Relevant bibliographies by topics / Psychological test data

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

Academic literature on the topic 'Psychological test data'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Psychological test data"

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RICHARDS, LAWRENCE K. "Psychological Portraits of Children: An Integrated Developmental Approach to Psychological Test Data." American Journal of Psychiatry 145, no. 2 (February 1988): 256. http://dx.doi.org/10.1176/ajp.145.2.256.

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Mielke, Paul W., and Kenneth J. Berry. "Data-Dependent Analyses in Psychological Research." Psychological Reports 91, no. 3_suppl (December 2002): 1225–34. http://dx.doi.org/10.2466/pr0.2002.91.3f.1225.

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A data-dependent analysis assumes that all the information available to a researcher is contained within the observed data. Data-dependent methods for the analysis of experimental designs are shown to provide significant advantages over conventional techniques such as an F test. Two versions of three data-dependent methods based on permutations of the data are described and compared. One version utilizes ordinary least squares regression, and the other version utilizes least absolute deviations regression to analyze experimental designs. Analyses of an unbalanced two-way experimental design illustrate the differences among the six data-dependent approaches and the classical ordinary least squares F test, which depends on the assumptions of normality, homogeneity, and independence.
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Gullickson, Terri. "Review of Psychological Portraits of Adolescents: An Integrated Developmental Approach to Psychological Test Data." Contemporary Psychology: A Journal of Reviews 40, no. 3 (March 1995): 282. http://dx.doi.org/10.1037/003523.

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No authorship indicated. "Review of Psychological Portraits of Children: An Integrated Developmental Approach to Psychological Test Data." Contemporary Psychology: A Journal of Reviews 32, no. 9 (September 1987): 832–33. http://dx.doi.org/10.1037/027503.

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Ekelund, Jesper, Edvard Johansson, Marjo-Riitta Järvelin, and Dirk Lichtermann. "Self-employment and risk aversion—evidence from psychological test data." Labour Economics 12, no. 5 (October 2005): 649–59. http://dx.doi.org/10.1016/j.labeco.2004.02.009.

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Greene, Roger L. "Integrating Psychological Test Data by Diagnostic Category: A Promise Unfulfilled." Contemporary Psychology: A Journal of Reviews 36, no. 4 (April 1991): 309–10. http://dx.doi.org/10.1037/029625.

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Suwartono, Christiany, and Justinus Budi Santoso. "Attitudes Toward Psychological Test Use in Indonesia." ANIMA Indonesian Psychological Journal 31, no. 4 (July 25, 2016): 160–69. http://dx.doi.org/10.24123/aipj.v31i4.575.

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Psychological tests in Indonesia have been evolving very slowly. Most psychological practice is still using outdated versions of tests. Psychometric properties such as validity, reliability, and even norms are often based on outdated data or entirely omitted in the manual. Thus, the ability of the tests to yield valid data for various purposes is highly questionable. Most test users, including the psychological community, seem to be indifferent to this situation as they keep using these tests despite the risk of error in the test results which could have legal implications. In this study, we did a survey about test users’ attitudes towards psychological tests. We recruited 149 participants, of which 71.8% were female. The age ranged from 22 to 71 years old (M = 29.4; SD = 7.32). The survey assessed participants’ opinion toward legal properties of psychological test on a five-point scale. All participants had an undergraduate or higher degree in Psychology. The results were interesting. Participants acknowledge that they should use reputable test even though they perceived the price is too expensive. Also, they are willing to pay if those tests are up to date and provide adequate psychometric properties. The results indicate that there is a big opportunity for psychologists and psychometricians to gather forces to fulfill these needs and make more con-tribution to the society.
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Panov, A. I. "Extraction of cause-effect relationships from psychological test data using logical methods." Scientific and Technical Information Processing 41, no. 5 (December 2014): 275–82. http://dx.doi.org/10.3103/s0147688214050049.

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Zhou, Hansen, William E. Hanson, Ryan Jacobson, Angie Allan, Diana Armstrong, Kristy L. Dykshoorn, and Terilyn Pott. "Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices." Canadian Journal of Counselling and Psychotherapy 54, no. 4 (December 12, 2020): 691–714. http://dx.doi.org/10.47634/cjcp.v54i4.61217.

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This study explores Canadian clinicians’ perceptions of test feedback (TFB) and how those perceptions influence their practice. This secondary analysis of open-ended qualitative data extends a previous study with similar research questions conducted by Jacobson et al. (2015). A case study design and consensual qualitative research (CQR) data analysis procedure was utilized to enhance the trustworthiness of the results. The findings indicate that clinicians give TFB in a variety of settings. Clinicians emphasize the importance of providing tailored and collaborative TFB, of attending to ethical issues related to TFB, and of improving academic training in TFB. Also, clinicians discuss unique situations in which feedback is provided to a third party rather than to the testing individual. Clinical implications such as increased practical training for providing TFB are discussed. Future research could investigate the outcomes of TFB provision.
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Scheiblechner, Hartmann. "A Unified Nonparametric IRT Model for d-Dimensional Psychological Test Data (d-ISOP)." Psychometrika 72, no. 1 (March 2007): 43–67. http://dx.doi.org/10.1007/s11336-005-1282-1.

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Dissertations / Theses on the topic "Psychological test data"

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Dawes, Sharron Elizabeth. "Examining the utility of a clustering method for analysing psychological test data." University of Southern Queensland, Faculty of Sciences, 2004. http://eprints.usq.edu.au/archive/00001419/.

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The belief that certain disorders will produce specific patterns of cognitive strengths and weaknesses on psychological testing is pervasive and entrenched in the area of clinical neuropsychology, both with respect to expectations regarding the behaviour of individuals and clinical groups. However, there is little support in the literature for such a belief. To the contrary, studies examining patterns of cognitive performance in different clinical samples without exception find more than one pattern of test scores. Lange (2000) in his comprehensive analysis of WAIS-R/WMS-R data for a large sample of mixed clinical cases found that three to five profiles described variations in test performances within clinical diagnoses. Lange went on to show that these profiles occurred with approximately equal frequency in all diagnostic groups. He additionally found four profiles in an exploratory analysis of WAIS-III/WMS-III data from a similar sample. The goals of the current dissertation were to: a) replicate Lange’s findings in a larger clinical sample; b) extend the scope of these findings to a wider array of psychological tests; and c) develop a method to classify individual cases in terms of their psychological test profile. The first study assessed 849 cases with a variety of neurological and psychiatric diagnoses using hierarchical cluster and K-Means analysis. Four WAIS-III/WMS-III profiles were identified that included approximately equal numbers of cases from the sample. Two of these profiles were uniquely related to two of Lange’s profiles, while the remaining two demonstrated relationships with more than one of Lange’s clusters. The second study expanded the neuropsychological test battery employed in the analysis to include the Trail Making Test, Boston Naming Test, Wisconsin Card Sorting Test, Controlled Oral Word Association Test, and Word Lists from the WMS-III reducing the number of clinical cases to 420. In order to compensate for the impact of the reduced number of cases and increased number of variables on potential cluster stability, the number of test score variables was reduced using factor analysis. In this manner the 22 variables were reduced to six factor scores, which were then analysed with hierarchical cluster and K-Means analysis yielding five cognitive profiles. The third study examined the potential clinical utility of the five cognitive profiles by developing a single case methodology for allocating individual cases to cognitive profiles. This was achieved using a combination of a multivariate outlier statistic, the Mahalanobis Distance, and equations derived from a discriminant function analysis. This combination resulted in classification accuracies exceeding 88% when predicting the profile membership based upon the K-Means analysis. The potential utility of this method was illustrated with three age-, education-, gender-, and diagnostically-matched cases that demonstrated different cognitive test profiles. The implications of the small number of cognitive profiles that characterise test performance in a diverse sample of neurological and psychiatric cases as well as the clinical utility of an accurate classification method at the individual case level was discussed. The role of such a classification system in the design of individualised rehabilitation programmes was also highlighted. This research raises the intriguing possibility of developing a typology based on human behaviour rather than a medical nosology. In effect, replacing the medical diagnosis so ill-suited to encompassing the complexities of human behaviour, with a more appropriate “psychological diagnosis” based on cognitive test performance.
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Kiskis, Susan. "Effects of test administrations on general, test, and computer anxiety, and efficacy measures." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/579.

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Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.

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The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students. A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test. The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know." It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Sun, Shuyan. "A Reparameterized Multiple Membership Model for Multilevel Nonnested Longitudinal Data." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718150.

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Sanders, Margaret. "Multifactor Models of Ordinal Data: Comparing Four Factor Analytical Methods." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388745127.

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Mitchell, Julia. "A case study investigation into the utility of baseline data versus normative data using a computer-based concussion management programme." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/511/.

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Salman-Godlo, Noluthando Cikizwa. "The establishment of normative data on Xhosa-speaking high school learners using the ImPACT 3.0 programme." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002557.

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Concussion is a common form of brain injury, especially amongst sports players of all age groups. ImPACT is a valid and reliable measure of a variety of cognitive functions commonly affected by such injuries, which allows for objective return-to-play decision making (Iverson, Lovell, & Collins, 2003). However, studies show that the transfer of such tests from one ethnic group to another without appropriate standardization is highly problematic (Ardila, 1995). Thus, the relative absence of South African normative data for the ImPACT 3.0 programme is an issue for concern. Consequently, this study aimed to establish norms for semi-rural Xhosa-speaking schoolboys with an advantaged education (ages 14, 16 and 18) for the ImPACT 3.0 programme as administered in English. Administrative and linguistic difficulties that were experienced by individuals during completion of the battery were also identified. Finally, the study included a comparison of the percentile scores of this sample to the USA norms for boys of a similar age group. Subtests scores were generated for 70 schoolboys and the data were then subjected to statistical analysis. A significant difference between English proficiency of the Grade 8 and Grade 12 boys was found. This indicates the importance of including an English proficiency test with the ImPACT battery when assessing such populations. No other significant differences were found between these age group samples. Although this requires further investigation, the comparison of the USA and SA percentiles suggests the use of local norms for this population. South African boys in this study consistently scored lower than the USA sample. Finally, it is recommended that symptom selfreports should be verbally investigated with each boy after testing, given indications of comprehension problems. In closing, limitations and future possible studies are discussed.
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Wagner, Le-Vérne. "The counselling needs of adolescents expressed through text messaging." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45899.

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The advent of text messaging as a popular and cheaper form of communication has offered a new research perspective on adolescent development. Erikson’s identity formation theory, the core tenets of existentialism, and the developmental factors of adolescence provided a conceptual framework for the present investigation, which was guided by two research questions: What are the needs of adolescents seeking assistance through text-based messaging? How do the needs expressed align with the stage of development that adolescents are in? Since the data set had already been established from text messaging between learners and tutors in the Dr Math online tutoring programme, secondary data analysis was employed. A qualitative approach, rooted in an interpretivist paradigm, was used. In total 143, of the 5284, messages were included based on the inclusion and exclusion criteria. Thematic network analysis served to enable coding and grouping of the data into thematic networks for analysis. A bottom-to-top hierarchy of codes, basic themes, and organising themes led to the formulation of the global themes of romantic curiosity, emotional expression, academic and career concerns, personal counselling, and social interactions as central to arriving at a better understanding of adolescents’ psychosocial needs in an increasingly technological communication environment. Further research is recommended into ways in which training and development in technology can be used for aiding adolescents in South Africa, as well as into the role of technology in advancing practice and research for professionals.
Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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Blackmore, Caitlin E. "The Effectiveness of Warnings at Reducing the Prevalence of Insufficient Effort Responding." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1412080619.

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Bold, Lisa Clare. "Cumulative mild head injury in contact sport: a comparison of the cognitive profiles of rugby players and non-contact sport controls with normative data." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002444.

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This study investigates the effects of cumulative mild head injury on the cognitive functioning of elite rugby players. A comprehensive battery of neuropsychological tests was administered to top national (Springbok) rugby players (n=26), national Under 21 rugby players (n= 19), and a non-contact sport control group of national hockey players (n=21). The test results of the Total Rugby group (Springbok Rugby and Under 21 Rugby players), the Under 21 Rugby group, the hockey controls, and the Total Rugby and Under 21 Rugby forward and backline players respectively, were each compared with established normative data. Results showed significant differences in the direction of a poorer performance relative to the norms for the Total Rugby and Under 21 Rugby groups, and for the Total Rugby Forwards and Under 21 Rugby Forwards, on tests sensitive to the effects of diffuse brain damage. On the other hand, the Hockey Control group and the Total Rugby Backs and Under 21 Rugby Backs tended to perform within the normal range or better than the norm on some tests. These results confirm the hypothesis that rugby players, and the forward players in particular, are at risk of adverse cognitive effects consequent on cumulative mild head injury. The theoretical implications are that the aggregate effects of multiple exposures to mild head injuries in the rugby players served to reduce their brain reserve capacities and acted as a threshold-lowering influence associated with symptom onset.
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Books on the topic "Psychological test data"

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Lillian, Schwartz, ed. Psychological portraits of adolescents: An integrated developmental approach to psychological test data. New York: Lexington Books, 1994.

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J, Eagle Carol, ed. Psychological portraits of children: An integrated developmental approach to psychological test data. Lexington, Mass: Lexington Books, 1986.

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Lyman, Howard Burbeck. Test scores and what they mean. 5th ed. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Test scores and what they mean. 6th ed. Boston: Allyn and Bacon, 1998.

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Test scores and what they mean. 4th ed. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Computer-based diagnostics and systematic analysis of knowledge. New York: Springer, 2010.

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Mazzeo, John. The equivalence of scores from automated and conventional educational and psychological tests: A review of the literature. New York: College Entrance Examination Board, 1988.

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Validitätssteigerungen durch adaptives Testen. Frankfurt am Main: P. Lang, 2006.

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An applied study on computerized adaptive testing. Amsterdam: Swets & Zeitlinger, 1989.

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E, Snell Martha, ed. Making the most of student performance data. Washington, DC: American Association on Mental Retardation, 1994.

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Book chapters on the topic "Psychological test data"

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Wang, Zhenggang, Jin Jin, and Zhong Liu. "Standard Deviation Clustering Combined with Visual Psychological Test Algorithm for Image Segmentation." In Advanced Data Mining and Applications, 516–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35231-8_37.

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Reise, Steven P., Tyler M. Moore, and Mark G. Haviland. "Applying unidimensional item response theory models to psychological data." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 101–19. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-006.

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Kubinger, Klaus D., and Clemens Draxler. "A Comparison of the Rasch Model and Constrained Item Response Theory Models for Pertinent Psychological Test Data." In Multivariate and Mixture Distribution Rasch Models, 293–309. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-49839-3_19.

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Srinivasan, Padmini. "Text mining: A field of opportunities." In Big data in psychological research., 179–99. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000193-009.

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Verma, J. P. "Non-parametric Tests for Psychological Data." In Statistics and Research Methods in Psychology with Excel, 477–521. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3429-0_12.

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Boyd, Ryan L. "Psychological Text Analysis in the Digital Humanities." In Data Analytics in Digital Humanities, 161–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54499-1_7.

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Scherer, Ronny. "The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015." In Equity, Equality and Diversity in the Nordic Model of Education, 197–224. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_8.

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AbstractIn both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.
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Varga, Stefan, Joel Brynielsson, Andreas Horndahl, and Magnus Rosell. "Automated Text Analysis for Intelligence Purposes: A Psychological Operations Case Study." In Lecture Notes in Social Networks, 221–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41251-7_9.

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Abstract With the availability of an abundance of data through the Internet, the premises to solve some intelligence analysis tasks have changed for the better. The study presented herein sets out to examine whether and how a data-driven approach can contribute to solve intelligence tasks. During a full day observational study, an ordinary military intelligence unit was divided into two uniform teams. Each team was independently asked to solve the same realistic intelligence analysis task. Both teams were allowed to use their ordinary set of tools, but in addition one team was also given access to a novel text analysis prototype tool specifically designed to support data-driven intelligence analysis of social media data. The results, obtained from the case study with a high ecological validity, suggest that the prototype tool provided valuable insights by bringing forth information from a more diverse set of sources, specifically from private citizens that would not have been easily discovered otherwise. Also, regardless of its objective contribution, the capabilities and the usage of the tool were embraced and subjectively perceived as useful by all involved analysts.
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Lippincot, Ben, Nicole Thompson, John Morris, Mike Jones, and Frank DeRuyter. "Survey of User Needs: Mobile Apps for mHealth and People with Disabilities." In Lecture Notes in Computer Science, 266–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_32.

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AbstractThis paper presents data and analysis from survey research conducted by the Rehabilitation Engineering Research Center on Information and Communication Technology Access for Mobile Rehabilitation (mRehab RERC) on the use and unmet needs for mHealth mobile apps by people with disabilities in the United States. Quantitative and qualitative data are reported on user experiences with mHealth apps to map the behavior, interests and needs of people with specific types of disability (physical, cognitive, sensory, emotional/psychological, and speech). Summary results are presented for all respondents and each disability type. Slightly more than half of the participants in this sample (53.2%) reported using mHealth apps. Fitness and exercise apps were the mHealth apps most used by respondents with disabilities, followed by hospital/clinical portal apps. Symptom and disease management apps are the least commonly used, even though these would seem to be important for people with chronic conditions. Text-based responses regarding unmet needs for mHealth apps can be sorted into accessibility needs and functionality needs. In general, respondents with sensory limitations were more likely to identify accessibility needs. However, all disability groups identified both types of unmet needs. These results can help inform research and development efforts to provide mHealth apps that meet the needs of people with disabilities.
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Hambleton, Ronald K., Frederic Robin, and Dehui Xing. "Item Response Models for the Analysis of Educational and Psychological Test Data." In Handbook of Applied Multivariate Statistics and Mathematical Modeling, 553–81. Elsevier, 2000. http://dx.doi.org/10.1016/b978-012691360-6/50020-3.

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Conference papers on the topic "Psychological test data"

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Čurová, Viera, Oľga Orosová, Lenka Abrinková, and Marcela Štefaňáková. "EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

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"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."
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Parung, Christina Albertina Ludwinia, and I. Gusti Ayu Maya Vratasti. "PSYCHOEDUCATION TO PREVENT THE SPREAD OF HIV AMONG MEN WHO HAVE SEX WITH MEN IN SURABAYA CITY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact015.

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"Sexual transmission of HIV among Men who have Sex with Men (MSM) is believed to be one of the sources of the AIDS epidemic. Nowadays, governments, communities, and NGOs are taking action to prevent its spread by assisting and educating groups of MSM in their countries. This assistance involves experts in many fields of study, including psychology. In the field of psychology, psychoeducation is believed to be one of the ways to assist the MSM groups. In September to December 2019, the authors conducted a mentoring effort to the MSM community at the MSM community gathering location called Gang Pattaya, in the city of Surabaya, the second largest and densely populated city in Indonesia The existence of this community is disguised by the general public, but is well known by NGOs. Community members do MSM out of their liking, although some do it in exchange for money. However, safety factors, such as using condoms for MSM, are not a priority for this community. They do MSM whether they receive a reward or not, just out of a boost of pleasure. There is no attempt to find out the health of the partner once they are attracted to each other. In general, they do not know whether they are infected with HIV. Most of them feel healthy and since they do not show any symptoms, they think it is not necessary to get tested. In the mentoring process, we conduct psychoeducation, which begins with an approach to certain individuals so that they are comfortable with our presence, then increasing awareness of safer sex behavior for HIV prevention for groups in the form of counseling using the Theory of Reasoned Action (TRA) approach. Counseling is carried out in various forms including roleplay, games, and seminars. The number of participants was 11 people as agents of changes of the community, varying from 19 - 47 years old. Pretest related to knowledge of safer sex was carried out before conducting the intervention and post-test after the intervention. The normality test used is the Shapiro-Wilk analysis. Different tests on the data obtained were carried out using the non-parametric Wilcoxon Signed Ranks Test. None of the participants had lower post-test knowledge scores than the pre-test. Prestest and post test for safer sex behavior showed 2 participants with safer sex behavior did not change. Both belong to the senior group, while other participants have an improvement in their safer sex behavior. These findings suggest that intervention programs for MSM as an effort to reduce HIV transmission should pay attention to affective and cognitive coping strategies."
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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Grigorev, Aleksey, and Viktor Gorodnyi. "DETERMINATION OF CORRELATIONS BETWEEN SUBJECTS’ PSYCHOPHYSIOLOGICAL PARAMETERS AND THE RESULTS OF THE PERCEPTUAL EXPERIMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact103.

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"Nowadays in Russia, there are insufficient systematized data on the degree of preparedness of medical students and graduates to interact with children with atypical development (AD). We have developed a methodological approach to assess the interaction of medical students with AD children. The work uses a perceptual experiment during which students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome, autism spectrum disorders). During the perceptual experiment, the listeners’ behavior was being video-recorded in parallel to verify their answers using the FaceReader software determining the true emotional state by their facial expression. The students’ psycho-emotional status was evaluated using a battery of psychological tests before and after the perceptual experiment. Additionally, the subjects’ psychophysiological and physiological parameters were determined. At the first stage of the work, the speech of 16 TD and AD children (11 boys and 5 girls) was used, the listeners were 25 1st-year pediatric students and 5 experts in the field of child speech. The statistical analysis revealed correlations between the listeners’ psychophysiological characteristics (Russian-native speakers): the profile of functional lateral asymmetry, formation indicators of the phonemic hearing, the coefficient of lateral preference by speech and the success in recognizing the children’s gender, age, psychoneurological state (TD – developmental disorders), and the severity of disorders in AD children. The acoustic parameters of words classified by experts as “legible” and “illegible” were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."
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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."
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Marlin, Stuart Graham, Tori English, Lewis Morley, Tahlia O'Keefe-Quinn, and Paige Whitfield. "Practice tests improve performance, increase engagement and protect from psychological distress." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11151.

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The increasing prevalence of high levels of distress in university student populations has led academic and support staff to investigate options to help students cope with academic stress. Our research focused on investigating the benefit of early academic interventions for content engagement and feedback. In a 1st year psychology student sample of 547 we collected data on psychological measures (motivation and distress), practice test engagement and performance on assessment tasks. Assessment data from a baseline phase (practice tests were available) were compared to assessment data from an intervention (reward for undertaking practice tests). Our experiment also allowed an investigation of the type of benefit gained from practice tests engagement (content specific benefit vs general engagement effects). Results show that undertaking practice tests ahead of assessment quizzes is associated with significantly higher assessment performance. Practice test uptake significantly increased when an incentive was in place resulting in much higher assessment scores for students. Students who showed high levels of distress on the DASS performed significantly lower on assessments. However, highly distressed students who undertook practice testing showed performance at the same level as non-distressed students.
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Khvatov, Ivan A., Alexander N. Kharitonov, and Alexey Yu Sokolov. "FERRETS MAY LEARN AWARENESS IF THEIR OWN BODY LIMITS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact105.

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"The study of the ability of self-awareness (self-awareness, the ability to perceive one's own body and mental properties separately from objects of the external world) in animals contributes to the study of the specifics of human consciousness. One of the aspects of self-awareness is body-awareness, which is expressed in the ability of an animal to take into account the physical parameters of its body when regulating behavior. We studied the ability of ferrets (Mustela putorius furo) to be aware of the limits of their own bodies. To solve the experimental problem, the animals had to choose holes suitable in size for penetration in the partition that divided the sections of the experimental setup. The shapes and sizes of the holes varied. We have used both small area holes that are suitable for penetration and large areas that are not suitable for penetration. It was found that all 6 animals participating in the experiment were able to choose a hole suitable for penetration from the first trial, despite the fact that it was smaller than the unsuitable one in area. In 18 test trials, ferrets made 105 successful penetrations and 3 unsuccessful attempts. This distribution differs from the uniform one (?2 = 97.25; df = 2; p <0.01). None of the individuals showed a significant reduction or increase in unsuccessful attempts to penetrate the holes This data may indicate that ferrets have knowledge of the boundaries of their bodies and the ability to compare them with the parameters of the penetration hole."
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Berinšterová, Marianna, Miroslava Bozogáňová, Monika Magdová, Jana Kapová, and Katarína Fuchsová. "PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact034.

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"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, Rentfrow, Swann, 2003), the Self-Control Scale (Finkenauer, Engels, Baumeister, 2005), the Self-efficacy Scale (Ko?š, Hefteyova, Schwarzer, Jerusalem, 1993), and the Procrastination Scale for Student Populations (Gabrhelík, 2008); our control variables were gender and well- being (Subjective Well-Being Scale, Chan-Hoong, Soon, 2011). The sample was divided into two groups – (1) less conscientious and (2) more conscientious) – using the method of visual binning in SPSS 20. A t-test for independent samples and linear regression were used for data analysis. The less conscientious students in our sample reported a higher level of procrastination (t=6.479; df=310; p?0.001; Cohen's d=0.681). A linear model was conducted for both groups (the dependent variable being the level of procrastination, the independent variables being gender and the levels of self-control, self-efficacy, and well-being). Both models were significant ((1) F=8.449; p?0.001; R2=32.6; (2) F= 7.277; p?0.001; R2=25.7). Among the less conscientious students, the levels of self-control (?=-0.546; t=-5.262; p?0.001) and self-efficacy (?=-0.238; t=-2.092; p?0.001) were negatively associated with procrastination. Among the more conscientious students, the level of self-control (?=0.404; t=-3.929; p?0.001) was negatively associated with procrastination and “being a man” (0–man; 1–woman) (?=-0.307; t=-3.219; p?0.05) was significantly associated with the level of procrastination. The results of our study show trait and personality differences in the level of procrastination, highlighting the importance of self-control and self-efficacy development among university students. Interactive programmes with an impact on students’ self-concept can be a significant contribution to students’ ability to cope with their study requirements effectively. It could be argued that the limits of this study include cross-sectional and self-reported data."
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Bozogáňová, Miroslava, and Tatiana Pethö. "THE ACCEPTANCE OF DIFFERENT TYPES OF MIGRANTS TO SLOVAKIA BASED ON GENDER." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact053.

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"Schahbasi, Huber and Fieder (2020) found that men are generally more sceptical toward migration than women. The goal of this paper is to analyse the acceptance of different types of migrants to Slovakia based on gender. An experimental vignette methodology (EVM) with a simple experimental design was used - the reason for coming to Slovakia was manipulated. Respondents were randomly assigned to one of three different vignettes. The research sample consisted of 1001 respondents (49% men) aged 17 to 75 years (M = 44.81; SD = 14.92). Each vignette describes a different type of migrant according to the reasons for coming to Slovakia, while the word ""migrant"" was omitted to avoid prejudice. Control group (general description of people coming to Slovakia) - 334 respondents (51.2% men), group 1 (people coming for work / study) - 335 respondents (47.5% men); and group 2 (people arriving for a threat in their home country) - 332 respondents (48.2% men). The data were collected online (panel collection) in the Slovak Republic with the ambition to obtain a representative sample. Respondents were asked if they would accept a person coming to Slovakia from another country for ... a close relative acquired by marriage, a close personal friend, a neighbour living on the same street, co-worker / colleague, citizen of the SR and visitor of the SR, where 1 = strongly agree – 5 = strongly disagree. The comparison of respondents using t-test for independent samples showed that there were significant differences between men and women in control group - women had more acceptance for coming people as a close personal friend (Cohen's d = 0.251) and less for co-worker / colleague (Cohen's d = 0.224) than men. Women from group 1 had also more acceptance in terms of co-worker / colleague (Cohen's d = 0.331) and the visitor of the SR (Cohen's d = 0.276) than men. There were no differences in group 2. For the interpretation of the results, it is necessary to look at the negligible size of the differences between men and women. Respondents were in the “accepting” part of the scale (M = 2.31; SD = 0.82). The results suggest that there are almost none differences in the acceptance of migrants between men and women, regardless of vignette they evaluated in Slovakia. Based on our data is seems, that gender is not the main factor of acceptance rate of different types of migrants."
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Aziz, Ayesha, and Nashi Khan. "PERCEPTIONS PERTAINING TO STIGMA AND DISCRIMINATION ABOUT DEPRESSION: A FOCUS GROUP STUDY OF PRIMARY CARE STAFF." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact013.

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"The present study was conducted to explore the perception and views of primary care staff about Depression related Stigma and Discrimination. The Basic Qualitative Research Design was employed and an In-Depth Semi-Structured Discussion Guide consisted of 7 question was developed on the domains of Pryor and Reeder Model of Stigma and Discrimination such as Self-Stigma, Stigma by Association, Structural Stigma and Institutional Stigma, to investigate the phenomenon. Initially, Field Test and Pilot study were conducted to evaluate the relevance and effectiveness of Focus Group Discussion Guide in relation to phenomena under investigation. The suggestions were incorporated in the final Discussion Guide and Focus Group was employed as a data collection measure for the conduction of the main study. A purposive sampling was employed to selected a sample of Primary Care Staff (Psychiatrists, Medical Officers, Clinical Psychologists and Psychiatric Nurses) to elicit the meaningful information. The participants were recruited from the Department of Psychiatry of Pakistan Medical and Dental Council (PMDC) recognized Private and Public Sector hospitals of Lahore, having experience of 3 years or more in dealing with patients diagnosed with Depression. However, for Medical Officers, the experience was restricted to less than one year based on their rotation. To maintain equal voices in the Focus Group, 12 participants were approached (3 Psychiatrist, 3 Clinical Psychologists, 3 Medical Officers and 3 Psychiatric Nurses) but total 8 participants (2 Psychiatrists, 2 Medical Officers, 3 Clinical Psychologists And 1 Psychiatric Nurse) participated in the Focus Group. The Focus Group was conducted with the help of Assistant Moderator, for an approximate duration of 90 minutes at the setting according to the ease of the participants. Further, it was audio recorded and transcribed for the analysis. The Braun and Clarke Reflexive Thematic Analysis was diligently followed through a series of six steps such as Familiarization with the Data, Coding, Generating Initial Themes, Reviewing Themes, Defining and Naming Themes. The findings highlighted two main themes i.e., Determining Factors of Mental Health Disparity and Improving Treatment Regimen: Making Consultancy Meaningful. The first theme was centered upon three subthemes such as Lack of Mental Health Literacy, Detached Attachment and Components of Stigma and Discrimination. The second theme included Establishing Contact and Providing Psychoeducation as a subtheme. The results manifested the need for awareness-based Stigma reduction intervention for Primary Care Staff aims to provide training in Psychoeducation and normalization to reduce Depression related Stigma and Discrimination among patients diagnosed with Depression."
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