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Lykova, Maryаna. "Intrapersonal conflict as a students' leadership qualities development factor." Організаційна психологія Економічна психологія 2-3, no. 20 (November 11, 2020): 83–92. http://dx.doi.org/10.31108/2.2020.2.20.8.
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Introduction. Based on empirical research, the author makes a qualitative analysis of the relationship between students' leadership qualities and interpersonal conflicts as well as discusses the features of student intrapersonal conflicts and their relationship with students' leadership potential. Aim. To explore the relationship between the humanities and engineering students' leadership qualities and intrapersonal conflicts. Methods. The study of the impact of intrapersonal conflicts on the development of humanities and engineering students' leadership qualities was conducted using the Lauterbach Intrapersonal Conflicts questionnaire. Results. According to the structure of leadership qualities proposed by the author, intrapersonal conflicts are a personal leadership potential development factor, which is a personal psychological characteristic. The author discusses in detail four types of intrapersonal conflicts (the conflicts between the needs for dominance and subordination, the conflicts between the need for achievement and the fear of failure, the aspirations-and-achievements conflicts, and the trust-and-self-sufficiency conflicts), which affect the development of the humanities and engineering students’ leadership potential. Conclusions. Intrapersonal conflicts indicate the presence of contradictions between the individuals' leadership qualities such as purposefulness, motivation, integrity, confidence, developed personality, and adequate self-esteem. Intrapersonal conflicts can both promote individuals' leadership skills and decrease them. Therefore, further research into personal leadership skills development is necessary to create developmental and training methods to control intrapersonal conflicts, which could help students in their future careers.
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Brookings, Jeffrey B., and Brian Bolton. "Confirmatory factor analysis of a measure of intrapersonal empowerment." Rehabilitation Psychology 45, no. 3 (August 2000): 292–98. http://dx.doi.org/10.1037/0090-5550.45.3.292.
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Amir, Nurul Fatihah, Thibankumar Arumugam, and Saravanan Karuppanan. "Intrapersonal Factors Affecting Academic Probation Students in Universiti Teknologi PETRONAS." SHS Web of Conferences 124 (2021): 06002. http://dx.doi.org/10.1051/shsconf/202112406002.
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Academic probation students are considered a risk group as they do not meet the minimum academic requirements for a given semester. As such, factors affecting these students should be determined so that effective support or intervention programs can be carried out to assist this risk group. This paper examines the intrapersonal factors affecting academic probation students, specifically self-management, financial and health factors. Higher Education Needs Inventory for Students (HENIs) surveying tool was utilized on 81 academic probation students from Universiti Teknologi PETRONAS. The criticality of the factors affecting the academic probation students is based on the HENIs index. Data analyses by HENIs indicates that self-management factor is the most critical factor amongst the three factors with a HENIs index of 2.52. Such an index value indicates a high level of seriousness. This is also supported by a positive correlation between self-management factor of academic probation students and suicidal ideation (R2 of 0.240; p-value of 0.001). Financial and health factors both scored a HENIs index of 2.38 and 2.17, respectively. These index values indicate a moderate level of seriousness.
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Sriramatr, Sonthaya, and Raweewan Maphong. "Social Cognitive and Ecological Factors Influence Physical Activity Among Thai Adolescents." Journal of Physical Activity and Health 19, no. 3 (March 1, 2022): 160–67. http://dx.doi.org/10.1123/jpah.2021-0554.
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Background: The aim of this study was to examine the intrapersonal, social, and physical environmental factors associated with physical activity (PA) practice in Thai adolescents. Methods: A total of 5536 adolescents aged 14–17 years participated in the survey. Confirmatory factor analyses and structural equation modeling were conducted to determine associations between intrapersonal, social, and physical environmental factors with PA. Results: The mean age of participants was 15.50 (1.12) years. Community environment had an overall effect on PA (β = 0.08). Perceived family support had direct (β = −0.14) and indirect (β = 0.17) effects on PA through perceived barriers (β = 0.14). Perceived barriers were directly related to PA (β = −0.23) and indirectly (β = −0.16) related to PA through self-efficacy (β = −0.14) and through perceived benefits and self-efficacy (β = −0.02). Perceived usefulness was indirectly related to PA through self-efficacy (β = 0.07). Self-efficacy was directly related to PA (β = 0.43). Girls were more likely to report more perceived barriers (βtotal = 0.13). The model explained 45% of the variance in PA. Conclusion: Self-efficacy and perceived barriers are important intrapersonal factors, whereas perceived family support is an important interpersonal factor for PA among Thai adolescents.
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Gerasimova, Natalia, and Inna Gerasymova. "Intrapersonal Conflict as a Factor of Adaptation of Students to Conditions of Teaching at Universities." International Letters of Social and Humanistic Sciences 70 (June 2016): 1–7. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.1.
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The article reviews the current state of studying the problem of interpersonal conflict as a factor in adaptation, characterized by consideration of the relationship of these categories on two levels: intrapersonal conflict is studied as a driving force, a source of self-in the process of adaptation and as a leading indicator of complications adaptation. It is determined that the impact of interpersonal conflict in the course of adaptation depends on self-identity in a complex interaction of external (socially determined) and internal (individual personality) factors. It is indicated that psychological content intrapersonal conflict experiences have a high degree of individual differentiation and thus determine the uniqueness of perception and interpretation of a specific person. An indicator of the transition from one level to another intrapersonal difficulties acts vulnerability to conflict self-relations context of inner experience. The nature of the adaptation of the student is determined by the internal model and solve interpersonal experiences complications, which are formed in the mind and form the basis of individual experience.
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Katkova, A. S., and I. V. Vachkov. "Psychological Determinants of the Origin of Intrapersonal Contradictions of Students." Клиническая и специальная психология 9, no. 2 (2020): 246–65. http://dx.doi.org/10.17759/cpse.2020090213.
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The article is devoted to the study of intrapersonal contradictions which affect the formation and development of the personality of students and which also may interfere with their further professional development. The main aim of the article is to identify the general intrapersonal contradictions in prospective psychologists with the means of empirical research. The paper reveals the psychological essence of the intrapersonal contradictions of the subject from the position of foreign and domestic researchers, who singled out the multidimensional drives and needs of the individual as the main factor of the contradiction. The following determinants of the occurrence of intrapersonal contradictions are analyzed - dependence on parents, traumatic experience and object relationships. These determinants are unconscious and it causes destruction in the personal and professional development of subject. The basic provisions of the method of recognition of intrapersonal contradictions are considered, the stages of the process of research of contradictions, which are manifested in the destruction of personality behavior, are disclosed. The presence of intrapersonal problems that destruct the personal development of a future psychologist is empirically confirmed. The main contradictions, which are divided into life-affirming and destructive manifestations, are investigated.
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Avsec, Andreja, Irina Belasheva, Jiri Cenek, Azizuddin Khan, Tamara Mohorić, Vladimir Takšić, and Gaja Zager Kocjan. "Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire." Psihologijske teme 29, no. 1 (2020): 167–90. http://dx.doi.org/10.31820/pt.29.1.10.
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The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.
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Takeuchi, Hikaru, Yasuyuki Taki, Rui Nouchi, Ryoichi Yokoyama, Yuka Kotozaki, Seishu Nakagawa, Atsushi Sekiguchi, et al. "Mean diffusivity associated with trait emotional intelligence." Social Cognitive and Affective Neuroscience 14, no. 8 (August 2019): 871–83. http://dx.doi.org/10.1093/scan/nsz059.
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Abstract Previous neuroimaging studies have suggested that the neural bases of trait emotional intelligence (TEI) lie in the social cognition network (SCN) and the somatic marker circuitry (SMC). The current study was the first to investigate the associations of total TEI factors and subfactors with mean diffusivity (MD) of these networks as well as regional MD of the dopaminergic system (MDDS). We found that TEI intrapersonal factor score and total TEI score were negatively correlated with regional MDDS in the vicinity of the right putamen and right pallidum and that TEI intrapersonal factor score was negatively correlated with MD values of the fusiform gyrus. Total TEI score and TEI factor scores were positively correlated with MD values of various areas within or adjacent to SCN components, SMC structures and the lateral prefrontal cortex (LPFC). Our MD findings demonstrated the importance of the dopaminergic system to TEI and implicate the SCN, SMC and LPFC in TEI. Future studies are required to investigate the implications of positive and negative associations with MD values.
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Kortge, Rebecca, Tanya Meade, and Alan Tennant. "Interpersonal and Intrapersonal Functions of Deliberate Self-Harm (DSH): A Psychometric Examination of the Inventory of Statements About Self-Injury (ISAS) Scale." Behaviour Change 30, no. 1 (March 25, 2013): 24–35. http://dx.doi.org/10.1017/bec.2013.3.
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Deliberate self-harm (DSH), commonly defined as the intentional, direct and non-suicidal destruction of one's body, appears to be common across both clinical and non-clinical populations. A recently developed measure of functions of DSH, the Inventory of Statements About Self-Injury (ISAS), was examined to test its two-factor model within a sample of members of online social networks. The approach adopted was to fit data from the scale to the Rasch measurement model, which is increasingly used to develop and/or assess scales. Two hundred and one (n = 201) participants aged over 18 years of age, who had engaged in DSH in the last 12 months, were recruited from online social networks’ DSH peer support groups to complete an online survey. An exploratory factor analysis supported interpersonal and intrapersonal factors based on 13 function domains. Furthermore, both factors demonstrated satisfactory fit to the Rasch model. Some local dependency was detected, and when addressed, it impacted on the alpha coefficient level for intrapersonal factor. This study is the first independent psychometric investigation of ISAS, further supporting the scale authors’ psychometric evaluations. Additional validation across different DSH samples is recommended.
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Mohamed, Wirdah, Syaznie Enre, Bee Koon Poh, and Ruzita Abd Talib. "A qualitative study of motivators and barriers to weight reduction practices among overweight and obese suburban Malay adults." Malaysian Journal of Nutrition 26, no. 3 (December 14, 2020): 471–85. http://dx.doi.org/10.31246/mjn-2019-0139.
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Introduction: Designing an effective and comprehensive weight reduction intervention requires an understanding of the motivating factors and barriers to losing weight. This study explored the motivating factors and barriers to weight reduction through the experiences, emotions and ideas shared among suburban overweight and obese Malay adults. Methods: In this qualitative study, 23 overweight or obese Malay adults aged 30-59 years old were divided into three focus group discussion (FGD). The Socio-Ecological Model (SEM), consisting of four levels (intrapersonal, interpersonal, community, and policy) was utilised in this study. Results: The motivating factors were: (1) Intrapersonal level: self-awareness, health concern, self-confidence, and desire to have good physical appearance, (2) Interpersonal level: social support from family and friends, (3) Community level: availability and accessibility of physical activity facilities and health information, and (4) Policy level: healthy lifestyle programme. The barriers were: (1) Intrapersonal level: lack of knowledge about diet, physical limitations, lack of self-control, and emotion/mood, (2) Interpersonal level: spouse and children, career or housework commitment, (3) Community level: lack of neighbourhood safety, and availability and accessibility of outside foods, and (4) Policy level: availability and accessibility of outside foods. Conclusion: Eight factors were identified as motivating factors and barriers for weight reduction practices. Support from family and friends should be considered when developing an effective and comprehensive weight loss programme as it was both a motivating factor as well as a barrier.
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Pizarro Sánchez, Raúl, Patricia Colarte Troncoso,, Luis Machuca Silva, Fernando Donoso Zamora, María Martínez Castillo, and Inés Walker Casanova. "Análisis Psicométrico de las Escalas de Inteligencias Multiples MIDAS-kids." Revista de Psicología 11, no. 2 (January 1, 2002): 111. http://dx.doi.org/10.5354/0719-0581.2002.17290.
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Esta investigación metodológica corresponde a un aspecto importante de los Proyectos Crisol Dorado, Departamento de Educación de la Ilustre Municipalidad de Quilpué, Chile 2002-2004. Los datos consistieron en los Puntajes de las Escalas MIDAS-Kids de Shearer (1996-2002) aplicadas a 1.070 Alumnos de 7o. Básico, 15 escuelas públicas, Quilpué, Chile, 2002. Las Escalas MIDAS-Kids presentaron excelentes psicometrías: Dificultad Media = 0,5357; Discriminación Media = 0,8043; y, Coeficiente de Confiabilidad Alfa de Cronbach = 0,9649. Al usar métodos stepwise y el Puntaje Total como criterio, fueron analizados 8 regresiones significativas. Ellas oscilaron entre R = 0,874 (F = 3.465,211; p = 0,000) para la Inteligencia Múltiple (IM) Intrapersonal, y R = 1,000 (F = 6,82E+16; p = 0,000) para las 8 IMs. Las IMs CinestésicoCorporal, Lógico-Matemática e Intrapersonal significativamente favorecieron a los niños. Para evaluar la Teoría de las Estructuras de la Mente de Gardner (1983, 1994), se computó un Análisis Factorial confirmatorio: las IMs Intrapersonal e Interpersonal (IMs Personales) aparecieronbajo el factor 1; y, la IM Musical se distribuyó equitativamente en los factores 7 y 8.
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Supriyadi, Supriyadi, and Linda Yanti. "Factors analysis of unwanted pregnancies among women childbearing age in Indonesia: analysis of demographic and health survey data in 2017." MEDISAINS 18, no. 3 (December 30, 2020): 93. http://dx.doi.org/10.30595/medisains.v18i3.9201.
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Background: Unwanted pregnancies were one of the serious threats to human development around the world. This analysis identifies factors associated with unwanted pregnancies, including intrapersonal, interpersonal, and institutional health services.Objective: We analyzed the extent of unwanted pregnancies and how they predict factors related to Indonesia's unwanted pregnancies.Methods: We analyzed data from the Indonesian Demographic and Health Survey (IDHS) in 2017. Descriptive statistics on the prevalence of unwanted pregnancies and correlated factors. Multiple logistic regression was used to examine the association between intrapersonal factors, interpersonal factors, and community factors with unwanted pregnancies.Results: Participants reported that their most recent was 83.8% indicated a desired pregnancy and 16.2% were unwanted. Multivariate analysis shows the age of the woman (OR=1.37), economic status (OR=1.05), number of children (OR=1.47), contraception failure (OR=0.78), and health worker intervention (OR=1.27) was found to significantly increase the risk of unwanted pregnancy (p<0.05). The number of children is the most substantial factor in unwanted pregnancy among women childbearing in Indonesia.Conclusions: Nearly a fifth of pregnancies among vulnerable women in Indonesia are unwanted pregnancies. WomenEnglish translation. should plan pregnancy according to the target number of children desired with a partner.
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Siregar, Maulina, Abdul Hasan Saragih, and R. Mursid. "PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS." Jurnal Teknologi Pendidikan (JTP) 14, no. 1 (April 3, 2021): 75. http://dx.doi.org/10.24114/jtp.v14i1.24176.
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Abstrak: Penelitian bertujuan untuk mengetahui pengaruh hasil belajar IPS dengan startegi pembelajaran NHT dan STAD, mengetahui pengaruh hasil belajar IPS terhadap kecerdasan interpersonal dan intrapersonal, mengetahui adanya interaksi antara strategi pembelajaran dan kecerdasan ganda terhadap hasil belajar IPS. Populasi penelitian siswa kelas XI SMK Negeri 1 Meranti. Sampel penelitian siswa kelas XI yang terdiri dari 2 kelas. Teknik pengambilan sampel adalah cluster random sampling. Metode penelitian menggunakan desain eksperimen semu dengan faktor 2 × 2. Teknik analisis data yang digunakan adalah ANOVA dua jalur dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: Prestasi belajar IPS siswa yang diajar dengan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan Strategi Pembelajaran STAD;Prestasi belajar siswa yang memiliki kecerdasan interpersonal lebih tinggi daripada siswa yang memiliki kecerdasan intrapersonal; dan terdapat interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan berganda (kecerdasan intrapersonal dan interpersonal) terhadap prestasi belajar IPS siswa. Berdasarkan nilai rata-rata siswa memberikan indikasi bahwa kelompok siswa yang memiliki kecerdasan interpersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran NHT dan siswa yang memiliki kecerdasan intrapersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran STAD. Kata Kunci: strategi pembelajaran, kecerdasan ganda, ilmu pengetahuan sosial Abstract: This study aims to determine the effect of social studies learning outcomes with NHT and STAD learning strategies, to determine the effect of social studies learning outcomes on interpersonal and intrapersonal intelligence, to determine the interaction between learning strategies and multiple intelligences on social studies learning outcomes. The research population of the XI grade students of SMK Negeri 1 Meranti. The research sample of class XI students consisted of 2 classes. The sampling technique was cluster random sampling. The research method used a quasi-experimental design with a factor of 2 × 2. The data analysis technique used was two-way ANOVA with a significance level of α = 0.05. The results showed that: The social studies learning achievement of students who were taught with the NHT learning strategy was higher than students who were taught with the STAD Learning Strategy; The learning achievement of students who had interpersonal intelligence was higher than students who had intrapersonal intelligence; and there is an interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal and interpersonal intelligence) on students' social studies learning achievement. Based on the average score of students, it indicates that groups of students who have interpersonal intelligence will be better taught using the NHT learning strategy and students who have intrapersonal intelligence will be better taught using the STAD learning strategy. Keywords: learning strategy, multiple intelligence, social science
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Rahim, M. Afzalur, and Clement Psenicka. "Convergent and Discriminant Validity of the Rahim Organizational Conflict Inventory." Perceptual and Motor Skills 81, no. 3_suppl (December 1995): 1075–78. http://dx.doi.org/10.2466/pms.1995.81.3f.1075.
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Confirmatory factor analysis with LISREL 7 of data from 1,188 managers on the 21 items of the Rahim Organizational Conflict Inventory-I provided support for the convergent and discriminant validities of this measure of the three types of organizational conflict (intrapersonal, intragroup, and intergroup).
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Song, Hye-Young, and Sook-Ja Yang. "Factors Associated with Smoking Behaviors in Out-of-School Youth: Based on an Ecological Model." International Journal of Environmental Research and Public Health 18, no. 12 (June 12, 2021): 6380. http://dx.doi.org/10.3390/ijerph18126380.
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Purpose: To investigate the association between smoking behavior in out-of-school youths (OSY) and individual, interpersonal, and organizational factors through an ecological model. Methods: Participants were 297 OSY aged 13–18 years, who visited J area’s counseling center. The independent variables were self-control (intrapersonal factor), parental attachment and social network (interpersonal factors), and exposure to no-smoking policy (community factor). The dependent variable was smoking. Descriptive statistics, χ2-tests, correlation analyses, and logistic regression analysis were performed. Results: The predictors of smoking in OSY were analyzed using demographic, intrapersonal, interpersonal, and community factors. Period after discontinuation of school, self-control, parental attachment, and friends’ smoking behavior were significant predictors. Smoking behavior was found to decrease when the period after discontinuation of school was over than one year, when the parents attachment increased and when self-control increased. Conversely, smoking increased when friends’ smoking increased. Conclusions: When administering smoking prevention programs for OSY, parental attachment and psychological traits, such as self-control, should be taken into consideration. Therefore, for effective results, such programs need to strengthen self-control, stress the importance of parental attachment through parent education, and enroll adolescents along with their friends who smoke. Implications and Contribution: Based on an ecological model, this descriptive survey, conducted to investigate the association between smoking behavior among out-of-school youths and individual, interpersonal, and organizational factors, proposes that smoking prevention programs should consider parental attachment and psychological traits, including self-control, for optimal effectiveness.
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Valaitis, Ruta K., Linda O’Mara, Sabrina T. Wong, Marjorie MacDonald, Nancy Murray, Ruth Martin-Misener, and Donna Meagher-Stewart. "Strengthening primary health care through primary care and public health collaboration: the influence of intrapersonal and interpersonal factors." Primary Health Care Research & Development 19, no. 04 (April 12, 2018): 378–91. http://dx.doi.org/10.1017/s1463423617000895.
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AimThe aim of this paper is to examine Canadian key informants’ perceptions of intrapersonal (within an individual) and interpersonal (among individuals) factors that influence successful primary care and public health collaboration.BackgroundPrimary health care systems can be strengthened by building stronger collaborations between primary care and public health. Although there is literature that explores interpersonal factors that can influence successful inter-organizational collaborations, a few of them have specifically explored primary care and public health collaboration. Furthermore, no papers were found that considered factors at the intrapersonal level. This paper aims to explore these gaps in a Canadian context.MethodsThis interpretative descriptive study involved key informants (service providers, managers, directors, and policy makers) who participated in one h telephone interviews to explore their perceptions of influences on successful primary care and public health collaboration. Transcripts were analyzed using NVivo 9.FindingsA total of 74 participants [from the provinces of British Columbia (n=20); Ontario (n=19); Nova Scotia (n=21), and representatives from other provinces or national organizations (n=14)] participated. Five interpersonal factors were found that influenced public health and primary care collaborations including: (1) trusting and inclusive relationships; (2) shared values, beliefs and attitudes; (3) role clarity; (4) effective communication; and (5) decision processes. There were two influencing factors found at the intrapersonal level: (1) personal qualities, skills and knowledge; and (2) personal values, beliefs, and attitudes. A few differences were found across the three core provinces involved. There were several complex interactions identified among all inter and intra personal influencing factors: One key factor – effective communication – interacted with all of them. Results support and extend our understanding of what influences successful primary care and public health collaboration at these levels and are important considerations in building and sustaining primary care and public health collaborations.
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Kidinov, Alexey V., and Viktoriy A. Kutsenko. "Psychological content and factors of intrapersonal competence of a woman in “woman–man” dyad." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2022): 41–48. http://dx.doi.org/10.20310/1810-231x-2022-21-4-41-48.
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We present the issue of the relationship between a man and a woman, analyze the concept of intrapersonal competence of a woman in a relationship with a man. This concept is considered from the point of view of different researchers. Structural components of intrapersonal competence are given: motivational, cognitive, executive, evaluative, relational and regulatory. The motivational component reflects the woman’s need for self-realization. The cognitive component reveals the reflection and reproduction of images of communication partners and relationships in dyadic interaction. The executive component reflects the strategies of a woman, applied by her in resolving a conflict with a man. The evaluation component reveals the level of satisfaction with relationships, which, in turn, is determined by the psychological maturity of the woman and her choice of adaptive coping strategies in dyadic interaction. The relational component reveals compatibility in the dyadic interaction “woman–man”. The regulatory component is determined by the forms of personal behavior of partners, their complementarity and congruence of assessments in dyadic interaction. Psychological factors are the fundamental reasons for the development of a woman’s intrapersonal competence, which are the source for starting the entire process of developing relations between partners, which determined its result. To optimize the factor solution we use the Varimax rotation method, which maximizes high loads on the factors and minimizes small loads. As a result, 5 factors were identified that explain most of the variability in the answers of the subjects: social emotional competence, competence in interaction with a partner, personal competence (understanding oneself and managing oneself), idealization of the image of a desired partner, tolerance and acceptance of others.
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Haugan, Gørill, and Siw Tone Innstrand. "The Effect of Self-Transcendence on Depression in Cognitively Intact Nursing Home Patients." ISRN Psychiatry 2012 (June 3, 2012): 1–10. http://dx.doi.org/10.5402/2012/301325.
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Aims. This study’s aim was to test the effects of self-transcendence on depression among cognitively intact nursing home patients. Background. Depression is considered the most frequent mental disorder among the elderly population. Specifically, the depression rate among nursing home patients is three to four times higher than that among community-dwelling elderly. Therefore, finding new and alternative ways to prevent and decrease depression is of great importance for nursing home patients’ well-being. Self-transcendence is related to spiritual as well as nonspiritual factors, and it is described as a correlate and resource for well-being among vulnerable populations and at the end of life. Methods. A two-factor construct of the self-transcendence scale (interpersonal and intrapersonal) and the hospital anxiety and depression scale (HADS) was applied. A sample of 202 cognitively intact nursing home patients in central Norway was selected to respond to the questionnaires in 2008/2009. Results. A hypothesized SEM model demonstrated significant direct relationships and total effects of self-transcendence on depression. Conclusion and Implication for Practice. Facilitating patients’ self-transcendence, both interpersonally and intrapersonally, might decrease depression among cognitively intact nursing home patients.
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Abe, Kazuaki, Ieva Daniunaite, Inga Truskauskaitė-Kunevičienė, Kazumi Sugimura, Paulina Zelviene, Shogo Hihara, Yuka Kamite, and Evaldas Kazlauskas. "Cross-Cultural Comparison of ICD-11 Adjustment Disorder Prevalence and Its Risk Factors in Japanese and Lithuanian Adolescents." Brain Sciences 12, no. 9 (August 31, 2022): 1172. http://dx.doi.org/10.3390/brainsci12091172.
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Background: Although there is increasing knowledge about adjustment disorder (AjD) based on the new diagnostic criteria of the International Classification of Diseases (ICD-11), less is known on AjD in adolescents. This study aimed to examine the prevalence of AjD and its risk factors in Japanese and Lithuanian adolescents. Methods: The cross-sectional study sample comprised 1745 adolescents from Japan (n = 913) and Lithuania (n = 832). AjD was assessed using the Adjustment Disorder New Module-8 (ADNM-8). We compared the prevalence of AjD in Japanese and Lithuanian adolescents. Using multinominal logistic regression analysis, we examined the effects of age, gender, socioeconomic status, and cumulative stressors as societal and cultural factors, resilience as an intrapersonal factor, and loneliness and perceived support as interpersonal factors on adolescent AjD. Results: The prevalence of probable AjD was 11.7% in Lithuanian adolescents and 6.9% in Japanese adolescents. Gender, socioeconomic status, cumulative stressors, resilience, loneliness, and perceived positive social support were each significantly associated with AjD risk. Conclusions: This cross-cultural comparative study revealed characteristics of the stressors and prevalence of AjD among Japanese and Lithuanian adolescents. In terms of the socio-interpersonal framework model for the stress–response syndrome, sociocultural, intrapersonal, and interpersonal factors were found to be risk factors associated with AjD in adolescents.
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Tyulenev, Sergey. "Translation as a Factor of Social Teleonomy." TTR 24, no. 1 (December 11, 2012): 17–44. http://dx.doi.org/10.7202/1013253ar.
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This article considers translation as a factor in the genesis of social macro-formations—ethnoses and superethnoses. The research combines Niklas Luhmann’s social systems theory, Lem Gumilev’s theory of ethnogenesis and the concept of teleonomy borrowed from evolutionary biologist Ernst Mayr in order to demonstrate the ethnogenetic function of translation. An ethnos is a closed loose system; it has a life cycle which is teleonomic by nature. Ethnoses evolve by passing through different stages—from inception to consummation at the acmetic phase and finally into the post-acmetic succession of phases leading to disintegration. At each of these different stages, the social system requires inputs of varying intensity from the environment. Translation as a boundary phenomenon serves as a mechanism to ensure such inputs. From the standpoint of its social function, translation is theorized in a broader sense than usual—as mediation on intrapersonal, interpersonal, interethnic and intergenerational levels.
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Flander, Alenka, and Borut Korada. "Do international traineeships have more impact on the development of cognitive, interpersonal and intrapersonal competences than study abroad? A case study of Slovene student perceptions of their competence development through their Erasmus mobility." Portuguese Journal of Social Science 19, no. 2 (September 1, 2020): 155–87. http://dx.doi.org/10.1386/pjss_00025_1.
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In the context of the internationalization of higher education, international student mobility has in recent decades become an important strategic direction for countries as well as for institutions of higher education. In our study, we analysed Slovene Erasmus student perceptions of the development of their cognitive, interpersonal and intrapersonal competences through their stay abroad. The analysis shows that students perceive international learning mobility as an important factor for the development of their skills, as a mode of a more profound learning process through interactions in an international environment. It supports the development of their cognitive, interpersonal and intrapersonal competences through a social process between individuals from different cultural, organizational, social and personal values. Our research shows that the type of mobility affects the intensity and type of skills developed, with traineeships having more substantial competence development implications.
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Shadrina, Yu E. "Emotional intelligence as a factor in averting on burnout in ambulance professionals." EMERGENCY MEDICAL CARE 22, no. 2 (June 8, 2021): 9–13. http://dx.doi.org/10.24884/2072-6716-2021-22-2-9-13.
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The article examined the relationship between professional burnout and emotional intelligence in emergency medical professionals. The author of the article outlined the directions of research on the relationship between emotional intelligence and professional burnout in order to revise the forms of prevention in order to prevent unwanted consequences from professional activity. Correlation analysis was obtained demonstrates the relationship between indicators of intrapersonal emotional intelligence and professional burnout. The correct approach to organization and adherence to preventive practices measures are contributed to the formation of the skills of conscious processing of emotional states in ambulance medical workers, the identification of stress factors, on which the quality of their professional activities depends.
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Rodriguez, Wiston A., Yuliya Cheban, Shivani Shah, and Logan L. Watts. "The general factor of personality and creativity: Diverging effects on intrapersonal and interpersonal idea evaluation." Personality and Individual Differences 167 (December 2020): 110229. http://dx.doi.org/10.1016/j.paid.2020.110229.
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Peterson, N. Andrew, John B. Lowe, Joseph Hughey, Robert J. Reid, Marc A. Zimmerman, and Paul W. Speer. "Measuring the Intrapersonal Component of Psychological Empowerment: Confirmatory Factor Analysis of the Sociopolitical Control Scale." American Journal of Community Psychology 38, no. 3-4 (September 15, 2006): 263–74. http://dx.doi.org/10.1007/s10464-006-9070-3.
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Rudolph, Almut, Michela Schröder-Abé, and Astrid Schütz. "I Like Myself, I Really Do (at Least Right Now)." European Journal of Psychological Assessment 36, no. 1 (January 2020): 196–206. http://dx.doi.org/10.1027/1015-5759/a000501.
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Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.
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Khilmiyah, Akif, Sumarno Sumarno, and Darmiyati Zuchdi. "PENGEMBANGAN MODEL PENILAIAN KETERAMPILAN INTRAPRIBADI DAN ANTARPRIBADI DALAM PENDIDIKAN KARAKTER DI SEKOLAH DASAR." Jurnal Penelitian dan Evaluasi Pendidikan 19, no. 1 (June 25, 2015): 1–12. http://dx.doi.org/10.21831/pep.v19i1.4550.
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Penelitian ini bertujuan untuk mengembangkan model penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD yang valid, reliabel, dan cocok secara statistik. Penelitian ini menggunakan model research and development dari Plomp dengan lima fase, yaitu: investigasi, desain, realisasi, tes, dan implementasi. Subjek penelitian yaitu siswa kelas V SD di DI Yogyakarta. Pengumpulan data menggunakan kuesioner, dokumentasi, wawancara, FGD, dan observasi. Analisis data menggunakan analisis deskriptif, formula Aiken’s V, EFA dan CFA. Simpulan penelitian ini yaitu konstruk penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter telah memenuhi syarat validitas, reliabilitas, dan goodness of fit statistic; dan panduan penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD dinilai komprehensif, mudah, dan praktis oleh para guru selaku pengguna.Kata kunci: keterampilan intrapribadi, keterampilan antarpribadi, pendidikan karakter.______________________________________________________________ DEVELOPING OF ASSESSMENT MODEL OF INTRAPERSONAL AND INTERPERSONAL SKILLS BASED ON CHARACTER EDUCATION IN ELEMENTARY SCHOOLS Abstract The objectives of this study is to develop the assessment model of intrapersonal and interpersonal skills in character education of elementary school students that fit into the criteria of validity, reliability and goodness of fit statistic. This study used plomp’s research and development model which consisted of five phases, namely: investigation, design, realization, testing, and implementation. The subjects of this study were the fifth grade students of the elementary schools in Yogyakarta Special Region. The data were collected using a questionnaire, documentation, interview, focus group discussion, and observation, and analyzed using the descriptive analysis, formula aiken's V, Exploratory FactorAnalysis (EFA), and Confirmatory Factor Analysis (CFA). The results of this study are as follows, (1) the assessment construct of intrapersonal and interpersonal skills based on character education for elementary school students has fulfilled the criteria of validity, reliability, and the goodness of fit statistic. Keywords: intrapersonal skills, interpersonal skills, character education
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Belasheva, I. V., M. I. Plugina, and M. L. Esayan. "Conflict competence of students of the educational environment of a higher educational establishment: a study of the formation dynamics." Cardiovascular Therapy and Prevention 21, no. 4S (December 15, 2022): 3486. http://dx.doi.org/10.15829/1728-8800-2022-3486.
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Aim. To present the system-level structure of conflict competence and study the interrelations and differences in its components in students in the context of studying at a university.Material and methods. The study involved 150 1-4-year students. According to the factor analysis of psychological variables, 5 empirically represented groups of parameters were identified, con sidered as conflict competence. The empirical study used psychodiagnostic techniques aimed at determining strategies of behavior in conflict situations; personal aggressiveness and conflict; style of self-regulation of behavior; communicative tolerance; level of development of reflexivity and the technique of coping mechanisms.Results. According to Kruskal-Wallis H test, there were differences in 3 competencies: sthenic intrapersonal-oriented conflict readiness; interpersonal-oriented conflict competence; intrapersonal con-flictogenity. There were no significant differences in emotive-personal conflict readiness and constructive-activity conflict competence.An analysis of the prevalence of high level of conflict competence formation showed that in 1st-year students, emotive-personal conflict readiness prevails, in the 2nd year — constructive-activity competence, in 3rd year — intrapersonal conflictogenity, in 4th — interpersonal-oriented competence. Thus, the period of study at a university can be considered as a stage in the formation of conflict competences.Conclusion. The data obtained make it possible to identify five conflict competences, reflecting the motivational, cognitive and behavioral components of conflict tolerance and conflict readiness, which ensure the perception and analysis of conflict situations, the organization of behavior and communication in conflict situations and the willingness to solve them; the resulting five-factor statistical conflict competence model details the proposed two-factor theoretical model and refines it in terms of mechanisms. A comparative analysis of representation of conflict competences among 1-4-year students determined the competence dynamics as follows: from conflict instability to conflict readiness, which allows to clarify the existing ideas about the stages and features of competence formation under the influence of educational activities at the university.
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Ratnaya, I. Gede, and Gaguk Margono. "THE DEVELOPMENT OF STUDENTS’ INTRAPERSONAL INSTRUMENT OF ELECTRICAL ENGINEERING PROGRAM VOCATIONAL SCHOOLS IN BALI." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 3, no. 1 (February 27, 2017): 1–9. http://dx.doi.org/10.21009/jisae.031.01.
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This research aimed to develop an instrument to measure the intrapersonal students’ of skill Electrical Engineering Program at Vocational High School in Bali by using Likert scale. This capability is important in regulating and monitoring personal’s goals during vocational education at SMK. This instrument has been tested to 110 students at Engineering Utilization of Electricity Program in the entire province of Bali. The validation of the instrument through the content validation by the experts, the validation grains measure with Momment Product engineering, and the validation of the construct done by factor analysis. Factor analysis uses the confirmation method Maximum Likelihood (ML) with the conformity or suitability obtained Chi Square amounted to 113,8 (p-value = 0,2622) and Goodness of Fit Index (GFI) by 0.92.
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Mohd Ajis, Siti Zaiton, Arina Anis Azlan, and Emma Mohamad. "Development of Male Well-Being Indicators In Malaysia from Intrapersonal Communication Perspective: Exploratory Factor Analysis (EFA)." Jurnal Komunikasi: Malaysian Journal of Communication 37, no. 4 (December 30, 2021): 199–219. http://dx.doi.org/10.17576/jkmjc-2021-3704-12.
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Well-being is an essential concept in a human’s life as it is an emotional state that significantly influences our lifestyle. This study aims to develop a Malaysian male well-being indicator using the intrapersonal communication perspective. In this study, a self assessment instrument was constructed based on the self-concept theory in order to understand the respondent's well-being. This study applied mixed-methodology. Qualitative approach was used to build the well-being dimension and indicator based on some previous studies, while the quantitative approach was done to determine which construct is considered valid to measure male well-being, and how reliable those constructs are. Data collection phase was run through an online cross-sectional survey by using Survey Monkey platform. A total of 290 respondents consisting of Malaysian men aged 18 years and above participated in this study. The EFA results showed that there were 33 items classified under six well-being main components with having an effective and excellent level of consistency effectiveness, where Cronbach's Alpha for these six components gives a value of more than .70. This study, in overall, found that the well-being indicator was represented by one item on self-assessment that measures well-being dimension. Through the findings obtained, this study is expected to open a wider space for the upcoming studies on male well-being in Malaysia. However, it is suggested that this study needs to be continued with confirmatory factor analysis to validate this well-being indicator as a valid instrument to measure male well-being in Malaysia. Keywords: Well-being, subjective well-being, intrapersonal communication, self-concept theory, self assessment.
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Gerasimova, Tatiyana V., and Elena N. Ustyuzhaninova. "Motivational and personal characteristics of students in various fields of study." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 143–50. http://dx.doi.org/10.20323/1813-145x-2021-1-118-143-150.
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The article discusses the motivational and personal characteristics of students in various fields of study from the standpoint of the mode «being» and the mode «having» (E. Fromm). In the modern world, there is a shift in the direction of development of young people’s personal traits from the mode «being» to the mode «having», which negatively affects the training of specialists in the «person – person» system. A specialist who has deep knowledge, but is more focused on material benefits, as opposed to a commitment to return, to help people, can be ineffective in many critical professional situations. The success of professional activity largely depends on psychological support during professional development, in particular, during the student period.This article presents research on the motivational and personal sphere (Milman's method) and the severity of indicators of intrapersonal conflict, as one of the possible factors of professional development (E. Fantalova's method) in students of managers, psychologists and various medical fields of study. Different levels of intrapersonal conflict, different total indicators of the main motives of students in different areas of study were identified. There were no significant differences between the groups of students in the mode of being and the mode of having. The analysis of the obtained factor matrix allowed us to determine the «mode of being» and «mode of having» with characteristic main motives and intrapersonal disintegration. Therefore, the purpose of psychological support at the stage of professional education is the student's awareness of their potential, prospects for personal and professional growth, the desire to search, creativity, and experimentation. A crucial element of this situation of professional development is the ability and necessity to make a choice, which means to feel your freedom, on the one hand, and your responsibility for everything that happens and will happen, on the other
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Barragán Martín, Ana Belén, María del Mar Molero Jurado, María del Carmen Pérez-Fuentes, Nieves Fátima Oropesa Ruiz, África Martos Martínez, María del Mar Simón Márquez, and José Jesús Gázquez Linares. "Interpersonal Support, Emotional Intelligence and Family Function in Adolescence." International Journal of Environmental Research and Public Health 18, no. 10 (May 12, 2021): 5145. http://dx.doi.org/10.3390/ijerph18105145.
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Background: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. Method: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). Results: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. Conclusions: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.
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Monger, Bridey, Scott M. Hardie, Robin Ion, Jane Cumming, and Nigel Henderson. "The Individual Recovery Outcomes Counter: preliminary validation of a personal recovery measure." Psychiatrist 37, no. 7 (July 2013): 221–27. http://dx.doi.org/10.1192/pb.bp.112.041889.
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Aims and methodThe Individual Recovery Outcomes Counter (I.ROC) is to date the only recovery outcomes instrument developed in Scotland. This paper describes the steps taken to initially assess its validity and reliability, including factorial analysis, internal consistency and a correlation benchmarking analysis.ResultsThe I.ROC tool showed high internal consistency. Exploratory factor analysis indicated a two-factor structure comprising intrapersonal recovery (factor 1) and interpersonal recovery (factor 2), explaining between them over 50% of the variance in I.ROC scores. There were no redundant items and all loaded on at least one of the factors. The I.ROC significantly correlated with widely used existing instruments assessing both personal recovery and clinical outcomes.Clinical implicationsI.ROC is a valid and reliable measure of recovery in mental health, preferred by service users when compared with well-established instruments. It could be used in clinical settings to map individual recovery, providing feedback for service users and helping to assess service outcomes.
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Cowley, Emma S., Paula M. Watson, Lawrence Foweather, Sarahjane Belton, Andrew Thompson, Dick Thijssen, and Anton J. M. Wagenmakers. "“Girls Aren’t Meant to Exercise”: Perceived Influences on Physical Activity among Adolescent Girls—The HERizon Project." Children 8, no. 1 (January 7, 2021): 31. http://dx.doi.org/10.3390/children8010031.
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Background. Adolescent girls are less active than boys, with approximately 10% of girls in Ireland and the United Kingdom meeting the minimum recommended daily physical activity (PA) guidelines. This study investigated factors perceived to influence PA among adolescent girls from low socioeconomic areas in order to inform the design of a future intervention (The HERizon Project). Methods. A total of 48 adolescent girls (13–18 years) from low socioeconomic areas of the United Kingdom and Ireland participated in focus groups (n = 8), to explore perspectives of physical activity and the influence of gender within this. Focus groups were thematically analyzed and interpreted within a socioecological framework. Results. Most girls enjoyed PA and were aware of its benefits. They identified both barriers and facilitators to PA at intrapersonal (fear of judgement and changing priorities WITH age), interpersonal (changing social pressures and support from others) and organizational (delivery of PE) levels. Gender inequality was a multilevel factor, crossing all socioecological levels. Conclusion. Although many adolescent girls enjoy PA, their experiences appear to be limited by a fear of judgement and an overarching sense of gender inequality. Future interventions, such as the HERizon Project, should address influences at intrapersonal, interpersonal and organizational levels to promote positive PA experiences for adolescent girls.
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Cowley, Emma S., Paula M. Watson, Lawrence Foweather, Sarahjane Belton, Andrew Thompson, Dick Thijssen, and Anton J. M. Wagenmakers. "“Girls Aren’t Meant to Exercise”: Perceived Influences on Physical Activity among Adolescent Girls—The HERizon Project." Children 8, no. 1 (January 7, 2021): 31. http://dx.doi.org/10.3390/children8010031.
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Background. Adolescent girls are less active than boys, with approximately 10% of girls in Ireland and the United Kingdom meeting the minimum recommended daily physical activity (PA) guidelines. This study investigated factors perceived to influence PA among adolescent girls from low socioeconomic areas in order to inform the design of a future intervention (The HERizon Project). Methods. A total of 48 adolescent girls (13–18 years) from low socioeconomic areas of the United Kingdom and Ireland participated in focus groups (n = 8), to explore perspectives of physical activity and the influence of gender within this. Focus groups were thematically analyzed and interpreted within a socioecological framework. Results. Most girls enjoyed PA and were aware of its benefits. They identified both barriers and facilitators to PA at intrapersonal (fear of judgement and changing priorities WITH age), interpersonal (changing social pressures and support from others) and organizational (delivery of PE) levels. Gender inequality was a multilevel factor, crossing all socioecological levels. Conclusion. Although many adolescent girls enjoy PA, their experiences appear to be limited by a fear of judgement and an overarching sense of gender inequality. Future interventions, such as the HERizon Project, should address influences at intrapersonal, interpersonal and organizational levels to promote positive PA experiences for adolescent girls.
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Van de Vijver, Fons J. R., and David Watkins. "Assessing Similarity of Meaning at the Individual and Country Level." European Journal of Psychological Assessment 22, no. 2 (January 2006): 69–77. http://dx.doi.org/10.1027/1015-5759.22.2.69.
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The question was addressed as to whether individual-level and country-level score differences of a measure of the Independent and Interdependent Self, the Adult Sources of Self-Esteem Inventory (ASSEI) have the same meaning, using two-level exploratory factor analysis in a group of 5,258 college students and other adults from 19 countries. A two-factor solution based on factors interpreted as representing the Independent and Interdependent Self was highly similar at the individual and country levels, suggesting the applicability and similarity of meaning of the factors at both levels. The factors differed from the common conceptualization of in(ter)dependence in that at both levels the Independent Self involved both intrapersonal and interpersonal skills, while the Interdependent Self was narrowed down to unselfishness and being a good member of the family, community, and society. Finally, it was found that the two factors were not retrieved in all countries, indicating that the ASSEI did not measure the same in all countries.
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Ratnaya, I. Gede, and Gaguk Margono. "THE DEVELOPMENT OF STUDENTS’ INTRAPERSONAL INSTRUMENT OF ELECTRICAL ENGINEERING PROGRAM VOCATIONAL SCHOOLS IN BALI." JISAE: Journal of Indonesian Student Assessment and Evaluation 3, no. 1 (February 27, 2017): 1–9. http://dx.doi.org/10.21009/jisae.v3i1.4855.
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This research aimed to develop an instrument to measure the intrapersonal students’ of skill Electrical Engineering Program at Vocational High School in Bali by using Likert scale. This capability is important in regulating and monitoring personal’s goals during vocational education at SMK. This instrument has been tested to 110 students at Engineering Utilization of Electricity Program in the entire province of Bali. The validation of the instrument through the content validation by the experts, the validation grains measure with Momment Product engineering, and the validation of the construct done by factor analysis. Factor analysis uses the confirmation method Maximum Likelihood (ML) with the conformity or suitability obtained Chi Square amounted to 113,8 (p-value = 0,2622) and Goodness of Fit Index (GFI) by 0.92.
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Estrella, Mayra L., Ramon A. Durazo-Arvizu, Linda C. Gallo, Wassim Tarraf, Carmen R. Isasi, Krista M. Perreira, Donglin Zeng, et al. "Psychosocial Factors Associated with Cognitive Function Among Middle-Aged and Older Hispanics/Latinos: The Hispanic Community Health Study/Study of Latinos and its Sociocultural Ancillary Study." Journal of Alzheimer's Disease 79, no. 1 (January 5, 2021): 433–49. http://dx.doi.org/10.3233/jad-200612.
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Background: Evidence suggests that psychosocial factors are associated with cognitive health in older adults; however, associations of psychosocial factors with cognition remain largely unexamined in middle-aged and older Hispanics/Latinos. Objective: To examine the cross-sectional associations of psychosocial factors with cognitive function among middle-aged and older Hispanics/Latinos living in the US. Methods: Baseline (2008–2011) data from the Hispanic Community Health Study/Study of Latinos Sociocultural Ancillary Study (n = 2,818; ages 45–74) were used to examine the associations of each psychosocial factor with global cognition (GC), verbal learning, verbal memory, verbal fluency, and processing speed independent of age, sex, education, Hispanic/Latino background, income, language, and depressive symptoms. Psychosocial variables included: intrapersonal factors (ethnic identity, optimism, and purpose in life), interpersonal factors (family cohesion, familism, social network embeddedness, and social support), and social stressors (perceived ethnic discrimination, loneliness, and subjective social status). Results: In fully-adjusted models, purpose in life and social support were each positively associated with all five cognitive variables. Loneliness was negatively associated with GC, verbal learning, memory, and processing speed. Ethnic identity was positively and familism negatively associated with GC, verbal fluency, and processing speed. Family cohesion was positively associated with verbal learning. Conclusion: These findings extend previous evidence from older, largely non-Hispanic White cohorts to show that higher purpose in life and social support are also strongly associated with cognitive health among middle-aged and older Hispanics/Latinos. We also highlight that intrapersonal factors, interpersonal factors, and social stressors have differential relationships with individual cognitive tests.
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Hu, Donglin, Shi Zhou, Zachary J. Crowley-McHattan, and Zhiyun Liu. "Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents: A Systematic Review from the Social Ecological Model Perspective." International Journal of Environmental Research and Public Health 18, no. 6 (March 18, 2021): 3147. http://dx.doi.org/10.3390/ijerph18063147.
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High prevalence of physical inactivity and obesity in children and adolescents has become a global problem. This systematic review aimed to examine the existing literature regarding the factors that influence participation in physical activity (PA) in children and adolescents with reference to the social ecological model (SEM) proposed by McLeroy et al. (1988). The SEM provides a framework under which the influencing factors are categorized into five levels: intrapersonal, interpersonal, organizational, community, and public policy. A systematic search of relevant literature published before July 2020 was conducted through Ebsco, ProQuest, PubMed Central, Scopus, and Web of Science. A total of fourteen studies met the inclusion criteria. The selected articles were all of high quality as assessed using the Mixed Methods Appraisal Tool (2018). The results indicated that gender, age, ethnicity, and self-concept were the most common influencing factors at the intrapersonal level. At the interpersonal and organization levels, supports from friends, parents, and teachers were positive predictors of students’ PA participation. Accessibility of facilities and safe neighborhoods was a crucial factor that influenced children and adolescents’ participation in PA at the community level. Future studies on the effective types of policies or practices that could successfully promote facilities’ accessibility and improve neighborhood safety are required. The outcomes of this systematic review are expected to inform practice and support the development and implementation of sound policies for the promotion of PA participation in children or adolescents from a comprehensive social ecological viewpoint.
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Tomić, Nemanja, and Miloš Marjanović. "Towards a Better Understanding of Motivation and Constraints for Domestic Geotourists: The Case of the Middle and Lower Danube Region in Serbia." Sustainability 14, no. 6 (March 11, 2022): 3285. http://dx.doi.org/10.3390/su14063285.
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The main goal of this study is to explore the motivation and constraints among domestic geotourists in Serbia. For this purpose, a survey was conducted on 303 respondents from Serbia who have visited geosites within the Middle and Lower Danube region in Serbia during the past three years. The initial results were obtained through an exploratory factor analysis which revealed five motivating factors (Visiting attractions, Research and prestige, Rest and relaxation, Acquiring new knowledge and Friends) and four constraints factors (Structural, Lack of time, Lack of information and recommendation and Inter/Intrapersonal). Ranking the factors further revealed that “Acquiring new knowledge” motivates geotourists the most while Structural constraints are the main demotivator. Further analysis by using ANOVA and T-test for independent samples revealed significant differences between gender and educational groups, and the results show that women are more motivated than men by the factor related to acquiring new knowledge, while those with master’s or doctoral degrees consider the factor related to friends less important than those with lower degrees.
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Ginter, Earl J., Ahmed M. Abdel-Khalek, and Joseph J. Scalise. "Loneliness Among Young Egyptian Adults: Affective Dimensions of Loneliness." European Journal of Psychological Assessment 11, no. 1 (January 1995): 52–57. http://dx.doi.org/10.1027/1015-5759.11.1.52.
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A sample of 417 young adults from Egypt participated in the present study. Participants completed an Arabic version of the Loneliness Rating Scale. The current study hypothesized that loneliness is multidimensional in nature. It was also hypothesized that given the unique cultural environment of Egypt one of the affective dimensions uncovered would have a strong “social” theme and that the remaining dimension or dimensions would reflect themes that denote a sense of dejection and depletion. The 40 affective items comprising the revised scale were analyzed via factor analysis. A two-factor solution was retained as the most statistically sound solution; one factor was labeled Intrapersonal Loneliness and the other Interpersonal Loneliness. The results support the hypotheses.
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Martos, África, María del Carmen Pérez-Fuentes, María del Mar Molero, José Jesús Gázquez, María del Mar Simón, and Ana Belén Barragán. "Burnout y engagement en estudiantes de Ciencias de la Salud." European Journal of Investigation in Health, Psychology and Education 8, no. 1 (March 26, 2018): 23. http://dx.doi.org/10.30552/ejihpe.v8i1.223.
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Con frecuencia, los estudiantes se ven inmersos en situaciones, actividades y eventos académicos que generan estrés y ansiedad El objetivo de este estudio fue analizar el nivel de burnout y engagement en estudiantes de Ciencias de la Salud, así como la salud percibida en estos. Igualmente, dada la importancia de la Inteligencia Emocional en la prevención del desarrollo de burnout, el segundo objetivo de este estudio fue determinar la existencia de diferencias en función de la titulación, con respecto a los factores de la Inteligencia Emocional (interpersonal, intrapersonal, manejo del estrés, adaptabilidad y estado de ánimo). La muestra estuvo compuesta por 63 alumnos que cursaban titulaciones superiores de ciencias de la salud, a los que se les administró un cuestionario ad hoc, la versión para estudiantes del Maslach Burnout Inventory y la Escala de Bienestar en el Contexto Académico. De acuerdo a los resultados, no existen diferencias estadísticamente significativas en Burnout y Engagement entre los estudiantes universitarios de enfermería y los jóvenes que cursan formación profesional de Técnico de Cuidados Auxiliares de Enfermería. Igualmente, se halló que los jóvenes que sienten realizar de manera adecuada sus tareas y ser competentes en sus estudios presentan una autoeficacia más alta y una mayor dedicación hacia estos. A la par, la dedicación hacia los estudios mostró estar relacionada con la salud percibida. Por último, se halló la existencia de diferencias significativas entre los estudiantes de enfermería y de TCAE en el factor Intrapersonal. De manera que fueron los estudiantes de TCAE quienes mostraron una inteligencia emocional intrapersonal más alta.
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Christofoletti, Marina, Inês Amanda Streit, Leandro Martin Totaro Garcia, Gerfeson Mendonça, Tânia Rosane Bertoldo Benedetti, Camila Bosquiero Papini, Lucélia Justino Borges, Maria Angélica Binotto, and Fernando Lopes e. Silva-Júnior. "Barriers and facilitators for physical activity domains in Brazil: a systematic review." Ciência & Saúde Coletiva 27, no. 9 (September 2022): 3487–502. http://dx.doi.org/10.1590/1413-81232022279.04902022en.
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Abstract This study aimed to systematically review scientific evidence on the barriers and facilitators of physical activity (PA) among the Brazilian population, considering different domains (leisure, travel, work/study, and household). The search was conducted in the MEDLINE/PubMed, ISI Web of Science, SCOPUS, BIREME/LILACS, and APA PsycNET databases and was limited to papers published between 2010 and 2020. A manual search of the Brazilian Journal of Physical Activity & Health was also conducted. The selection process consisted of screening titles and abstracts, followed by the analysis of full texts. Each paper was assessed by two independent reviewers, and when discrepancies arose, a third reviewer was consulted. Leisure, environmental barriers and facilitators were the most investigated domains in the 78 included studies. There was consistency in the positive associations between six different intrapersonal and social facilitators for leisure PA and one environmental factor for travel. There have been a small number of investigations on the work/study and household domains, and future investigations on intrapersonal and social barriers and facilitators in the travel domain are important.
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Dale, Naomi F., Brent W. Ritchie, and Byron W. Keating. "Understanding Constraints and Their Impact On School Excursion Tourism." Tourism Analysis 17, no. 6 (December 1, 2012): 805–12. http://dx.doi.org/10.3727/108354212x13531051127429.
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School excursion tourism is a relatively underresearched and poorly understood segment of the tourism industry despite its strong economic potential. this article draws on the leisure constraints theory to examine barriers to overnight school excursions in Australia. A self-completed online survey by 1,314 school excursion decision makers measured the importance of these constraints to overnight school excursions, together with information on the schools' characteristics. the results reveal a four-factor structure instead of a three-factor structure, with structural constraints divided into destination and school-based structural factors. Intrapersonal and interpersonal constraints were also found to be important in undertaking overnight school excursions. Our analysis also revealed that constraints differ based on school characteristics, reconfirming that the school market is not a homogenous one. the article concludes with recommendations for destination and attraction managers interested in increasing school excursion visitations.
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McGinley, Hugh, and Ruth Ann Van Vranken. "Common Structure Dimensions of the American College Testing Program Academic Test and the California Psychological Inventory." Psychological Reports 71, no. 2 (October 1992): 491–98. http://dx.doi.org/10.2466/pr0.1992.71.2.491.
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Factor and canonical correlation analyses were used to investigate possible relationships between achievement and personality variables. Data were obtained from the American College Testing Program Academic Test and the California Psychological Inventory profiles of 125 university students. The analyses indicated two common dimensions underlying the two sets of data. The first dimension included potential for achievement and positive interpersonal and intrapersonal characteristics. The second dimension included low interest in science, high verbal ability, and interpersonal warmth.
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Masetti, Morgana, Susana Caires, Daniel Brandão, and Diana Aguiar Vieira. "Confirmatory factor analysis of the Questionnaire on the Health Staff’s Perceptions Regarding Doutores da Alegria’s Interventions." Journal of Health Psychology 24, no. 2 (June 9, 2016): 166–74. http://dx.doi.org/10.1177/1359105316650274.
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A confirmatory analysis was performed to validate the Questionnaire on the Health Staff’s Perceptions Regarding Doutores da Alegria’s Intervention, a 40-item instrument designed to assess pediatric staff’s perceptions regarding the effects of Doutores da Alegria, a Brazilian hospital clowning professional organization. Eight dimensions were evaluated: the permanence of Doutores da Alegria’s interventions; Doutores da Alegria’s intrapersonal and interpersonal effects on their relation to health staff; themselves; staff–children; and staff–family relationships; as well as their effect on staff’s cultural development; children’s relation to their own disease; and families’ attitude regarding their child’s condition. In all, 567 health professionals from 13 Brazilian hospitals participated. The instrument’s good psychometric features are acknowledged.
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Ansell, Emily B., Anthony Pinto, Maria Orlando Edelen, and Carlos M. Grilo. "Structure of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Criteria for Obsessive—Compulsive Personality Disorder in Patients with Binge Eating Disorder." Canadian Journal of Psychiatry 53, no. 12 (December 2008): 863–67. http://dx.doi.org/10.1177/070674370805301212.
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Objective: To examine 1–, 2–, and 3-factor model structures through confirmatory analytic procedures for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) obsessive–compulsive personality disorder (OCPD) criteria in patients with binge eating disorder (BED). Method: Participants were consecutive outpatients ( n = 263) with binge eating disorder and were assessed with semi-structured interviews. The 8 OCPD criteria were submitted to confirmatory factor analyses in Mplus Version 4.2 (Los Angeles, CA) in which previously identified factor models of OCPD were compared for fit, theoretical relevance, and parsimony. Nested models were compared for significant improvements in model fit. Results: Evaluation of indices of fit in combination with theoretical considerations suggest a multifactorial model is a significant improvement in fit over the current DSM-IV single-factor model of OCPD. Though the data support both 2-and 3-factor models, the 3-factor model is hindered by an underspecified third factor. Conclusion: A multifactorial model of OCPD incorporating the factors perfectionism and rigidity represents the best compromise of fit and theory in modelling the structure of OCPD in patients with BED. A third factor representing miserliness may be relevant in BED populations but needs further development. The perfectionism and rigidity factors may represent distinct intrapersonal and interpersonal attempts at control and may have implications for the assessment of OCPD.
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McAbee, Samuel T., Frederick L. Oswald, and Brian S. Connelly. "Bifactor Models of Personality and College Student Performance: A Broad versus Narrow View." European Journal of Personality 28, no. 6 (November 2014): 604–19. http://dx.doi.org/10.1002/per.1975.
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Research in the area of personality traits and academic performance has been supported by consistent meta–analytic evidence demonstrating positive relationships between Conscientiousness and grade point average (GPA). However, academic performance is not solely a function of GPA but also a number of other important intellectual, interpersonal and intrapersonal behaviours. This wider criterion space opens up the possibility for many personality factors and their underlying facets to relate to academic performance. Using bifactor latent variable modelling, the current study investigates the six–factor HEXACO model of personality, along with their 24 underlying facets, for predicting students’ academic performance. Model results reveal interpretable and meaningful relationships between both broad factors and narrow personality facets in predicting college student outcomes. Implications for measurement, modelling and prediction are discussed. Copyright © 2014 European Association of Personality Psychology
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Barbosa Filho, Valter Cordeiro, Cassiano Ricardo Rech, Jorge Mota, José Cazuza de Farias Júnior, and Adair Da Silva Lopes. "Validity and reliability of scales on intrapersonal, interpersonal and environmental factors associated with physical activity in Brazilian secondary students." Brazilian Journal of Kinanthropometry and Human Performance 18, no. 2 (May 23, 2016): 207. http://dx.doi.org/10.5007/1980-0037.2016v18n2p207.
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DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n2p207 This study aimed to examine the validity and reliability of scales of intrapersonal, interpersonal, and environmental factors associated with physical activity (PA) in secondary students. Two cross-sectional studies were conducted with students in 7th to 9th grades form secondary schools in order to test the validity, internal consistency (n = 1,178, 51.4% were boys), and test–retest reproducibility (n = 194, 56.2% were boys) of the instrument. Factors associated with PA (attitude, self-efficacy, social support of friends, parents and the school’s teachers, as well as the perceived neighborhood environment and perceived school environment) were measured. The confirmatory factor analysis and Spearman correlation between the scales and the weekly time spent in moderateto-vigorous PA (measured by questionnaire) were applied to test the construct validity. For reliability, the Cronbach’s α (internal consistency), composite reliability (CR) and intraclass correlation coefficient (ICC for test–retest reproducibility) were applied. The confirmatory factorial analysis showed five one-dimensional and two two-dimensional (self-efficacy and perceived environment) scales, with factor loadings ranging from 0.46 to 0.85. Significant and positive correlations between almost all scale scores and moderateto-vigorous PA (p<0.05) were found. The Cronbach’s α and CR were greater than 0.70 in almost all scales (except perceived school environment, α and CR of 0.61) and the ICC ranged from 0.62 (parental social support) to 0.70 (self-efficacy). In conclusion, the scales showed acceptable validity and reliability and can be used for measuring of PA correlates in elementary students.
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Muehlenkamp, Jennifer J. "Body Regard in Nonsuicidal Self-Injury: Theoretical Explanations and Treatment Directions." Journal of Cognitive Psychotherapy 26, no. 4 (2012): 331–47. http://dx.doi.org/10.1891/0889-8391.26.4.331.
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Nonsuicidal self-injury among youth and young adults remains a challenging behavior for clinicians to treat. Etiological models of self-injury have laid a foundation for the development of effective treatments that focus on the intrapersonal and interpersonal regulating functions of the behavior but have failed to consider other mechanisms that may facilitate the initiation and maintenance of the self-injury. This article presents a theoretical argument that body disregard is a necessary factor to include in etiological conceptualizations of nonsuicidal self-injurious behavior as well as within treatment approaches. Empirical literature is reviewed to provide a solid basis for the tenant that body disregard facilitates self-injury. Suggestions for incorporating treatment strategies that address body-related factors are offered along with some directions for future research.
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Derry, Kate L., Jeneva L. Ohan, and Donna M. Bayliss. "Toward Understanding and Measuring Grandiose and Vulnerable Narcissism Within Trait Personality Models." European Journal of Psychological Assessment 35, no. 4 (July 2019): 498–511. http://dx.doi.org/10.1027/1015-5759/a000432.
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Abstract. Research on trait narcissism is hindered by considerable confusion over its underlying structure, especially differences between pathological and normal narcissism, and grandiose and vulnerable narcissism. To address this problem, we describe two studies that examined the factor structure of a broad range of narcissism items and the implications for current narcissism theory. In Study 1, 881 undergraduates completed a scale composed of items taken trans-theoretically from narcissism scales that targeted grandiose, vulnerable, and normal narcissism descriptions. An exploratory factor analysis (EFA) was conducted and construct validity was established. In Study 2, 298 community-based participants were surveyed. Fit indices of a reduced 20-item scale and test-retest reliability were examined. Both studies supported a hierarchical structure of distinct grandiose and vulnerable factors, each with interpersonal and intrapersonal components. Thus, trait narcissism seems best described by grandiose and vulnerable dimensions, each of which can be focused toward the self or others.