstein, Benjamin I. "Coping style and attributional style as mediators of alcohol use and depression among young adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58990.pdf.
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Aakre, Jennifer Marie. "Attributional style in schizophrenia: Associations with suspiciousness and depressed mood." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277739101.
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Larkin, Warren. "Trauma and psychosis : attributional style and symptomatology in emergency paramedics." Thesis, Bangor University, 2000. https://research.bangor.ac.uk/portal/en/theses/trauma-and-psychosis--attributional-style-and-symptomatology-in-emergency-paramedics(602a4a7e-bb9d-44bb-b21a-aee695afb8c7).html.
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Ludlow, Tracy. "Measuring Explanatory Style in Children." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/367383.
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Causal explanations that individuals use to explain events in their lives are referred to as explanatory style. Three dimensions: internal-external, stable-unstable, and global-specific have most frequently been measured. Internal, stable, global explanations for negative events represent a pessimistic style, whereas these same explanations for positive events are considered optimistic. Explanations for negative events that are stable and global are considered to reflect hopelessness.
The psychometric properties of the most commonly used measure of explanatory style for children, the Children Attributional Style Questionnaire (CASQ; Kaslow, Tanenbaum & Seligman, 1978) are poor. This is a limitation to research and theoretical advancement. Four studies were conducted in this project to investigate the measurement of explanatory style in 9-12 year old children.
In Study 1, children (N = 173) completed the CASQ in a group to investigate the psychometric properties of the composite scales and subscales and the relationship between explanatory style and depressive symptoms. Internal consistency and inter-item correlations of the composite scales and subscales were poor. Regression analyses showed explanatory style for negative events (pessimism or hopelessness) made weak but significant unique contributions to the explanations of depressive symptoms.
Study 2 (N = 72) investigated the stability of the CASQ scales longitudinally. The internal consistency and inter-item correlations for the CASQ scales were poor. The stability of explanatory style was low. The predicted relationship between depressive symptoms and explanatory style was found to be inconsistent, emerging at Time 1 but not at Time 2, 12 months later.
Study 3 (N = 79) examined the forced-choice response scale of the CASQ using a fuzzy set approach. A fuzzy set scale which uses a Likert-type response that ranged from completely true to completely false was used to determine how well a child’s response of choice, their natural response, matched both the selected and non-selected response from the CASQ. Items on the CASQ that measure both pessimism and hopelessness were found to be a poor match to the natural responses of children. Little separation was found between the selected and non-selected responses for all items. The internal consistency of the CASQ was poor when the forced choice scoring approach was used. When Likert-type fuzzy values were used, good internal consistency was obtained. Providing a wider range of responses, obtained using fuzzy values, produced a more sensitive measure of the components of explanatory style.
When the CASQ was scored according to the forced choice protocol weak, significant relationships were found between explanatory style and depressive symptoms, and explanatory style and neuroticism. There were no significant relationships found for either pessimism or hopelessness, with either depression or neuroticism using Likert-type fuzzy values.
Study 4 elicited spontaneous causal explanations following success or failure on tasks that were familiar or unfamiliar. Task familiarity was manipulated. Using an interview format, children (N = 111) responded to questions, eliciting causal explanations, following task success or failures. Likert-type scales measured the internality, stability or globality of the explanation. Results showed that, following failure on two familiar tasks, acceptable levels of internal consistency were obtained on the subscales used to produce the measure of hopelessness and for the composite measure of hopelessness. This same pattern did not emerge following failure on combinations of familiar and unfamiliar events or on two tasks that were unfamiliar. Stable and global explanations and the composite measure of hopelessness, following failure on familiar tasks, were also positively related with depressive symptoms but not neuroticism. These results show that a reliable measure of hopelessness can be obtained from spontaneous explanations for failure at familiar events. Under these conditions the theoretically predicted relationship between explanatory style and depressive symptoms emerges.
Conclusions were drawn about the theoretical conceptualisation of explanatory style and measurement recommendations were made that apply to 9- to 12-year-old children. Explanations for familiar events produced a consistent measure of explanatory style. The use of a Likert-type response scale to assess agreement with internal, stable, global components were shown to improve scale reliability. The findings are discussed in relation to theory and the measurement of explanatory style in children.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Phychology
Griffith Health
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Pepper, Sarah E. "Self Blame in Sexual Assault Survivors and Attributions to Other Sexual Assault Survivors." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12181/.
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Previous research indicates that survivors of sexual assault often blame themselves for the assault. Research has also shown that people blame the perpetrator in some situations and the survivor in other situations involving sexual assault. The purpose of this study was to discover if survivors of sexual assault who blame themselves tend to blame other survivors (survivor blame) in situations different from their own. Another purpose was to assess whether or not sexual assault survivors who do not blame themselves for their attack tend to blame other survivors. The participants' attributional style was also assessed in order to understand the relations between self-blame and survivor blame in situations involving sexual assault. Findings indicated that certain types of attributional style are related to self-blame in sexual assault survivors and blame toward sexual assault survivors depicted in vignettes. This indicates that attributional style may have important implications in the clinical setting to aid sexual assault survivors who experience self-blame, as well in educating society about sexual assault and the ultimate responsibility of perpetrators.