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Dissertations / Theses on the topic 'Psychology testing'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Rindal, Eric J. "Testing: Potential to Overwrite Original Memory?" Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428419037.

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2

McLeod, Mason A. "Knowledge Updating of the Testing Effect: Enhancing Student Appreciation of the Testing Effect Through Task Experience." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1544433520459546.

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3

Nix, Ilze. "Influence of Anxiety on HIV Testing Behavior." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/412.

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The specter of Human Immunodeficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS) has become increasingly prevalent since it first entered public awareness in 1982. The Center for Disease Control (CDC) estimates that approximately 1 million people in the United States of America (USA) are living with HIV/ AIDS. More alarming is the fact that approximately 250,000 people remain unaware of their seropositivity status, therefore putting themselves and others at risk. Ignorance concerning HIV status is due largely to two factors: either failure to take an HIV test in the first place, or, a failure to retrieve results after testing. Despite the distinct possibility that anxiety plays a role in decisions concerning HIV testing an extensive literature review yielded no study that specifically examined the association between anxiety and HIV testing behavior. Thus, the purpose of the study was to determine the influence of anxiety, both general and specific, on prospective HIV testing behavior. The design of the study was correlational, examining how a group of independent variables (namely, various types of anxiety) impact two separate dependent variables (likelihood of being tested HIV and likelihood of returning for results of the HIV test results). Three hundred and forty seven participants were administered measures assessing anxiety, both at the broad or "global" level and at the narrower level of context-specific or domain-relevant anxiety. Each participant completed the State-Trait Anxiety Inventory (STAI), Self-Rated Anxiety Scale (SAS), Subscales of the Medical Anxiety Scale (MAS), Death Anxiety Scale (DAS), and the Multidimensional AIDS Anxiety Questionnaire (MAAQ). A stepwise multiple regression data analytic strategy was used to examine the data. Analyses suggested that AIDS-Specific Anxiety accounted for a significant amount of variance in the independent variable of the Likelihood of Receiving HIV Testing and that Hospital and X-Ray Anxiety, respectively, accounted for a significant amount of variance in the independent variable of Likelihood of Returning to Receive the Results of HIV Testing; however, variance attributed to each of the dependent variables that remained after stepwise regression, was low. Once the researchers controlled for extraneous variables such as the relevant demographic variables of gender, ethnicity, previous HIV testing history, past sexual history, and relationship status, the variables that had been retained in both the equations - AIDS-Specific Anxiety and Hospital and X-Ray Anxiety, respectively - no longer accounted for a significant amount of variance and none of the variables assessed in the study were retained in the models examining the influence of anxiety on Likelihood to Receive HIV Testing and Likelihood of Returning for HIV Testing Results. Although the current study did not yield the anticipated results, the findings contribute to research concerning the influence of personality variable on disease status. The findings presented here may present researchers with a starting point for further empirical endeavors. Considering the limitations of the study and applying the suggestions derived from frankly addressing those limitations, future research may indeed reveal a significant impact of anxiety on HIV testing behavior.
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4

Jägerskog, Ann-Sofie. "Pictures and a Thousand Words : Learning Psychology through Visual Illustrations and Testing." Licentiate thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-124302.

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For teachers and students to be able to make informed decisions about how to best improve learning, it is important to compare learning strategies that are known to be effective. Both multimedia learning, based on the notion that individuals learn better from words and pictures presented together than from words alone, and retrieval practice, based on the idea that retrieving knowledge from the memory is an active process that has a beneficial impact on learning, have been found robust learning strategies in earlier research. However, the two strategies remain to be investigated in combination. The combination of the two seemingly robust strategies was investigated in Study I and results showed a modest effect of retrieval practice in terms of decreased forgetting and a strong effect of multimedia learning. Retrieval practice did not improve memory performance beyond the beneficial effect of using a visual illustration. Study II investigated the beneficial effects of the use of visual illustrations in more detail in terms of preferred learning style (visual, verbal or mixed), a notion that has reached wide popular ac- ceptance within the educational field. Support was not found for the learning styles hypothesis. Rather, results showed that the positive effects of learning with the aid of a visual illustration holds independently of preferred learning style, which renders strong support for multimedia learning in terms of its generalizability. Most interestingly, students with mixed or visual learning styles performed generally better on the learning test than students with a verbal learning style, which may imply that it is worthwhile to help students develop a preference for visual or multimodal aspects of information pro- cessing in order to further improve learning. The findings presented in this thesis provide new knowledge regarding the combination of learning strate- gies and contribute with important insights into the relation between learning style and the use of visual illustrations in psychology teaching. The findings also pose challenges for students and teachers, as well as people designing learning materials, concerning how to approach the use of visual illustrations and retrieval practice in teaching and learning.
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5

Johnstone, Brian Robert. "Psychometric testing of patients with Alzheimer's disease." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239007.

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6

Kliegl, Reinhold, and Paul B. Baltes. "Testing-the-Limits kognitiver Entwicklungskapazität in einer Gedächtnisleistung." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2010/4036/.

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Bisherige Ergebnisse der kognitiven Altersforschung erlauben keine Schlußfolgerung darüber, ob die Größe und Robustheit der Altersverluste in kognitiven Basisprozessen irreversibel sind und folglich als Indikatoren neurobiologischer Grenzen des alternden Organismus interpretiert werden können: Durch die Forschungsstrategie des Testing-the-Limits wurden im Zusammenhang mit einer kognitiven Intervention zuverlässige Ergebnisse bezüglich alterskorrelierter Grenzen kognitiver Entwicklungskapazität erwartet. Gesunde ältere und junge Erwachsene nahmen an 38 über ein Jahr verteilten experimentellen Sitzungen teil, in denen sie in einer Gedächtnistechnik, der Methode der Orte, trainiert und wiederholt getestest wurden. Die Kriteriumsaufgabe war das Behalten langer Wortlisten auf der Grundlage der Erzeugung phantasievoller Gedankenbilder. Obwohl ältere Erwachsene in der Lage waren, die Gedächtnistechnik zu erwerben, zeigte sich unter Testing-the-Limits- Bedingungen eine nahezu vollständige Entzerrung der Leistungsverteilungen junger und älterer Erwachsener, die auch durch langfristiges Training nicht abgebaut wurde. Die Ergebnisse werden in Hinblick auf (1) die Bedeutung spezifischer kognitiver Basisprozesse, (2) Kohorten- bvs. biologische Alterseffekte und (3) mögliche Ausnahmen vom Altersabbau diskutiert.
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7

Jones, Evan Douglas. "Testing The Unconscious Effect of Visual Context Illusions." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1530192323.

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This study tested the effects of a visual context illusion when it was suppressed from the subjects conscious awareness. Using a mirror stereoscope and a particular form of binocular rivalry, subjects made estimations of size with and without awareness of the presence of the illusory elements. No differences were found, suggesting that effect of the illusion may require conscious awareness and perhaps is not a product of early visual processing. Keywords: Ebbinghaus, Consciousness, CFS, Illusion
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8

Basehore, Zachariah D. "Is Simpler Better? Testing the Recognition Heuristic." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435053668.

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9

Soltani, Tara. "Does Overt memory testing lead to better learning than Covert memory testing?" Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59010.

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The testing effect is described as an improvement of memory performance at a final test as a result of previous test sessions. Several studies reported that initial testing during learning provides a better memory representation at a delayed retention interval. The aim of present study is to assess whether an Overt or a Covert retrieval procedure leads to better final recall. Participants were at initial testing instructed to retrieve and write down the words (Overt group), retrieve it without writing down (Covert group) or only restudy the words (SSS group). Memory was tested after[1]15 minutes and again after 1 week. The results indicated a significant main effect of learning group and retrieval interval, where the Overt group performed reliably better than remaining groups. The idea behind the testing effect may work as a guideline of how the testing procedure can be conformed into educational contexts, which advocates for more consistent use of testing in classroom for optimal learning.
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10

Weller, Gert. "The Psychology of Driving on Rural Roads: Development and Testing of a Model." Springer, 2009. https://tud.qucosa.de/id/qucosa%3A34464.

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Rural roads constitute the most dangerous road category with regard to the number of fatal accidents. In order to increase traffic safety on rural roads it is necessary to take into account not only their inherent properties but also their effect on behaviour. Gert Weller develops a psychological model for driving on rural roads which is validated in three empirical steps: laboratory, simulator and driving experiments. His results provide insight into the possibilities of how driving behaviour on rural roads can be influenced and give practical guidance for the enhancement of rural road safety. The book is written for psychologists in the fields of traffic psychology and human factors research, traffic engineers, road planners as well as for political decision makers in traffic planning departments.:1. Driving on Rural Roads: The Current Situation 2. Applying Existing Models to Driving on Rural Roads 2.1. A Framework 2.2. Individual Differences: Traits and Demographic Variables 2.3. Driving as a Self-Paced Task: Motivational Models 2.4. Perception and Information-Processing 3. A Psychological Model for Driving on Rural Roads 4. Empirical Validation 4.1. Overview and General Course of Events 4.2. The Laboratory Study: The Role of Perceived Road Characteristics 4.3. The Simulator Study: The Role of Cues and Affordances 4.4. On-the-Road Driving Tests: Behaviour and Accidents 5. Empirical Validation: Summary and Conclusions
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11

Sharman, Rachel. "Empirically testing the neurocognitive model of insomnia." Thesis, Northumbria University, 2014. http://nrl.northumbria.ac.uk/21426/.

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The Neurocognitive Model of insomnia proposes that, through conditioned arousal, individuals with insomnia may experience heightened cortical arousal leading to increased sensory processing of external stimuli and sleep state misperception. This thesis provides a novel contribution to the literature by utilising auditory stimuli to examine the propositions of the Neurocognitive Model as a method of both eliciting and measuring the effects of cortical arousal. Firstly, the effect of noise on sleep was observed within the habituated home environment, evidencing that NREM sleep may be more susceptible to increased arousal through noise comparative to REM. Furthermore, traits typically associated with insomnia showed relationships with sleep disturbance due to noise, indicative that noise may increase cortical arousal. Secondly, the administration of novel noise in a non-habituated laboratory environment was utilised to raise cortical arousal levels in good sleepers to directly test the propositions of the Neurocognitive Model. Results demonstrated that noise altered both subjective and objective sleep along with creating a misperception of sleep onset, albeit not associated with explicit memory of noise stimuli. Finally, utilising individuals assumed to be experiencing heightened cortical arousal (insomnia) and good sleepers, words were administered during sleep onset periods to directly assess the processing and misperception components of the Neurocognitive model. Results demonstrated that both explicit and implicit recognition for words presented during sleep was greater for individuals with insomnia, yet this did not associate with a misperception of sleep. Therefore, this thesis proposes that the Neurocognitive Model could be a model of the effects of raised cortical arousal on sleep of which the two outcome pathways are the processing of auditory stimuli and sleep state misperception. Future research may wish to continue to examine the role of cortical arousal in the context of the Neurocognitive Model as a potential mechanism of sleep state misperception in those with insomnia and vulnerable good sleepers.
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12

Zumbo, Bruno Domenico 1966 Carleton University Dissertation Psychology. "Statistical methods to overcome nonindependence of coupled data in significance testing." Ottawa.:, 1992.

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13

Cooper, Amy Rachelle. "The construct of work commitment: testing an integrative framework." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2523.

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This dissertation meta-analytically examined the expansive material associated with work commitment. Work commitment, a multidimensional construct, encompasses the level of involvement an employee has with his or her work, organization, job, career, and union (Morrow & Goetz, 1998). Each of the dimensions of work commitment has been further divided into a number of subdimensions. The primary purpose of this study was to (1) cumulate the correlations found among each of the dimensions of work commitment to see which, if any, were intercorrelated, and to (2) determine the impact of work commitment dimensions and subdimensions on specific outcome variables (job satisfaction, job performance, and turnover). A number of interesting results stemmed from the 213 separate meta-analyses that were conducted. First, the evidence did not indicate that all of the subdimensions for each respective dimension were positively correlated. Specifically, there was not enough evidence to indicate that continuance organizational commitment was positively correlated with its other organizational commitment subdimensions. Future research might consider revamping the work commitment taxonomy so that all subdimensions that fall within a particular dimension are interrelated. It might be appropriate, therefore, to drop continuance organizational commitment from the work commitment taxonomy. Second, while most of the respective dimensions were interrelated, this was not the case across the board. For instance, there was no evidence of a significant positive relationship between organizational commitment and union commitment. In fact, the only significant relationship was negative between organizational commitment and belief in unionism. Further, there was no evidence of a positive relationship between union commitment and either work ethic endorsement or job involvement, respectively. These findings supported Morrow’s (1993) rationale for excluding union commitment from the work commitment taxonomy.
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14

Starling, Paula. "Physical Abilities Testing: A Review of Court Cases, 1992-2006." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/298.

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Selection procedures are designed with the goal to select the most qualified applicant for the job. A variety of selection tests are used in organizations today, including physical ability tests, which are often used in police agencies and fire departments. A total of 22 physical ability testing cases at the Appellate and Supreme Court level were identified to be included as part of a review to examine the outcome of litigation. Of the 22 cases, only 6 cases involved a female plaintiff, while 1 involved a Hispanic plaintiff. There were five race-based claims and nine gender-based claims (three of the gender-based were reverse discrimination cases). There was not a statistical difference between the number of race-based and gender-based claims. Only six cases had information regarding whether the test had been validated (four were validated, two were not). The courts ruled in favor of the defendant in the four cases where the test was validated. In all 22 cases, public safety was found to be an issue of concern. Of the 22 cases, 15 found for the defendant, 2 found for the plaintiff, and 3 were remanded, indicating that when public safety is a concern the defendant is likely to prevail. It was hypothesized that the courts would rule in favor of the defendant when the selection test was a work sample or job simulation versus a pure ability test. This hypothesis was not supported. For 20 of the 22 cases, no information was provided whether practice was offered to the applicant prior to testing. In the two cases where practice was offered, the defendant prevailed.
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15

Bishop, Bruce Alexander. "Negative thoughts about making changes: Testing a cognitive-behavioral theory of noncompliance." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280286.

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Despite the demonstrated efficacy of psychotherapy in the treatment of a variety of psychological difficulties, a persistent problem is resistance to and noncompliance with that treatment. Cognitive-Behavioral therapists theorize that clients' negative beliefs and attitudes about the effectiveness of treatment, their ability to complete therapeutic assignments, and so on, are primary underlying causes of noncompliance. This dissertation tested this model. Twenty-eight individuals experiencing high levels of perceived stress completed a six week stress management training course. Measures of stress, beliefs about making changes, and compliance with treatment directives were made at regular intervals. The statistical technique called mediational analysis was used to test a causal linkage from negative attitudes and beliefs to treatment compliance, and from compliance to outcome. Although participants' mean levels of stress and distress showed significant reductions, there was little support for the proposed beliefs-compliance-outcome model. Alternative explanations for these results were considered. Support was expressed for continued development of the Negative Beliefs about Changing measure.
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Wei, Mei-Fen. "Attachment, coping, conflicted emotion, and psychological distress : testing a mediational modle [sic] /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974699.

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17

Jones, Gary. "Testing mechanisms of development within a computational framework." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/11454/.

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Theories of development have proposed several mechanisms by which development occurs in children. The majority of the proposed mechanisms lack precise definitions, and are difficult to test individually whilst holding the effects of all other mechanisms constant. Implementing the mechanisms within a computational framework forces precision and enables the effect of each mechanism to be examined in isolation. A computational model of adult behaviour in a developmental task was created. The model included a range of the mechanisms proposed by theories of development, whereas previous computational models of development have examined very few mechanisms. The mechanisms were tested in the model both independently and in combination, with the results being compared against the behaviour of seven year old children on the task. The independent modifications showed that the behaviour of the model changes significantly for four mechanisms: strategy choice, strategy accuracy, capacity, and processing speed. The best mechanism (strategy accuracy), when applied to the adult model, matched seven out of nine regularities in the behaviour of seven year olds, including reaction time and errors. The combined modifications also matched seven year old children's behaviour. The results show that a range of developmental mechanisms can now be routinely tested and evaluated within a single computational model. The method of modifying computational models is an interesting way to examine the influences of developmental mechanisms, and therefore helps in answering "What develops in children?".
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Lindsey, Dana. "Effectiveness of Testing Accommodations for Postsecondary Students with Learning Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2608.

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Learning disabilities (LDs), which are the most common diagnosis of students entering colleges, are found in approximately 3% of first-year college students. Little information is available, however, on the role of classroom accommodations on these students' academic performance. The purpose of this study was to determine whether academic performance, self-efficacy, and motivation of postsecondary LD students were influenced by extended testing time. Social cognitive theory and expectancy-value theory were used to frame the study. Fifty-three participants from a community college in the Southeastern United States who were approved to receive classroom accommodations completed a demographic questionnaire and measures of motivation and self-efficacy. Independent sample t tests indicated a significant relationship between extended time and self-efficacy, but extended time did not affect academic performance and there was no significant predictive relationship between extended time, motivation, self-efficacy, and academic performance. Findings focus a spotlight on the typical methods of addressing the success of college students with disabilities, and suggest that providing extra time may not have the intended effect of increasing their academic performance in the classroom. Results may be used to support additional means of increasing self-efficacy among college students with disabilities.
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19

Adler, Adrian. "Erich Fromm's analytic social psychology : testing the relationships among cooperation, aggression and trait biophilia." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7513.

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Erich Fromm’s biophilia, a theory of personality development incorporating an interaction between existential needs and the socio-economic environment, was a significant element of Fromm’s proposed Analytic Social Psychology. Despite an enduring influence, Fromm’s theory of biophilia has been largely untested in the literature. Fromm argued that biophilia was the optimum way to conceptualise malignant aggression, and that the introduction and reward of cooperation was the best way to increase levels of biophilia, and thereby reduce levels of destructive behaviour in a population. It was the aim of this thesis to investigate whether the introduction and reward of cooperation would increase biophilia, and decrease aggression, in a population. In Studies One to Six, a trait biophilia scale was developed and psychometric validity and reliability established. In Studies Seven to Nine, scale predictive validity in comparison to existing trait measures was investigated in theoretically appropriate areas including online behaviour, positive psychology and pro-environmental behaviour. In Study Ten, a game theory paradigm for introducing and rewarding cooperation was developed, and the relationships among biophilia, cooperation and aggression were investigated. Contrary to Fromm’s theory, a positive association between aggression and cooperation, and negative associations between those and biophilia, were found. In addition, the effects of introducing and rewarding cooperation were investigated, and again contrary to Fromm’s theory, introducing and rewarding cooperation produced an increase in aggression and a reduction in biophilia. These findings may reflect an inherent tension within Fromm’s theory between the use of existential needs, that were argued to be the product of competitive natural selection, and the use of cooperative interventions derived from Marxist theory. It is proposed that the relationships among biophilia, cooperation and aggression may be mediated by frustration. Implications for interventions and future research are discussed.
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20

Hendy, Jane Denise. "Factors influencing the public's decision-making when contemplating undertaking predictive genetic testing : the relationship between perceived self-efficacy, personal risk and testing intentions." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/844311/.

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This thesis explores how general groups of people think about predictive genetic testing. Psychological research into individual decision-making prior to the consulting room is scarce, with our knowledge of the types of factors that influence the decision to request this service barely investigated. The research presented undertakes this task by identifying salient factors influential in the contemplation of this new health choice. The research then examines how these factors impact on genetic-testing decision-making processes and intentions in more detail. The aim is to increase scientific understanding of early decision-making in this area, by exploring the motivations of individuals who intend to request this service and also the decision-making of those individuals who will never be seen at a genetic clinic. The thesis is comprised of four studies. The first study uses an exploratory qualitative methodology, gathering focus group data to discover how groups of people who have not directly experienced predictive genetic testing think about this service. The findings suggest that people are primarily concerned with their perceived control over genetic testing decision-making processes and their risk of genetic diseases. The second and third studies use repeated measures experimental designs to manipulate perceived control (self- efficacy) over genetic-testing decisions and perceptions of disease risk. The findings revealed a complex relationship between self-efficacy in these domains, global self- efficacy, perceptions of risk and intention to undergo testing. Study two showed that when specific efficacy in these domains was experimentally decreased global perceptions of self-efficacy also reduced, alongside the desire to maintain control over these domains. Study three showed that a lack of intention to undergo genetic testing was predicted by perceptions of high disease risk, high levels of health-specific self-efficacy and the importance of this efficacy - but not levels of general self-efficacy. Additionally the results from the third study revealed that intention to undergo testing was higher when people were given no information about the genetic inheritability of a disease, indicating that that as a disease becomes 'geneticized' both control over that disease and general control may become eroded. The final study again uses a qualitative methodology, using interview data from individuals at high and low risk of disease to further examine the role of risk and self- efficacy in genetic testing decision-making, and to identify which areas of self-efficacy have most impact on intentions. The study also examines how people make sense of their 'genetic risk', how they conceptualise self-efficacy within this domain, and how they perceive these two concepts to be related. Findings from the last study suggest that levels of general self-efficacy may be relevant to decision-making when the individual's confidence is extremely high, in that the person feels confident to cope with the test result regardless of any possibility of cure or prevention. Attitudes and intentions towards genetic testing also appeared to be strongly determined by levels of disease-risk anxiety, with the attraction of testing appearing to wane when the emotional consequences of genetic testing were reflected upon. To conclude, these findings suggest that a lack of perceived control over genetic testing decision-making and disease risk has wide-reaching consequences in negatively impacting on overall perceptions of competence and well-being. The findings also suggest that for people at extremely high risk of disease, who feel both in control of any potential symptoms and value this control, genetic testing is unattractive, in robbing them of the potential for control in the future. Diseases perceived as being genetic were largely viewed as immutable and uncontrollable. On deeper reflection, decision-making in this area was often perceived as anxiety provoking and conceptualised by ambivalent and complex thinking.
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Wilkins, Luke. "Vision testing and visual training in sport." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6313/.

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This thesis examines vision testing and visual training in sport. Through four related studies, the predictive ability of visual and perceptual tests was examined in a range of activities including driving and one-handed ball catching. The potential benefits of visual training methods were investigated (with particular emphasis on stroboscopic training), as well as the mechanisms that may underpin any changes. A key theme throughout the thesis was that of task representativeness; a concept by which it is believed the more a study design reflects the environment it is meant to predict, the more valid and reliable the results obtained are. Chapter one is a review of the literature highlighting the key areas which the thesis as a whole addresses. Chapter’s two to five include the studies undertaken in this thesis and follow the same format each time; an introduction to the relevant research, a methods section detailing the experimental procedure, a results section which statistically analysed the measures employed, and a discussion of the findings with reference to the existing literature. Finally, in chapter six the strengths and limitations of the thesis are considered, before suggestions are made for future studies, and concluding remarks made.
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Draper, Taylor L. "Hypertension in older African Americans| Testing psychosocial mediators." Thesis, Loma Linda University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10194502.

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Objectives Past research has shown that low socioeconomic status (SES) and perceived discrimination are related to hypertension in African Americans. Past studies have used the Reserve Capacity Model (RCM; Gallo & Matthews, 2003; 2005; 2011) to understand these relationships which posits that stress can be mitigated by psychosocial resources which lead to healthy lifestyle behaviors predictive of cardiac health. However, few studies have examined the RCM resources to predict hypertension in African Americans and none have included discrimination as a stressor in the model. Methods We examined the mediational effects of RCM resources after low SES and discrimination experiences to predict health behavior (exercise) and hypertension in 1202 middle to older aged African Americans using structural equation modeling. Results Both low SES and perceived racial discrimination predicted a diagnosis of hypertension indirectly through levels of reserve capacity and exercise. Conclusions These findings provide support for the RCM as an explanatory framework for how social stressors affect health through modifiable psychosocial resources and health behaviors in middle to older aged African Americans.

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23

Diaz, Jorge. "The relationship of knowledge of drug testing and personality characteristics to attitudes toward drug testing in the workplace." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/2802.

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The relationship between knowledge of drug testing and the degree of support for drug testing was investigated. In addition, the relationship between certain personality characteristics (e.g. authoritarianism, legal authoritarianism, locus of control and social desirability) and support for drug testing was also investigated. A questionnaire that included scales to measure demographics, drug testing knowledge, drug testing attitudes and the above mentioned personality characteristics was utilized. It was found that drug testing knowledge was significantly negatively correlated with support of drug testing. It was also found that those scoring higher on Authoritarianism (legal and otherwise) were significantly more likely to support drug testing. In addition, an internal locus of control was significantly correlated with support of drug testing.
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Kliegl, Reinhold, Jacqui Smith, and Paul B. Baltes. "Testing-the-limits, expertise, and memory in adulthood and old age." Universität Potsdam, 1986. http://opus.kobv.de/ubp/volltexte/2009/3906/.

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This research has three interrelated foci: (i) engineering and testing a cognitive model of expert memory, (ii) the study of intellectual reserve capacity and (iii) the use of a testing-the-limits methodology to magnify and delineate age differences in limits of reserve capacity. The assumption is that age differences are magnified if studied at high levels of expertise or task difficulty. Results from age-comparative point training studies in expert memory are reported. Both young and elderly subjects reached high levels of skilled memory, confirming the model. However, despite this sizeable reserve capacity, when compared to IQ-eguivalent young adults, superior elderly showed decline in upper limits of function.
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25

Brock, Petra. "Effectiveness of the cognitive interview in a multiple-testing situation." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/1748.

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The present study assessed the effectiveness of the Cognitive Interview (CI) in a multiple-testing situation. One-hundred and eighty-two undergraduate psychology students viewed a short film clip depicting an automobile accident. Subsequently, the subjects were interviewed twice using either the CI or standard interviewing technique. In both instances, subjects who received the CI recalled more accurate information (m=32.30 at Time 1 and m=30.51 at Time 2) than subjects who received the standard interview (m=18.14 at Time 1 and m=18.38 at Time 2). There was no effect of type of interview at Time 1 on amount recalled at Time 2. This research has implications not only for judicial fact-finders, but also for further researchers interested in the CI procedure.
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Robey, Alison Marie. "The Benefits of Testing| Individual Differences Based on Student Factors." Thesis, University of Maryland, College Park, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286129.

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The testing effect, the notion that retrieval practice compared to restudying information leads to greater and longer retention, is one of the most robust findings in cognitive science. However, not all learners experience a benefit from retrieval practice. Many manipulations that influence the benefits of the testing effect have been explored, however, there is still much to learn about potential individual differences in the benefits of retrieval practice over restudy. As the testing effect grows in popularity and increasing numbers of classrooms begin implementing retrieval practice, it is essential to understanding how students’ individual differences and cognitive abilities contribute to the effect. For my dissertation, I explore how students’ cognitive abilities, specifically, episodic memory, general fluid intelligence, and strategy use, relate to the benefit of retrieval practice. In Study 1, I developed a new measure to simultaneously capture two aspects of strategy use: variation in what strategies learners use and variation in how learners use strategies. In Study 2, I examine how these two types of strategy use, along with episodic memory and general fluid intelligence can be used to predict the magnitude of the testing effect. Converging evidence from multiple analyses suggests variation in how learners use strategies was the only individual difference to influence the benefit learners receive from retrieval practice. More specifically, learners who are less adaptive and flexible in their strategy use show a greater benefit than more skilled strategy users. These findings have implications both for improving existing theories of the mechanisms of the testing effect and for determining how to best incorporate retrieval practice into classroom settings.

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Polifroni, Mark. "The development and testing of a multi-component emotion induction method." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141669741.

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Brown, Laureen Kay. "Out-of-level testing for special education students participating in large-scale achievement testing: A validity study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280401.

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The purpose of this study was to examine the reliability and validity of out-of-level (OOL) testing for students with mild cognitive disabilities participating in large-scale accountability assessments. Federal law now requires maximum participation of students with disabilities in these assessments, and OOL testing is one method used to accomplish this mandate. However, the prevalence, reliability, and validity of this practice have not been established. This study involved the analysis of second through eighth grade students' OOL and grade-level (GL) Stanford 9 reading and math subtest data. Raw data was collected by the district studied, as part of an annual state-mandated testing program. Participation rates and methods of participation for students with Specific Learning Disability (SLD) and Mild Mental Retardation (MIMR) were examined over a five-year period. Results indicated that an over 700% increase in the numbers of MIMR and SLD students participating in Stanford 9 testing occurred from 1998 to 2002. The use of OOL tests also increased substantially during that period. With regard to reliability, results indicated that KR-20 coefficients were comparable across regular education GL and Special Education OOL test groups. In addition, comparable percentages of students in GL and OOL groups scored within the test's reliable range. Special Education students were not given tests that were too easy as a result of OOL testing options. Validity evaluation included comparisons of modified caution indices (MCI) and point-biserial correlations for matched GL and OOL groups, as well as differential item functioning (DIF) analyses. MCI and point-biserial analyses provided no evidence of differential validity for GL and OOL groups. Although DIF analyses identified more items as functioning differently across groups (GL vs. OOL) than would be expected by chance, no systematic patterns of bias resulting from the OOL test administration condition were identified. OOL testing was determined to be an appropriate method of achievement testing for students with SLD. True differences between OOL and GL groups, as well as differences in test administration other than the OOL versus GL condition are discussed. Recommendations regarding OOL testing policy, stakeholder education, test development and reporting practices, and future research are included.
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Carroll, James M. "The psychometrics of a bipolar valence activation model of self-reported affect." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56520.pdf.

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Weller, Gert [Verfasser]. "The Psychology of Driving on Rural Roads : Development and Testing of a Model / Gert Weller." Heidelberg : Springer, 2019. http://d-nb.info/1231847557/34.

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Thomson, Douglas. "Masculine role conflict, shame-proneness and psychological adjustment : testing a mediational model /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144462.

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Carruth, Daniel Wade. "ASSESSING IMPACT OF INSTRUCTION TREATMENTS ON POSITIVE TEST SELECTION IN HYPOTHESIS TESTING." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07152008-145958/.

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The role of factors previously implicated as leading to confirmation bias during hypothesis testing was explored. Confirmation bias is a phenomenon in which people select cases for testing when the expected results of the case are more likely to support their current belief than falsify it. Klayman (1995) proposed three primary determinants for confirmation bias. Klayman and his colleagues proposed that a general positive testing strategy leads to the phenomenon of confirmation bias. According to Klaymans account, participants in previous research were not actively working to support their hypothesis. Rather, they were applying a valid hypothesis testing strategy that works well outside of laboratory tasks. In laboratory tasks, such as Wasons 2-4-6 task (Wason, 1960), the strategy failed because the nature of the task takes advantage of particular flaws in the positive testing behavior participants learned through their experience with the real-world. Given Klaymans proposed set of determinants for the positive testing strategy phenomenon, treatments were developed that would directly violate the assumptions supporting application of the positive testing strategy. If participants were able to identify and act on these violations of the assumptions, the number of positive tests was expected to be reduced. The test selection portion of the Mynatt, Doherty, and Tweney (1977) microworld experiment was modified with additional instruction conditions and a new scenario description to investigate the impact of the treatments to reduce confirmation bias in test selection. Despite expectations, the thematic content modifications and determinant-targeting instruction conditions had no effect on participant positive test selection.
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Brantley, Kimberly Anne. "Oral and Written Symbol Comprehension Testing: The Benefit of Cognitive Interview Probing." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-10212005-101601/.

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Traditionally, symbol comprehension is tested using open-ended, written responses. However, responses are often so brief that they may fail to indicate a participant?s true understanding of some symbols. In the present study, several test methods were compared to the standard written method to determine if they produce better symbol comprehension performance. The four alternative methods included: written test with probe questioning after all responses were provided, oral test without probe questioning, oral test with probe questioning after responses for all symbols were provided, and oral test with probe questioning after each partially correct or incorrect response. The probe or follow-up questioning technique is taken from the cognitive interview procedure used in eyewitness identification research to elicit more detailed responses. Participants reported their interpretations of 31 safety symbols in one of the five test method conditions. Results showed that the test methods that included follow-up questioning elicited more information from participants, and increased comprehension rates in both oral and written test formats. The results have implications for cost-effective symbol design and evaluation
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Johansson, Erik. "Testing the Explanation Hypothesis using Experimental Methods." Thesis, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57308.

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The Explanation Hypothesis is a psychological hypothesis about how people attribute moral responsibility. The hypothesis makes general claims about everyday thinking of moral responsibility and is also said to have important consequences for related philosophical issues. Since arguments in favor of the hypothesis are largely based on a number of intuitive cases, there is need to investigate whether it is supported by empirical evidence. In this study, the hypothesis was tested by means of quantitative experimental methods. The data were collected by conducting online surveys in which participants were introduced to a number of different scenarios. For each scenario, questions about moral responsibility were asked. Results provide general support for the Explanation Hypothesis and there are therefore more reasons to take its proposed consequences seriously.

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Enock, Philip M. "Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467292.

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Development of novel candidate interventions to treat anxiety disorders is an important research priority, given the burden of these disorders, barriers to treatment access, and the promising but limited success of current approaches, including attentional bias modification treatment. I created a novel training game paradigm, Intrinsically-Motivating Playable Attentional Control Training (IMPACT), with several potential ways that its design could increase the strength of attentional change and commensurate clinical benefits beyond existing training methods. In a large online experiment, I randomized participants among three alternative IMPACT training conditions. All involved the same smiling and disgust faces falling down on the screen, and players tapped faces to score points and prevent them from reaching the bottom. In IMPACT-Positive, players tapped smiling faces only, ignoring disgust faces. In IMPACT-Threat, players tapped disgust faces, ignoring smiling faces. In IMPACT-Undirected, players tapped all faces without regard to expression. After training, participants completed flanker tasks, reaction-time measures of general and emotional attentional control and attentional bias toward threat versus neutral stimuli. Participants also confronted an anxiety-provoking stressor and rated their state anxiety before IMPACT, after IMPACT, and after the stressor. I tested hypotheses regarding differential effects of the training variants on attentional measures and anxiety reactivity, finding that training did not cause group differences in measures of general or emotional attentional control, but they did lead to differences in attentional bias. The anxiety-provoking stressor induced a rapid rise in anxiety, but no differences emerged among the training conditions. Overall, results show the potential for researchers to abandon the tradition of repeated reaction-time trials in favor of engaging, fluid games that continuously motivate trainees and prompt attentional shifts. Additional testing of the IMPACT paradigm is needed to establish whether this particular game training approach is clinically useful for reducing anxiety.
Psychology
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Gilbey, Andrew Paul. "Testing the theory that pets can help to alleviate loneliness." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/59526/.

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Loneliness is extremely common, highly unpleasant, and the health consequences have been reported to rival those of smoking and obesity (House et al., 1988). It is widely believed that pets can help to alleviate loneliness. This belief is consistent with research that suggests pets can provide companionship similar to that provided by humans. Having first reviewed the literature on loneliness and the role of pets in providing companionship and alleviation of loneliness, a theory was articulated that pets should help to alleviate loneliness. The remainder of this thesis sought to test this theory. Three hypotheses were derived from the theory that pets can help alleviate loneliness: pet owners will be less lonely than non-pet owners; pet separation will be associated or will lead to increased loneliness; and, pet acquisition will lead to decreased levels of loneliness. Seven empirical studies were conducted, of which six directly tested one or more of the three hypotheses. Each hypothesis was tested at least twice. Amongst samples recruited from the general population, no quantitative evidence was found to reject any of the three null hypotheses: pet owners were no less lonely than non-pet owners; pet separation was neither associated with higher loneliness nor led to increased levels of loneliness; and pet acquisition did not lead to reduced levels of loneliness. There was some qualitative evidence that if people acquired a pet to help with loneliness they believed it was helpful. These findings did not appear to be affected by whether or not the person-pet relationship was described as 'close' or the species of pet. Amongst a sample of deaf people who were at high risk of loneliness, no evidence was found that pet owners or hearing dog owners were less lonely than non-owners. Nor was there significant evidence that hearing dog acquisition led to lower levels of loneliness. It was concluded that insofar as none of the three hypotheses were supported by the data, the theory that pets help to alleviate loneliness was not supported amongst the general population. It was proposed that the belief that pets alleviate loneliness might endure simply because it is a pleasing and agreeable belief. Alternatively, people may see what they want to see. However, it is also possible that the quantitative methods used in psychology simply fail to reflect the qualitative benefits of pet ownership, or that there are people for whom pets alleviate loneliness, but they are specific subgroups of the population.
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Burchell, Brendan. "Confirmation bias and the testing of hypotheses about other people." Thesis, University of Warwick, 1986. http://wrap.warwick.ac.uk/4040/.

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Critical reviews of the literatures on self-fulfilling prophecies and self-confirming hypotheses uncovered several weaknesses in key works on those topics. In particular two important flaws were revealed. Hypotheses and expectations were confused and confounded and the most important aspect of these effects in person perception, changes in the perceiver's representation of the target, were ignored. Instead these works either made inferences about the perceivers' judgments from other individuals with different perspectives, or claimed to have demonstrated the effect of manipulating the hypothesis whereas their results were probably attributable to manipulating expectancies instead. It was argued that both of these types of inferences are invalid, and reanalyses of data from empirical works showed that the claims were not justified. A series of experiments was conducted in an attempt to find unequivocal evidence of self-confirming hypotheses. Numerous reasons were found as to why the phenomenon was highly unlikely to occur in social interaction. For instance, the asking of biased questions was found not to occur when perceivers generated their own questions to ask instead of selecting from a list given to them. In addition, subjects modified the questions they asked during the course of social interactions in such a way as to eliminate any possible bias in information search. Even when questions searching for confirmatory evidence were asked there was little evidence that interviewers' judgements were biased in favour of confirming their hypotheses. By contrast strong evidence was found for self-confirming hypotheses when subjects used information from their own memories to test hypotheses about aquaintances. These findings were discussed in the light of other paradigms within social psychology. Reasons why social cognition has, at times, so underestimated human rationality were considered and several conclusions were made including the need for greater caution in attempting to emulate and understand social processes in a laboratory setting.
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Boyes, Michael Clifford. "Implications of emerging epistemic doubt for adolescent identity formation." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26963.

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This study was undertaken to evaluate the part which nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. Past attempts to relate the achievement of formal operations to the tasks of identity formation and other signature concerns of adolescence have yielded equivocal results. This failure is seen to be due in part to the "all or none" character often ascribed to formal operational thought. If formal reasoning is seen to be achieved in one piece, then there is little hope of accounting for the variability within adolescent development by pointing to such a monolith. It is argued in this thesis that the intellectual changes which accompany the acquisition of formal operational competence set in motion a series of developments which seriously undermine the typical adolescent's previous sense of epistemic certainty. The epistemic model proposed in the thesis leads to the hypothesis that, in response to such doubts, young persons adopt one or another of three contrasting interpretive levels or strategies each of which then dictates much about their subsequent solutions to the problems of identity formation and commitment. To test these predictions, 110 high school aged young people were prescreened using a battery of Piagetian measures and classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N = 70) were individually administered: (1) Adams' Objective Measure of Ego identity Status (OM-EIS) which permits classification of respondents into diffused, foreclosed, moratorium, and achieved identity statuses; and (2) The Epistemic Doubt Interview, which is comprised of 2 story problems and a semi-structured interview procedure, based on the work of Piaget, Perry, and Kitchener and King, and designed to indicate both the presence of generic doubt and the respondent's characteristic coping strategy for dealing with such uncertainties. These include realistic, dogmatic, skeptical, and rational epistemic stances. The results indicate that the young people selected on the basis of the cognitive developmental screening procedures could be reliably and exhaustively assigned to a single epistemic level or to a modal and a single developmentally adjacent level. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty while the concrete operational subjects were largely confined to the ranks of the epistemic realists. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported. Virtually all of the subjects scored as epistemic realists were found in the diffusion and foreclosure statuses. Of those subjects who evidenced an appreciation of the generic nature of doubt, only epistemic dogmatists were scored as foreclosed. Only subjects scored as epistemic skeptics or rationalists were routinely found to be in the moratorium or achieved statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.
Arts, Faculty of
Psychology, Department of
Graduate
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Collins, William C. "An empirical investigation of the DFIT framework for measuring DTF and DIF in a polytomous satisfaction scale." Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28923.

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Thygesen, Kylie Louise. "The Defense Style Questionnaire 60 (DSQ-60) : factor structure and psychometric properties in a non patient population." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98587.

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The Defense Style Questionnaire (DSQ) is a self-report instrument designed to measure defensive functioning and coping styles. Originally developed by Bond and colleagues (1983), the questionnaire has been researched extensively. The present investigation sought to determine the factor validity of the newly developed DSQ-60 (Trijsburg, Bond & Drapeau, 2003) in a sample of English-speaking university students (n = 305) and French-speaking university students (n = 212). Using both exploratory and confirmatory factor analyses, three factors, or defense styles were revealed: image distorting, affect regulating, and adaptive. Cronbach's alpha for the three styles was .64, .72, and .61, respectively. Results are compared with prior research on the DSQ.
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Oliver, Jeffrey Ryan. "Testing the Correlation Between Response Latency, Derivation, and Complexity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5378.

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This study investigates the constructs of Derivation and Complexity and how they relate to latency. Derivation and Complexity are theoretical constructs that have been posited as two of the main factors in differences in latency to responding in implicit measures such as the Implicit Relational Assessment Procedure (IRAP) and the Implicit Association Task (IAT). This study trained participants to relate two groups of novel stimuli in a linear fashion and then tested their latency to responding to derived relations (relations based on previously trained relations, but not directly trained themselves). The study then analyzed participant's latency to responding after dividing the responses based on derivation, complexity, and phase. The study found a significant relationship between phase and latency (p=.01), derivation and latency (p=.01), and complexity and latency (p=.04). This indicates that brief, immediate relational responses are influenced by both derivation and complexity as well as practice responding and these variables should be considered in future investigations into implicit attitudes.
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Fassler, Oliver. "Repeated hypnosis testing expectancies, boredom, and interpretive set /." Diss., Online access via UMI:, 2008.

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Mason, David L. "Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2587.

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Traditionally, appeals for improving the teaching of psychology at the post-secondary level have focused on increasing teacher training and motivation. However, wide-scale success may be limited because both approaches involve significant demands on teachers' time. I describe two recommendations that may improve teaching while requiring minimal time investment from individual teachers. The first is the development of an end-of-major assessment taken by undergraduate psychology majors that would provide valuable feedback to teachers on which areas of the curriculum need improvement. The second recommendation is to create a new database of research on teaching and learning that focuses on streamlining relevant information and improving user-friendliness through the use of a wiki interface. The feedback from the end-of-major assessment would link to the sections of the database that might prove most beneficial for improvement of the curricular areas indicated. Suggestions are provided for immediate implementation of both recommendations.
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Jacobs, Charl Jacobus. "Once more : testing the job characteristics model." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86199.

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Thesis (MComm)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The Job Characteristics Model (JCM) is one of the most widely used and researched models in the field of Industrial Psychology. It has provided industry with useful solutions for its people-related business problems through the rearranging of the physical and psychological characteristics of jobs in order to address demotivation, dissatisfaction and marginal performance. The JCM has also endured a fair amount of criticism, however, specifically pertaining to the mediating role of the psychological state variables. Research findings on the model are divided into two camps. Some researchers argue that the model is empirically sound; while others believe the model should be discarded or adjusted. These studies were done circa 1990, however, when most of the advanced statistical analysis techniques utilised today were not available. Research related to the JCM has been decreasing steadily since then, and it seems that no final verdict was reached regarding the utility and validity of the model. The overarching objective of this study is to provide closure regarding this discourse by testing the three major theoretical postulations of the JCM in the South African context on a sample of 881 students with an ex post facto correlational research design. This was achieved by utilising structural equation modelling via LISREL. Three separate structural models were fitted and compared. The first model was a simplified version of the original model (Hackman & Oldham, 1980). The second model excluded the mediating psychological states proposed by Boonzaier, Ficker and Rust (2001). The final model had the same basic structure as the first model, but more causal paths were included between the job characteristics and the psychological states. The results show that more variance in the outcomes is explained with the inclusion of the psychological state variables. The psychological states are therefore a crucial component of the model. Although these findings corroborated the original model, the third model displayed superiority in terms of accounting for significant amounts of outcome variance in the dependent variables. These findings indicate that the job characteristics predict the psychological states in a more comprehensive manner than originally proposed in the literature. Job design interventions thus remain a useful tool and industry should utilise the suggested interventions. Furthermore, this study proposes preliminary equations (a Motivating Potential Score and resource allocation) that may be used to determine the relative importance attached to each job characteristic in the world of work.
AFRIKAANSE OPSOMMING: Die Taakeienskappe Model (Job Characteristics Model, JCM) is een van die Bedryfsielkunde-modelle wat die meeste gebruik en nagevors word. Dit het aan die bedryf bruikbare oplossings vir mensverwante besigheidsprobleme verskaf deur die herrangskikking van die fisiese en sielkundige eienskappe van werk om probleme soos demotivering, ontevredenheid en marginale prestasie aan te spreek. Die JCM is egter ook al baie gekritiseer, spesifiek rondom die bemiddelende rol van die sielkundige toestand veranderlikes. Navorsingsbevindinge oor die model word in twee groepe verdeel. Die een groep argumenteer dat die model empiries foutvry is, terwyl die ander groep glo dat dit weggedoen of aangepas moet word. Hierdie studies is egter in die 1990’s gedoen, toe die meeste van die gevorderde statistiese tegnieke wat vandag gebruik word, nie bestaan het nie. Navorsing oor die JCM het sedertdien stadig maar seker afgeneem, en geen finale besluit oor die bruikbaarheid en geldigheid van die model is al geneem nie. Die oorkoepelende doel van hierdie navorsing was om van die bogenoemde probleme te probeer oplos deur drie vername teoretiese uitgangspunte oor die JCM in die Suid-Afrikaanse konteks te toets deur middel van ‘n steekproef van 881 studente. Dit is met behulp van struktuurvergelykingsmodellering deur middel van LISREL gedoen. ‘n “Ex post facto” korrelasionele navorsings ontwerp is benut. Drie aparte strukturele modelle is gepas en vergelyk. Die eerste model was ’n vereenvoudigde weergawe van die oorspronklike een (Hackman & Oldham, 1980). Die tweede model het die bemiddelende sielkundige toestande uitgelaat wat deur Boonzaier, Ficker en Rust (2001) voorgestel is. Die finale model het dieselfde basiese struktuur as die eerste een gehad, maar nuwe oorsaaklike weë is tussen die werkseienskappe en sielkundige toestande ingesluit. Die resultate toon dat meer variansie in die uitkomstes verduidelik word wanneer die sielkundige toestand veranderlikes wel ingesluit word. Die sielkundige toestande is dus ’n kritieke komponent van die model. Hoewel hierdie bevindinge die oorspronklike model staaf, het die derde model die noemenswaardige variansie in uitkomstes van die afhanklike veranderlikes beter verklaar. Hierdie bevindinge dui daarop dat die werkseienskappe die sielkundige toestande meer omvattend voorspel as wat aanvanklik in die literatuur voorgestel is. Werksontwerp-intervensies is dus nog steeds ’n bruikbare hulpmiddel en die bedryf moet die voorgestelde intervensies gebruik. Hierdie studie stel ook voorlopige vergelykings voor (Motiverings Potensiaal Telling en hulpbrontoewysing) wat gebruik kan word om die relatiewe belangrikheid van elke werkskenmerk in die wêreld van werk te bepaal.
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Dittmann-Kohli, Freya, Margie E. Lachmann, Reinhold Kliegl, and Paul B. Baltes. "Effects of cognitive training and testing on intellectual efficacy beliefs in elderly adults." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2010/4035/.

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Elderly adults (N = 116; average age = 73 years) were randomly assigned to one of four treatment groups varying in the amount of training and testing on fluid intelligence tests. They were compared before and after treatment on self-efficacy and utility beliefs for intelligence tests and everyday competence. Although both ability training and extended retest practice resulted in significant gains in objective test performance (Baltes, Kliegl, & Dittmann-Kohli, 1988), only ability training resulted in positive changes in self-efficacy. However, these changes were restricted to testrelated self-efficacy. Training had no impact on perceived utility or on everyday self-efficacy beliefs. Implications of the results are discussed with regard to interventions to increase intellectual self-efficacy in elderly persons.
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Roussy, Francine. "Testing the notion of continuity between waking experience and REM dream content." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/NQ46541.pdf.

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Amorim, Neto Roque do Carmo. "Teachers' job satisfaction and loneliness in Brazil| Testing integrative models." Thesis, Saint Mary's College of California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625128.

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While low job satisfaction is a reality among Brazilian teachers, studies on this topic have focused almost exclusively on environmental factors such as salary as predictors of job satisfaction. No studies have combined environmental and personal factors to explain job satisfaction among Brazilian teachers. This study aimed to identify the demographic and professional characteristics of Brazilian teachers that are associated with teachers’ job satisfaction and its predictors. This study also tested two models comprised of environmental and personal predictors of teachers’ job satisfaction. Participants were 1,194 Brazilian teachers (830 women, 351 men, 13 non-identified) working in public (n = 906, 75.9%) or private schools (n = 153, 12.8%) or both (n = 129, 10.8%). The grade levels taught were kindergarten (n = 137, 11.5%), fundamental (n = 373, 31.2%), high school (n = 239, 20%), or more than one level (n = 433, 36.3%). Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of t-tests, ANOVAs, and correlational analyses were performed to identity the demographic and professional characteristics associated with teachers’ job satisfaction and its predictors. The type of college attended, the type of school in which teachers work, geographical region and grade level taught were associated with teachers’ job satisfaction. Path analysis was used to determine the best fit for the hypothesized models. Loneliness was not found to be a direct or indirect predictor of teachers’ job satisfaction. Positive affect, goal progress, and teachers’ self-efficacy were respectively the strongest predictors of teachers’ job satisfaction. Work conditions and goal progress mediated the effect of goal support in predicting teachers’ job satisfaction. Future research is required to identify other factors that may predict teachers’ job satisfaction among Brazilian teachers.

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Van, de Vyver Julie. "Promoting prosociality : testing the potential of moral elevation and moral outrage." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/55619/.

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This thesis examines the effects of two specific moral emotions - moral elevation (experienced when witnessing a moral virtue) and moral outrage (experienced when witnessing a moral transgression) - on prosociality. While ample research has examined emotions such as sympathy and guilt, much less is known about moral elevation and moral outrage. Yet, their separate strands of research suggest that both moral elevation and moral outrage are promising emotions for promoting prosocial responses. Chapters 1 and 2 are theoretical chapters. Chapter 1 reviews the literatures on prosociality, moral emotions, and the effects of moral emotions on prosociality. Chapter 2 identifies and describes the key gaps in the moral elevation and moral outrage literatures. The key gaps in the literature and avenues for research include: (1) testing and comparing the specific and potentially distinctive prosocial outcomes of moral elevation and moral outrage, and (2) examining the specific component features of moral elevation and moral outrage, in particular focusing on the component features that have prosocial implications. Chapter 3 is a methodological chapter which reports three pilot studies testing the effects of emotion-inducing videos on feelings of moral elevation and feelings of moral outrage. The three pilot studies provide evidence for the effectiveness of the emotion-inducing stimuli used in this thesis. Chapters 4 and 5 are empirical chapters which test the effects of moral elevation and moral outrage on prosocial outcomes, drawing on the appraisal tendency framework (Horberg et al., 2011). Specifically, to identify, for the first time, how moral elevation and moral outrage may affect the same or distinct prosocial intentions and behaviours, Chapters 4 and 5 report four studies testing the joint and independent effects of these two emotions on different types of prosocial outcomes. Comparing their effects in an experimental design enables a direct test of whether they increase helping behaviours generally (across moral domains), or whether their effects are more nuanced and depend on the salience of their associated sociomoral concern (i.e., benevolence concerns for elevation and justice concerns for outrage). Specifically, Study 1 examines benevolence-relevant intentions in the form of self-reported prosocial benevolence intentions. Study 2 examines justice-relevant intentions in the form of prosocial political action intentions following an inequality. Study 3 examines benevolence-relevant behaviour in the form of charitable donations. Study 4 examines justice-relevant behaviour in the form of third-party bystander compensation and punishment following unfairness. Results provide support for the appraisal tendency framework. Specifically, moral elevation promoted prosocial intentions and behaviours when outcomes were relevant to benevolence concerns (Studies 1 and 3). In contrast, moral outrage promoted prosocial intentions and behaviours when outcomes were relevant to justice concerns (Studies 2 and 4). Chapters 6 and 7 examine the component features, rather than the behavioural outcomes of moral elevation and moral outrage. Chapter 6 reports two studies that explore the relationships between moral elevation and moral outrage and the behavioural activation and inhibition systems. The primary aim was to uncover whether moral elevation can be conceptualised as an approach-oriented emotion. Past research has already demonstrated that moral outrage is an approach-oriented emotion (Harmon-Jones, 2007). However, evidence for whether moral elevation can be conceptualised as an approach-oriented emotion is mixed. Results of both studies provide clear support for the notion that elevation is also an approach-oriented emotion. Specifically, individual differences in moral elevation were related to individual differences in the behavioural activation but not inhibition system. Furthermore, an elevation-inducing video, as compared to a control video, increased an approach-oriented state, as well as prosocial motivation. Chapter 7 is the final empirical chapter. Chapter 7 reports two studies that explore the effects of moral elevation and moral outrage on two specific component features - stereotyping and self-focus. Study 7 demonstrates that sympathy (but not elevation or outrage) instigates undesirable paternalistic stereotypes. Study 8 shows that guilt (but not elevation or outrage) instigates relatively more self-focus than other-focus. These studies provide support for the distinctive roles of elevation and outrage as bases for more unqualified prosocial responses than are produced by sympathy or guilt. Chapter 8 provides an integrative discussion of this thesis, highlighting the key findings, the theoretical and applied implications, the limitations, and the future directions of this research. The primary findings of this thesis are that moral elevation and moral outrage may be particularly effective strategies for mobilising people to want to help others. However, their prosocial effects are distinctive and therefore the emotions should be used appropriately. This thesis informs and extends important theoretical frameworks including the appraisal tendency framework (Horberg et al., 2011) and the model of moral emotion prototypicality (Haidt, 2003), as well as the moral elevation and moral outrage literatures more specifically. The findings have direct implications for end-users including charitable organisations. Specifically, this thesis provides insights into the types of emotion-based interventions that may be effective for promoting prosocial action. Chapter 8 concludes with a discussion of important and exciting avenues for future research which include applying an intergroup framework to this research as well as testing the effects of moral elevation and moral outrage on prosociality among children and adolescents.
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Rummell, Christina M. "Testing an Empirical Model of Workplace Sexual Identity Management." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384802585.

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Nesnidol, Samantha A. "Public Sector Perceptions of Unproctored Internet Testing." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1478170694534844.

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