Development of a Shortened Form of the Coping Responses Inventory-Youth with an Australian Sample
|
|
- Jason Harrison
- 6 years ago
- Views:
Transcription
1 Development of a Shortened Form of the Coping Responses Inventory-Youth with an Australian Sample Deborah J. Eyles & Glen W. Bates Swinburne University of Technology, Australia The 48-item Coping Responses Inventory-Youth (CRI-Youth; Moos, 1993) measures coping strategies used by adolescents in response to stressful life circumstances. This study tested the underlying structure of the CRI-Youth in an Australian adolescent sample to examine the crosscultural relevance of the scale. Results of the principal component analysis were also used to develop a shortened version of the CRI-Youth. The data came from 303 children aged between 11 to 16 years. Exploratory principal component analyses revealed that a four component model was the best fit for the data with components labeled as: Cognitive Avoidance and Emotional Expression; Logical Analysis and Problem Solving; Seeking Support and Guidance; Seeking Alternative Rewards. Through an iterative process, the resulting solution included 21 items that corresponded to the breakdown of approach and avoidance factors of the original scale. The total shortened CRI-Youth and four components had sound internal consistencies, which compared favorably to Moos (1993) subscales and total scale reliability coefficients. Gender differences were evident on the shortened scale, with girls showing higher overall usage of coping responses than boys, and on all components except Seeking Alternative Rewards. Adolescence has been identified as a challenging time of life, characterized by many rapid and significant physical, cognitive, social and emotional changes (Frydenberg et al., 2004; Herman-Stahl, Seiffge- Krenke, 2000; Stemmler & Petersen, 1995). The number and quality of these changes produce varying amounts of stress that can impact on the health of the adolescent and contribute to emotional and behavioral problems (Seiffge-Krenke, 2000). As the majority of youth proceed through the adolescent years without developing significant emotional problems, it is likely that adaptive coping strategies are developed which protect against negative emotional outcomes such as depression. Herman-Stahl and Petersen (1996) posited that for adolescents, poor coping skills are more closely linked to depressive symptoms than stress. Author info: Correspondence should be sent to: Associate Professor Glen Bates, Faculty of Life and Social Sciences, Swinburne University of Technology, PO Box 218, Hawthorn 3122, Australia gbates@swin.edu.au North American Journal of Psychology, 2005, Vol. 7, No. 2, NAJP
2 162 NORTH AMERICAN JOURNAL OF PSYCHOLOGY Two main conceptual approaches have been used to classify coping resources (Moos, 1993). One approach emphasises the focus of coping (problem-focused or emotional-focused) and the other approach emphasizes the method of coping (cognitive or behavioural) (Compas, Maclarne & Fondacaro, 1988; Lazarus & Folkman, 1984; Moos, 1993; Roth & Cohen, 1986). Coping strategies directed at problem solving incorporate strategies aimed at doing something to change the stressful situation such as seeking information or advice and an appraisal of the situation (Dumont & Provost, 1999; Seiffge-Krenke, 1993). In contrast, emotion-focused coping strategies are strategies aimed at reducing psychological discomfort by avoiding or withdrawing from the noxious stimulus without trying to modify the situation (Dumont & Provost, 1999). Although various systems have been used to classify methods of coping, two distinct modes of dealing with stress are often identified: approach and avoidant strategies (Herman-Stahl et al., 1995; Moos, 1993, Phelps & Jarvis, 1994). These two orientations represent both cognitive and emotional attempts orientated either toward or away from threats (Herman-Stahl et al., 1995). Therefore, approach coping is problem-focused as it covers both cognitive and behavioral efforts made to master or resolve stress (Moos, 1993). Whereas, avoidance coping is emotion-focused, as it covers cognitive and behavioral attempts to avoid thinking about a stressor and its implications, or to try to manage the affect associated with it (Moos, 1993). The Coping Responses Inventory-Youth (CRI-Youth; Moos, 1993) has a number of strengths. It incorporates both the focus and strategies used, and utilizes multiple subscales to measure and identify the form of coping an adolescent may employ in response to stressful life circumstances. The CRI-Youth measures the focus and assigns the responses as either approach or avoidance (Moos, 1993). The first four of these subscales determine approach coping (Logical Analysis, Positive Reappraisal, Seeking Guidance and Support and Problem Solving) and the second set of four subscales measures avoidance coping (Cognitive Avoidance, Acceptance or Resignation, Seeking Alternative Rewards and Emotional Discharge). Cognitive coping strategies are measured by the first two scales in each set and behavioral coping strategies are measured by the third and fourth scales in each set. For the CRI-Youth approach coping measures, Logical Analysis refers to the cognitive attempts to understand and prepare mentally for a stressor and its consequences. Positive Reappraisal involves cognitive attempts to construe and restructure a problem in a positive way while still accepting the reality of the situation. Seeking Guidance and Support denotes behavioral attempts to seek information, guidance, or support. Problem Solving represents behavioral attempts to take action to deal
3 Eyles & Bates COPING RESPONSES INVENTORY 163 directly with the problem. For the CRI-Youth avoidance coping measures, Cognitive Avoidance, as the name implies, measures cognitive attempts to avoid thinking realistically about a problem. Acceptance or Resignation represents cognitive attempts to react to the problem by accepting it. Seeking Alternative Rewards denotes the behavioral attempts to get involved in substitute activities and create new sources of satisfaction and Emotional Discharge is the behavioral attempts to reduce tension by expressing negative feelings. Items making up the CRI-Youth scale were chosen according to their conceptual similarity and high item intercorrelations (Moos, 1993). Griffith, Dubow and Ippolito (2000) using an American adolescent sample, factor analyzed the CRI-Youth in order to assess the factor structure of the scale. They found a 2-factor solution best supported the approach-avoidance framework Moos (1993) had used, although no evidence was found to support the eight subscales. All items in their analysis corresponded identically to Moos conceptual breakdown of approach and avoidance subscales, with one exception. The Seeking Alternative Rewards subscale items loaded on the approach factor and not the avoidance factor as Moos theoretically proposed. Authors of the present study were interested in analyzing the underlying structure of the CRI-Youth in an Australian sample using a principal components analysis (PCA) to examine the cross-cultural relevance of the scale. A second aim was to use the results of the PCA to develop a shortened version of the CRI-Youth. A shortened form has advantages because it addresses problems associated with attrition and respondent cooperation (Moore, Halle, Vandivere & Mariner, 2002). Children have limited attention spans; the level of boredom associated with completing a lengthy measure, which is typically only one in a larger battery of measures (Thompson, Kaslow, Nolen-Hoeksma & Weiss, 1998), encourages the development of shortened measures which provide the same information but utilize fewer items. The final aim of the present study is to determine whether a shortened version of the CRI- Youth is an effective measure of coping for both boys and girls. METHOD Participants and Procedure Informed consent was obtained from parents of 303 school children from a total of 350 enrolled students at a coeducational independent school in Melbourne. The participating sample included 178 (59%) boys and 125 (41%) girls, who were administered a questionnaire measuring adolescent well being that contained the CRI-Youth. The average age of the sample was 13.3 years (SD = 0.98), ranging from years.
4 164 NORTH AMERICAN JOURNAL OF PSYCHOLOGY Questionnaires were administered at the school during a 50 minute school assembly period. Materials Coping Responses Inventory Youth Form. The Coping Responses Inventory-Youth (CRI-Youth; Moos, 1993) is a 48-item scale which assesses coping responses to stressful life experiences in adolescents 12 to 18 years old. The measure is applicable to youth with a reading level over year four. Respondents describe a recent stressful episode and then respond to each item on a four-point Likert scale which ranged from 1 = not at all to 4 = fairly often. Each of the eight subscales includes six items. Responses are summed to produce a total CRI-Youth score. There is both moderate internal consistency for the eight subscales for both boys and girls (alpha = ) and for short term stability (over 12 to 15 months) for both genders (average rs =.29 and.34) with boys showing slightly less stability than girls (Erickson, Feldman & Steiner, 1997). The alpha reliabilities for the current study were.92 for the whole scale and ranged between for the eight subscales. RESULTS Data were analysed using SPSS for Windows SPSS (2003). Initially alpha reliability analyses were performed on the summed scores for the entire instrument (48 items). Six items receiving a corrected itemtotal correlation below.3 were excluded from further analyses. A form of exploratory factor analysis using principal components analysis and varimax rotation was employed to determine the underlying structure of the 42 items, and to direct item analysis and reduction. Initially an eight component solution was conducted using principal components analysis and varimax rotation to establish whether the eight subscales corresponded to separate components. This analysis did not yield interpretable components and an examination of the scree plot suggested that there were 2 to 4 components in the data. Both the twocomponent and four-component solutions were interpretable. However, the two-component solution explained only 30% of variance whereas the four-component solution explained 50%. In addition, the four-component solution provided a richer description of coping styles as items corresponded identically to Moos (1993) theoretical breakdown of approach or avoidance factors and included a greater number of items from Moos (1993) eight subscales. Therefore, the four-component solution using principal component analysis and varimax rotation was chosen. Through an iterative process, items that did not load substantively (below.4) or discriminately (difference in substantive item loadings
5 Eyles & Bates COPING RESPONSES INVENTORY 165 across components less than.05) on the interpretable components were dropped and further analyses conducted. Eventually it was decided that components would be interpreted using a minimum factor saliency criterion of.50. This decision was determined on the principle of allowing as many of the items as possible to be identified with at least one common component while minimising the number of doublets (King & Daniel, 1996). After 5 iterations, the resulting solution included 21 items that were identified with at least one component. Four interpretable components emerged, with eigenvalues of 5.15, 2.16, 1.56 and Together, these four components accounted for a total of 50% of the variance in item responses (component 1= 16.32%, component 2= 12.11%, component 3= 11.52% and component 4= 9.66%). The first component, which is referred to as Cognitive Avoidance and Emotional Expression, was composed of 8 items from the cognitive avoidance, acceptance or resignation and emotional discharge scales of the CRI-Youth. Example items with factor loadings are Did you put off thinking about the situation, even though you knew you would have to at some point (.59) and Did you yell or shout to let off steam (.54). The second component, labeled as the Logical Analysis and Problem Solving, was defined by 5 items from the logical analysis and problem solving scales of the CRI-Youth. Items loading on this subscale included Did you try to step back from the problem and think about it (.60) and Did you think of different ways to deal with the problem (.57). The third component, Seeking Guidance and Support, was composed of four items from the corresponding scale of the CRI-Youth. Items loading highly on the Seeking Guidance and Support component included items such as Did you ask a friend to help you solve the problem (.82). The fourth component, Seeking Alternative Rewards was also pure in the sense that all four items came from the equivalent scale of the CRI- Youth. Example items are Did you begin to spend more time in fun activities, like sports, parties, and going shopping? (.68). The complete component matrix is presented in Table 1. No items from the Positive Reappraisal scale from the CRI-Youth were identified in any of the components and so this scale is not accounted for in the shortened version of the CRI-Youth. The resulting overall scale was entitled the Shortened Coping Responses Inventory Youth (SCRI-Y). Coefficient alphas and means and standard deviations for boys and girls on the four components are presented in Table 2. Coefficient alphas for the shortened subscales were all satisfactory (0.79, 0.72, 0.75, 0.67 and 0.85 for Factors 1-4 and total scale, respectively). These coefficients compare favorably with the alpha coefficients for the full scale scores of the current study and those reported by Moos (1993). For example, the present study with all CRI-Youth items included and Moos (1993),
6 166 NORTH AMERICAN JOURNAL OF PSYCHOLOGY reported alpha reliability coefficients for the Seeking Guidance and Support scale of.71 and from (girls and boys) respectively, whereas the shortened version in the present study reported a reliability coefficient of.75 for this scale. TABLE 1 Varimax Rotation of Four Component Solution for CRI- Youth Items Item Component1 Component 2 Component 3 Component 4 Coping Coping8.701 Coping Coping Coping Coping Coping Coping Coping Coping Coping Coping9.602 Coping1.572 Coping Coping Coping Coping Coping Coping Coping Coping7.589 % variance explained 16.31% 12.11% 11.52% 9.66% Note: Only loadings above.5 are displayed A one-way between-groups MANOVA was conducted for gender to examine possible differences on the four components. The homogeneity of variance assumptions were supported (Box s M = 18.19, p>.05). There was a statistically significant difference between boys and girls on the shortened scale (F (1,266) = 7.22, p<.001, η 2 =.083), with girls (M=49.11, SD=10.54) having higher levels of coping than boys (M=42.49, SD=11.35). Univariate tests revealed that girls scored higher than boys on the Cognitive Avoidance and Emotional Expression scale (F(1,266) = 26.52, p<.01, η 2 =.09), Logical Analysis and Problem Solving
7 Eyles & Bates COPING RESPONSES INVENTORY 167 scale (F(1,266)= 6.58, p<.05, η 2 =.02) and the Seeking Guidance and Support scale (F(1,266)= 10.11, p<.01, η 2 =.04). There was no gender difference for the Seeking Alternative Rewards scale (F (1,266) = 3.35, p >.05). TABLE 2 Internal Consistency Coefficients and Means and Standard Deviations for the Four-Components of the CRI-Youth. Factor n Cronbach s Number of M SD Items girls boys girls boys CAEE LAPS SGS SAR SCRI-Y Note: N= 303. CAEE= Cognitive Avoidance and Emotional Expression subscale; LAPS= Logical Analysis and Problem Solving subscale; SGS= Seeking Support and Guidance subscale; SAR= Seeking Alternative Rewards subscale; SCRI-Y= Shortened Coping Responses Inventory-Youth. To assess the internal consistency, shortened component/subscale inter-correlations and correlations with the shortened total scale, coefficient alphas and item total correlations were calculated. Small to moderate inter-correlations were found between subscales, ranging from 0.25 to 0.41, and strong correlations were found between the shortened subscale scores and the shortened total scale, ranging from 0.61 to 0.80 (see Table 3). This suggests that the subscales are measuring different, but related constructs. Item total correlations for items and their particular subscale and with the shortened total scale were all in the range. All items showed item total correlations, with both subscale and total scale, greater than.3, with the exception of one item. This item was kept in the shortened scale as it only scored an item total correlation below.3 on the subscale reliability analysis, not when it was included as a part of the total shortened scale. Altogether, these results suggest that the shortened version of the CRI-Youth has good internal consistency. Refer to Table 2 for alpha reliabilities for shortened total scale and subscales.
8 168 NORTH AMERICAN JOURNAL OF PSYCHOLOGY DISCUSSION The primary aims of this study were to investigate the underlying structure of the full scale CRI-Youth using PCA and develop a shortened version for use with an Australian sample on the basis of this analysis. The component structure of the shortened version of the CRI-Youth found in the current study is similar to the conceptual framework used by Moos (1993) in the original CRI-Youth, but has reduced the number of items from the original 48 to 21. The shortened version developed in the present study produced four distinct components, two measuring an avoidant coping style and two measuring an approach coping style. It TABLE 3 Pearson Correlations Between the Shortened CRI-Youth Scale and the Shortened CRI-Youth Subscales. Measures (1) CAEE (2) LAPS.36 (3) SGS (4) SAR (5) SCRI-Y Note: N = 303. CAEE= Cognitive Avoidance and Emotional Expression subscale; LAPS= Logical Analysis and Problem Solving subscale; SGS= Seeking Support and Guidance subscale; SAR= Seeking Alternative Rewards subscale; SCRI-Y= Shortened Coping Responses Inventory-Youth. All p s<.001. included items from all 8 scales of the CRI-Youth except for the Positive Reappraisal scale. It may be that adolescents in this age group tend not to construe and restructure a problem in a positive way while still accepting the reality of the situation. Instead, these adolescents are more likely to act in a way to minimize the discomfort caused by the problem and thereby rely on the other coping strategies more often. This suggests that interventions to improve the repertoire of coping skills for children in this age group may be more effective if emphasis is placed on these preferred coping methods. This possibility warrants further research. The results from the shortened (21 items) form of the CRI-Youth are encouraging. The alpha coefficients for the shortened version having alphas ranging from , which compares favorably with the results
9 Eyles & Bates COPING RESPONSES INVENTORY 169 from the original (48 items) which ranged from However, further work needs to be undertaken to ensure that scores obtained using the shortened version do not compromise other aspects of measurement integrity such as concurrent or predictive validity. Initially there is a need for the component structure that emerged to be confirmed on a comparable sample of adolescents. It would also be important to establish construct validity by comparing the shortened scale to other measures of approach and avoidant coping and to also examine its testretest reliability. The possibility of gender differences was examined using the shortened version. Interestingly, boys and girls were found to differ in both the amount of coping and the focus and strategies used. Girls used more coping overall and engaged in a greater use of the two approach coping subscales and one of the avoidance subscales than boys. This concurs with past research which has found that girls are more likely to use approach coping while boys are more likely to rely on avoidant coping styles (Phelps & Jarvis, 1994; Seiffge-Krenke, 2000). The shortened version developed in the present study provides a more efficient and acceptable instrument to assess coping styles. This has an advantage in research that requires multiple assessment measures by ensuring the number of test items remain as short as possible (Moore, Halle, Vandivere & Mariner, 2002). Considerations of survey length are especially important in research on adolescent samples, where attention and interest can be easily lost when responding to long surveys. The shortened version also provides important information on the manner of coping utilized by both girls and boys in an Australian adolescent sample, with future research needing to further examine the ways coping differs between the genders in adolescents. REFERENCES Compas, B.E., Maclarne, V.L., & Fondacaro, K.M. (1988). Coping with stressful events in older children and young adolescents. Journal of Consulting and Clinical Psychology, 56, Dumont, M., & Provost, M.A. (1999). Resilience in adolescents: protective role of social support, coping strategies, self-esteem, and social activities on the experience of stress and depression. Journal of Youth and Adolescence, 28, Erickson, S., Feldman, A.S., & Steiner, H. (1997). Defense reactions and coping strategies in normal adolescents. Child Psychiatry and Human Development, 28, Frydenberg, E., Lewis, R., Bugalski, K., Cotta, A., McCarthy, C., Luscombe- Smith, N., & Poole, C. (2004). Prevention is better than cure: coping skills training for adolescents at school. Educational Psychology in Practice, 20,
10 170 NORTH AMERICAN JOURNAL OF PSYCHOLOGY Griffith, M.A., Dubow, E.F., & Ippolito, M.F. (2000). Developmental and crosssituational differences in adolescents coping strategies. Journal of Youth and Adolescence, 29, Herman-Stahl, M.A., Stemmler, M., & Petersen, A.C. (1995). Approach and avoidant coping: implications for adolescent mental health. Journal of Youth and Adolescence, 24, Herman-Stahl, M.A., & Petersen, A.C. (1996). The protective role of coping and social resources for depressive symptoms among young adolescents. Journal of Youth and Adolescence, 25, King, D.A., & Daniel, L.G. (1996). Psychometric integrity of the Self-Esteem Index: A comparison of normative and field study results. Educational and Psychological Measurement, 56, Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal and Coping. New York: Springer. Moore, K.A., Halle, T.G., Vandivere, S., & Mariner, C.L. (2002). Scaling Back Survey Scales. How Short is Too Short? Sociological Methods & Research, 30(4), Moos, R.H. (1993). CRI-Youth Form Professional Manual. Psychological Assessment Resources, Inc. Phelps, S.B., & Jarvis, P.A. (1994). Coping in adolescence: empirical evidence for a theoretically based approach to assessing coping. Journal of Youth and Adolescence, 23, Roth, S., & Cohen, L.J. (1986). Approach, avoidance, and coping with stress. American Psychologist, 41, Seiffge-Krenke, I. (1993). Coping behavior in normal and clinical samples: more similarities than differences. Journal of Adolescence, 16, Seiffge-Krenke, I. (2000). Casual links between stressful events, coping style, and adolescent symptomatology. Journal of Adolescence, 23, Thompson, M., Kaslow, N.J., Nolen-Hoeksma, S., & Weiss, B. (1998). Children s Attributional Style Questionnaire Revised: psychometric Examination. Psychological Assessment, 10,
Stability and Change of Adolescent. Coping Styles and Mental Health: An Intervention Study. Bernd Heubeck & James T. Neill. Division of Psychology
Stability and Change of Adolescent Coping Styles and Mental Health: An Intervention Study Bernd Heubeck & James T. Neill Division of Psychology The Australian National University Paper presented to the
More informationComparison between high school students in cognitive and affective coping Strategies
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 46 ( 2012 ) 289 293 WCES 2012 Comparison between high school students in cognitive and affective coping Strategies Ezat
More informationTeacher stress: A comparison between casual and permanent primary school teachers with a special focus on coping
Teacher stress: A comparison between casual and permanent primary school teachers with a special focus on coping Amanda Palmer, Ken Sinclair and Michael Bailey University of Sydney Paper prepared for presentation
More informationExtension of the Children's Perceptions of Interparental Conflict Scale for Use With Late Adolescents
Journal of Family Psychology 1997, Vol. 11, No. 2, 246-250 Copyright 1997 by the American Psychological Association, Inc. O893-32OO/97/S3.OO BRIEF REPORTS Extension of the Children's Perceptions of Interparental
More informationTHE ROLES OF SEX, GENDER, AND COPING IN ADOLESCENT DEPRESSION
I THE ROLES OF SEX, GENDER, AND COPING IN ADOLESCENT DEPRESSION Cindy Ellen Li^ Raymond DiGiuseppe, and Jeffi*ey Froh ABSTRACT This study investigated the roles of coping and masculinity in higher rates
More informationCOMPARISON OF FAMILY ENVIRONMENTAL SCALE (FES) SUBSCALES BETWEEN MALAYSIAN SETTING WITH THE ORIGINAL DIMENSION OF FES
ORIGINAL PAPER COMPARISON OF FAMILY ENVIRONMENTAL SCALE (FES) SUBSCALES BETWEEN MALAYSIAN SETTING WITH THE ORIGINAL DIMENSION OF FES Adam B1,Ramli M2, Jamaiyah H1, Noor Azimah M3, Khairani O3 1Clinical
More informationExtraversion. The Extraversion factor reliability is 0.90 and the trait scale reliabilities range from 0.70 to 0.81.
MSP RESEARCH NOTE B5PQ Reliability and Validity This research note describes the reliability and validity of the B5PQ. Evidence for the reliability and validity of is presented against some of the key
More informationChapter 3. Psychometric Properties
Chapter 3 Psychometric Properties Reliability The reliability of an assessment tool like the DECA-C is defined as, the consistency of scores obtained by the same person when reexamined with the same test
More informationOptimism in child development: Conceptual issues and methodological approaches. Edwina M. Farrall
Optimism in child development: Conceptual issues and methodological approaches. Edwina M. Farrall School of Psychology University of Adelaide South Australia October, 2007 ii TABLE OF CONTENTS ABSTRACT
More informationA Comparative Study of Psychological Hardiness and Coping Strategies in Female Athlete and Non-Athlete Students
International Research Journal of Applied and Basic Sciences. Vol., 3 (4), 817-821, 2012 Available online at http://www. irjabs.com ISSN 2251-838X 2012 A Comparative Study of Psychological Hardiness and
More informationMeasuring Perceived Social Support in Mexican American Youth: Psychometric Properties of the Multidimensional Scale of Perceived Social Support
Marquette University e-publications@marquette College of Education Faculty Research and Publications Education, College of 5-1-2004 Measuring Perceived Social Support in Mexican American Youth: Psychometric
More informationChildren's Attributional Style Questionnaire Revised: Psychometric Examination
Psychological Assessment 1998, Vol. 10, No. 2, 166-170 Copyright 1998 by the American Psychological Association, Inc. 1040-3590/98/J3.00 Children's Attributional Style Questionnaire Revised: Psychometric
More informationSURVEY THE RELATIONSHIP BETWEEN IDENTITY STYLE AND MARITAL SATISFACTION
: 4027-4032 ISSN: 2277 4998 SURVEY THE RELATIONSHIP BETWEEN IDENTITY STYLE AND MARITAL SATISFACTION SAADI BAYAZIDI* Department of Psychology, Pyame Noor University, PO. BOX, 19395-3697, Tehran, Iran *Corresponding
More informationn The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: x222.
VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to
More informationExploring the relationship between selfefficacy
Exploring the relationship between selfefficacy and coping amongst undergraduate students Tracey Devonport (t.devonport@wlv.ac.uk) Andy Lane (a.m.lane2@wlv.ac.uk) Background and rationale This study investigates
More informationIDEA Technical Report No. 20. Updated Technical Manual for the IDEA Feedback System for Administrators. Stephen L. Benton Dan Li
IDEA Technical Report No. 20 Updated Technical Manual for the IDEA Feedback System for Administrators Stephen L. Benton Dan Li July 2018 2 Table of Contents Introduction... 5 Sample Description... 6 Response
More informationAn International Study of the Reliability and Validity of Leadership/Impact (L/I)
An International Study of the Reliability and Validity of Leadership/Impact (L/I) Janet L. Szumal, Ph.D. Human Synergistics/Center for Applied Research, Inc. Contents Introduction...3 Overview of L/I...5
More informationUniversity of Warwick institutional repository:
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please
More informationVALIDATION OF TWO BODY IMAGE MEASURES FOR MEN AND WOMEN. Shayna A. Rusticus Anita M. Hubley University of British Columbia, Vancouver, BC, Canada
The University of British Columbia VALIDATION OF TWO BODY IMAGE MEASURES FOR MEN AND WOMEN Shayna A. Rusticus Anita M. Hubley University of British Columbia, Vancouver, BC, Canada Presented at the Annual
More informationn The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: x222.
VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to
More informationTLQ Reliability, Validity and Norms
MSP Research Note TLQ Reliability, Validity and Norms Introduction This research note describes the reliability and validity of the TLQ. Evidence for the reliability and validity of is presented against
More informationRelationship of Stress Coping Strategies and Life Satisfaction among Students
IPA International Journal of Psychology Vol. 8, No. 1, Winter & Spring 2014 PP. 156-165 Iranian Psychological Association Relationship of Stress Coping Strategies and Life Satisfaction among Students Bahman
More informationCHAPTER VI RESEARCH METHODOLOGY
CHAPTER VI RESEARCH METHODOLOGY 6.1 Research Design Research is an organized, systematic, data based, critical, objective, scientific inquiry or investigation into a specific problem, undertaken with the
More informationRESULTS. Chapter INTRODUCTION
8.1 Chapter 8 RESULTS 8.1 INTRODUCTION The previous chapter provided a theoretical discussion of the research and statistical methodology. This chapter focuses on the interpretation and discussion of the
More informationPrediction of academic achievement using the School Motivation Analysis Test.
Bond University From the SelectedWorks of Gregory J. Boyle 1989 Prediction of academic achievement using the School Motivation Analysis Test. Gregory J. Boyle, University of Melbourne Brian K Start, University
More informationProcedia - Social and Behavioral Sciences 159 ( 2014 ) WCPCG Stress Coping of Patients with Substance use Disorder in Latvia
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 159 ( 2014 ) 303 308 WCPCG 2014 Stress Coping of Patients with Substance use Disorder in Latvia Velga Sudraba
More informationResearch in child anxiety disorders indicates
A Longitudinal Study of Developmental Differences in Universal Preventive Intervention for Child Anxiety Sally Lock and Paula M. Barrett Griffith University, Australia The present paper presents the results
More informationBRIEF REPORT. Gerald J. Haeffel. Zachary R. Voelz and Thomas E. Joiner, Jr. University of Wisconsin Madison, Madison, WI, USA
COGNITION AND EMOTION 2007, 21 (3), 681688 BRIEF REPORT Vulnerability to depressive symptoms: Clarifying the role of excessive reassurance seeking and perceived social support in an interpersonal model
More informationCoping responses as predictors of psychosocial functioning amongst individuals suffering from chronic pain
Coping responses as predictors of psychosocial functioning amongst individuals suffering from chronic pain a Vorster AC, MA (Clinical Psychology) b Walker SP, PhD (Psychology) SAJAA 2009; 15(4): 25-30
More informationAssessing the Validity and Reliability of the Teacher Keys Effectiveness. System (TKES) and the Leader Keys Effectiveness System (LKES)
Assessing the Validity and Reliability of the Teacher Keys Effectiveness System (TKES) and the Leader Keys Effectiveness System (LKES) of the Georgia Department of Education Submitted by The Georgia Center
More informationSikha Naik Mark Vosvick, Ph.D, Chwee-Lye Chng, Ph.D, and John Ridings, A.A. Center for Psychosocial Health
Sikha Naik Mark Vosvick, Ph.D, Chwee-Lye Chng, Ph.D, and John Ridings, A.A. Subhrasikha Naik Senior Study and research chronic diseases Participate in gathering data for Project Cope, which is focused
More informationcoping strategies, involving a critical cognitive set, should be associated with reduced
Abstract The theoretical model of interrogative suggestibility predicts that levels of suggestibility are related to cognitive sets and coping strategies in dealing with interrogative pressure. Active
More informationFactors Influencing Undergraduate Students Motivation to Study Science
Factors Influencing Undergraduate Students Motivation to Study Science Ghali Hassan Faculty of Education, Queensland University of Technology, Australia Abstract The purpose of this exploratory study was
More informationThe Youth Experience Survey 2.0: Instrument Revisions and Validity Testing* David M. Hansen 1 University of Illinois, Urbana-Champaign
The Youth Experience Survey 2.0: Instrument Revisions and Validity Testing* David M. Hansen 1 University of Illinois, Urbana-Champaign Reed Larson 2 University of Illinois, Urbana-Champaign February 28,
More informationVIEW: An Assessment of Problem Solving Style
VIEW: An Assessment of Problem Solving Style 2009 Technical Update Donald J. Treffinger Center for Creative Learning This update reports the results of additional data collection and analyses for the VIEW
More informationBy Hui Bian Office for Faculty Excellence
By Hui Bian Office for Faculty Excellence 1 Email: bianh@ecu.edu Phone: 328-5428 Location: 1001 Joyner Library, room 1006 Office hours: 8:00am-5:00pm, Monday-Friday 2 Educational tests and regular surveys
More informationMaking a psychometric. Dr Benjamin Cowan- Lecture 9
Making a psychometric Dr Benjamin Cowan- Lecture 9 What this lecture will cover What is a questionnaire? Development of questionnaires Item development Scale options Scale reliability & validity Factor
More informationThis material should not be used for any other purpose without the permission of the author. Contact details:
Running head: PERCEIVED CONTROL AND WELLBEING {This is an example of how a paper would be formatted using the guidelines detailed in the 6 th edition (2009) of the Publication Manual of the American Psychological
More informationReliability. Internal Reliability
32 Reliability T he reliability of assessments like the DECA-I/T is defined as, the consistency of scores obtained by the same person when reexamined with the same test on different occasions, or with
More informationTrauma Centrality and PTSD Symptom Severity in Adult Survivors of Childhood Sexual Abuse
Trauma Centrality and PTSD Symptom Severity in Adult Survivors of Childhood Sexual Abuse The Harvard community has made this article openly available. Please share how this access benefits you. Your story
More informationEFFECTIVENESS OF STRESS INOCULATION TRAINING ON RESILIENCY AND MENTAL HEALTH AMONG GIRL ADOLESCENTS
EFFECTIVENESS OF STRESS INOCULATION TRAINING ON RESILIENCY AND MENTAL HEALTH AMONG GIRL ADOLESCENTS *Farah Tavakoli Department of Guidance and Counseling Azad University of Abhar & Teacher Education Abhar
More informationReliability and Validity of the Pediatric Quality of Life Inventory Generic Core Scales, Multidimensional Fatigue Scale, and Cancer Module
2090 The PedsQL in Pediatric Cancer Reliability and Validity of the Pediatric Quality of Life Inventory Generic Core Scales, Multidimensional Fatigue Scale, and Cancer Module James W. Varni, Ph.D. 1,2
More informationDealing with Feelings: The Effectiveness of Cognitive Behavioural Group Treatment for Women in Secure Settings
Behavioural and Cognitive Psychotherapy, 2011, 39, 243 247 First published online 30 November 2010 doi:10.1017/s1352465810000573 Dealing with Feelings: The Effectiveness of Cognitive Behavioural Group
More informationRuth Reese. Arizona State University West College of Education PO Box Phoenix, Arizona
Teacher Stress: The Search for Accurate View and Remedies that Work Ruth Reese Arizona State University West College of Education PO Box 37100 Phoenix, Arizona 85069 Ruth.Reese@asu.edu Abstract In large
More informationConstructing Indices and Scales. Hsueh-Sheng Wu CFDR Workshop Series June 8, 2015
Constructing Indices and Scales Hsueh-Sheng Wu CFDR Workshop Series June 8, 2015 1 Outline What are scales and indices? Graphical presentation of relations between items and constructs for scales and indices
More informationPhysician you can heal yourself! Cognitive behavioural training reduces stress in GPs
Family Practice Vol. 21, No. 5 Oxford University Press 04, all rights reserved. Doi: 10.1093/fampra/cmh511, available online at www.fampra.oupjournals.org Printed in Great Britain Physician you can heal
More informationTeacher satisfaction: some practical implications for teacher professional development models
Teacher satisfaction: some practical implications for teacher professional development models Graça Maria dos Santos Seco Lecturer in the Institute of Education, Leiria Polytechnic, Portugal. Email: gracaseco@netvisao.pt;
More informationThe Reliability and Validity of the Adolescent Subjective Well-Being Scale in Japan
International Journal of Psychology and Behavioral Sciences 2014, 4(3): 87-91 DOI: 10.5923/j.ijpbs.20140403.01 The Reliability and Validity of the Adolescent Subjective Well-Being Scale in Japan Watanabe
More informationDevelopment of a Measure: Reasons of Social Networking Sites Use
Modern Applied Science; Vol. 10, No. 6; 2016 ISSN 1913-1844 E-ISSN 1913-1852 Published by Canadian Center of Science and Education Development of a Measure: Reasons of Social Networking Sites Use Samira
More informationChapter 9. Youth Counseling Impact Scale (YCIS)
Chapter 9 Youth Counseling Impact Scale (YCIS) Background Purpose The Youth Counseling Impact Scale (YCIS) is a measure of perceived effectiveness of a specific counseling session. In general, measures
More informationThe Development of Scales to Measure QISA s Three Guiding Principles of Student Aspirations Using the My Voice TM Survey
The Development of Scales to Measure QISA s Three Guiding Principles of Student Aspirations Using the My Voice TM Survey Matthew J. Bundick, Ph.D. Director of Research February 2011 The Development of
More informationThe Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students
International Education Studies; Vol. 9, No. 8; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Relationship of Mental Pressure with Optimism and Academic
More informationOsteopathic Medicine Unit, School of Biomedical and Clinical Sciences, Victoria University, Melbourne
Ms Jane MULCAHY Osteopathic Medicine Unit, School of Biomedical and Clinical Sciences, Victoria University, Melbourne A Measure of Meaningful Daily Activity as an Additional Outcome Measure to Develop
More informationUCLA Social Support Inventory * (UCLA-SSI) Christine Dunkel-Schetter. Lawrence Feinstein. Jyllian Call. University of California, Los Angeles
UCLA Social Support Inventory * (UCLA-SSI) Christine Dunkel-Schetter Lawrence Feinstein Jyllian Call University of California, Los Angeles December, 1986 Further information on the instrument can be obtained
More informationGirls on the Run & Girls on Track: Formative Evaluation Report. Spring 2007 Results
Girls on the Run & Girls on Track: Formative Evaluation Report Spring 2007 Results RESPECTFULLY SUBMITTED BY: ASSOCIATE PROFESSOR DEPARTMENT OF COMMUNITY AND FAMILY HEALTH COLLEGE OF PUBLIC HEALTH UNIVERSITY
More informationMayo Hiroshima. Manami Amagai. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy. 1. Background
Development of a Simple Version of the 7-item Version of an Instrument to Measure Self-Efficacy for Social Participation of People with Mental Illness Doi:.59/mjss.3.v4np5 Abstract Mayo Hiroshima Graduate
More informationOriginal Article. Authors
Original Article APMC-290 To Explore the Relationship and Difference of Life Satisfaction and Emotional Expressivity among Adolescence in Joint and Nuclear Family Tariq Rashid, Sana Mustafa Authors 1.
More informationInternational Conference on Humanities and Social Science (HSS 2016)
International Conference on Humanities and Social Science (HSS 2016) The Chinese Version of WOrk-reLated Flow Inventory (WOLF): An Examination of Reliability and Validity Yi-yu CHEN1, a, Xiao-tong YU2,
More informationTHE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT Ms S Ramesar Prof P Koortzen Dr R M Oosthuizen Department of Industrial and Organisational Psychology University of South Africa th
More information5/6/2008. Psy 427 Cal State Northridge Andrew Ainsworth PhD
Psy 427 Cal State Northridge Andrew Ainsworth PhD Some Definitions Personality the relatively stable and distinctive patterns of behavior that characterize an individual and his or her reactions to the
More informationSandra Bell, Christina Lee, Jennifer Powers and Jean Ball. Health of other family members. Living arrangements
Age Cohorts Surveys Derived Variable Definition Source Items Statistical form Index Number Younger, Mid-age and Older All Young, Mid-age, Older 1 and 2 only MNSTRS Multi-item summed score for perceived
More informationCONVERGENT VALIDITY OF THE MMPI A AND MACI SCALES OF DEPRESSION 1
Psychological Reports, 2009, 105, 605-609. Psychological Reports 2009 CONVERGENT VALIDITY OF THE MMPI A AND MACI SCALES OF DEPRESSION 1 ERIN K. MERYDITH AND LeADELLE PHELPS University at Buffalo, SUNY
More informationTeachers Sense of Efficacy Scale: The Study of Validity and Reliability
EUROPEAN ACADEMIC RESEARCH Vol. II, Issue 12/ March 2015 ISSN 2286-4822 www.euacademic.org Impact Factor: 3.1 (UIF) DRJI Value: 5.9 (B+) Teachers Sense of Efficacy Scale: The Study of Validity and Dr.
More informationComputing composite scores of patients report of health professional behaviour Summary, Methods and Results Last updated 8 March 2011
Computing composite scores of patients report of health professional behaviour Summary, Methods and Results Last updated 8 March 2011 Summary: The patient questionnaire includes items which assess patients
More informationResearch Approach & Design. Awatif Alam MBBS, Msc (Toronto),ABCM Professor Community Medicine Vice Provost Girls Section
Research Approach & Design Awatif Alam MBBS, Msc (Toronto),ABCM Professor Community Medicine Vice Provost Girls Section Content: Introduction Definition of research design Process of designing & conducting
More informationJournal of American Science 2010;6(10) Age and gender differences and construct of the children s emotional intelligence
Age and gender differences and construct of the children s emotional intelligence Mojgan Mirza, Ma rof Redzuan* Department of Social anddevelopment Science Faculty of Human Ecology, University Putra Malaysia
More informationCOPING STRATEGIES IN CHILDREN WITH HEADACHES
COPING STRATEGIES IN CHILDREN WITH HEADACHES Anita Vulić-Prtorić Department of Psychology, University of Zadar, Croatia Renata Coha Department of Pediatrics, General Hospital Josip Benčević, Slavonski
More informationSelf-Compassion, Perceived Academic Stress, Depression and Anxiety Symptomology Among Australian University Students
International Journal of Psychology and Cognitive Science 2018; 4(4): 130-143 http://www.aascit.org/journal/ijpcs ISSN: 2472-9450 (Print); ISSN: 2472-9469 (Online) Self-Compassion, Perceived Academic Stress,
More informationThe Relationship between the Attachment Patterns and the Coping Skills with Drug Abuse
2014, World of Researches Publication 2014, World of Researches Publication Ac. Ac. J. J. Psy. Psy. Stud. Stud. Vol. Vol. 3, 3, Issue Issue 1, 1, 92-96, 80-86, 2014 2014 Academic Journal of Academic Psychological
More informationThe Validation of the Career Decision- Making Difficulties Scale in a Chinese Culture
The Validation of the Career Decision- Making Difficulties Scale in a Chinese Culture Hsiu-Lan Shelley Tien National Taiwan Normal University, Taipei, Taiwan The purpose of the study was to test the classification
More informationGezinskenmerken: De constructie van de Vragenlijst Gezinskenmerken (VGK) Klijn, W.J.L.
UvA-DARE (Digital Academic Repository) Gezinskenmerken: De constructie van de Vragenlijst Gezinskenmerken (VGK) Klijn, W.J.L. Link to publication Citation for published version (APA): Klijn, W. J. L. (2013).
More informationThe Asian Conference on Education & International Development 2015 Official Conference Proceedings. iafor
Constructing and Validating Behavioral Components Scale of Motivational Goals in Mathematics Nancy Castro, University of Santo Tomas, Philippines Michelle Cruz, University of Santo Tomas, Philippines Maria
More informationSocial Support as a Mediator of the Relationship Between Self-esteem and Positive Health Practices: Implications for Practice
15 JOURNAL OF NURSING PRACTICE APPLICATIONS & REVIEWS OF RESEARCH Social Support as a Mediator of the Relationship Between Self-esteem and Positive Health Practices: Implications for Practice Cynthia G.
More informationThis self-archived version is provided for scholarly purposes only. The correct reference for this article is as follows:
SOCIAL AFFILIATION CUES PRIME HELP-SEEKING INTENTIONS 1 This self-archived version is provided for scholarly purposes only. The correct reference for this article is as follows: Rubin, M. (2011). Social
More informationCritical Thinking Assessment at MCC. How are we doing?
Critical Thinking Assessment at MCC How are we doing? Prepared by Maura McCool, M.S. Office of Research, Evaluation and Assessment Metropolitan Community Colleges Fall 2003 1 General Education Assessment
More informationAMERICAN JOURNAL OF PSYCHOLOGICAL RESEARCH
AMERICAN JOURNAL OF PSYCHOLOGICAL RESEARCH Volume 1, Number 1 Submitted: October 16, 2004 First Revision: November 23, 2004 Accepted: November 30, 2004 Publication Date: January 5, 2005 AN ANALYSIS OF
More informationAdvances in Environmental Biology
AENSI Journals Advances in Environmental Biology ISSN-1995-0756 EISSN-1998-1066 Journal home page: http://www.aensiweb.com/aeb/ A survey of the relationship between EQ and resilience among married students
More informationProcedia - Social and Behavioral Sciences 205 ( 2015 ) th World conference on Psychology Counseling and Guidance, May 2015
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 205 ( 2015 ) 480 484 6th World conference on Psychology Counseling and Guidance, 14-16 May 2015 Reasons
More informationValidity and Reliability of the Brief Multidimensional Students' Life Satisfaction Scale With Turkish Children
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/247782343 Validity and Reliability of the Brief Multidimensional Students' Life Satisfaction
More informationIntervening variables of stress, hassles, and health
Japanese Psychological Research 1989, Vol.31, No.3, 143-148 Short Report Intervening variables of stress, hassles, and health KEIKO NAKANO Department of Psychology, Keio University, Mita, Minato-ku, Tokyo
More informationABSTRACT. Field of Research: Academic achievement, Emotional intelligence, Gifted students.
217- Proceeding of the Global Summit on Education (GSE2013) EMOTIONAL INTELLIGENCE AS PREDICTOR OF ACADEMIC ACHIEVEMENT AMONG GIFTED STUDENTS Ghasem Mohammadyari Department of educational science, Payame
More informationExamining the Psychometric Properties of The McQuaig Occupational Test
Examining the Psychometric Properties of The McQuaig Occupational Test Prepared for: The McQuaig Institute of Executive Development Ltd., Toronto, Canada Prepared by: Henryk Krajewski, Ph.D., Senior Consultant,
More informationThe Development of the Revised Urinary Incontinence Scale (RUIS) Jan Sansoni, Nick Marosszeky, Emily Sansoni, Graeme Hawthorne.
Study funded by the Australian Government Department of Health and Ageing as part of the National Continence Management Strategy The Development of the Revised Urinary Incontinence Scale (RUIS) Jan Sansoni,
More informationTHE RELATIONSHIP BETWEEN LIFE SATISFACTION AND ATTACHMENT STYLES WITH PSYCHOLOGICAL WELL-BEING OF CHILDREN ON COVERED BY BEHZISTEY IN TEHRAN
THE RELATIONSHIP BETWEEN LIFE SATISFACTION AND ATTACHMENT STYLES WITH PSYCHOLOGICAL WELL-BEING OF CHILDREN ON COVERED BY BEHZISTEY IN TEHRAN *Masomeh Azimi Qadeyklaey and Farideh Dokaneheei Fard Department
More informationalternate-form reliability The degree to which two or more versions of the same test correlate with one another. In clinical studies in which a given function is going to be tested more than once over
More informationThe complete Insight Technical Manual includes a comprehensive section on validity. INSIGHT Inventory 99.72% % % Mean
Technical Manual INSIGHT Inventory 99.72% Percentage of cases 95.44 % 68.26 % -3 SD -2 SD -1 SD +1 SD +2 SD +3 SD Mean Percentage Distribution of Cases in a Normal Curve IV. TEST DEVELOPMENT Historical
More informationFamily-centered Stress Management for Childhood Cancer: A Multimodal Intervention for Children Newly Diagnosed with Cancer and their Families
Family-centered Stress Management for Childhood Cancer: A Multimodal Intervention for Children Newly Diagnosed with Cancer and their Families Linda Ewing, Ph.D., RN Department of Psychiatry University
More informationGender Differences in Adolescent Ego. Development and Ego Functioning Level
Gender Differences in Adolescent Ego 1 Gender Differences in Adolescent Ego Development and Ego Functioning Level Susan Wilson Master of Arts in General Psychology Marshall University Graduate College
More informationHardiness and optimism as moderators of cognitive emotion regulation. strategies in coping negative life events by adolescents.
Hardiness and optimism as moderators of cognitive emotion regulation strategies in coping negative life events by adolescents. 1 Hardiness and optimism as moderators of cognitive emotion regulation strategies
More informationCLINICAL VS. BEHAVIOR ASSESSMENT
CLINICAL VS. BEHAVIOR ASSESSMENT Informal Tes3ng Personality Tes3ng Assessment Procedures Ability Tes3ng The Clinical Interview 3 Defining Clinical Assessment The process of assessing the client through
More informationPromote Wellbeing? Create safe and supportive environments that promote wellbeing and personal development as well as learning.
Social and emotional wellbeing is an essential part of human health and happiness. Promoting positive social and emotional development and wellbeing in children and young people may impact on their behaviour,
More informationTHE DYNAMICS OF MOTIVATION
92 THE DYNAMICS OF MOTIVATION 1. Motivation is a highly dynamic construct that is constantly changing in reaction to life experiences. 2. Needs and goals are constantly growing and changing. 3. As individuals
More information+ Coping with Stigma & Other Stressors. Nicole Ennis Whitehead, Ph.D. Assistant Professor Clinical and Health Psychology
Coping with Stigma & Other Stressors Nicole Ennis Whitehead, Ph.D. Assistant Professor Clinical and Health Psychology Disclosure No Conflict of Interest to Report Acknowledgement: This work was supported
More informationPerceived Stress, Life Events, Dysfunctional Attitudes, and Depression in Adolescent Psychiatric Inpatients
Journal of Psychopathology and Behavioral Assessment, Vol. 17, No. 1, 1995 Perceived Stress, Life Events, Dysfunctional Attitudes, and Depression in Adolescent Psychiatric Inpatients Rod A. Martin, 1 Shahe
More informationEMOTIONAL INTELLIGENCE skills assessment: technical report
OnlineAssessments EISA EMOTIONAL INTELLIGENCE skills assessment: technical report [ Abridged Derek Mann ] To accompany the Emotional Intelligence Skills Assessment (EISA) by Steven J. Stein, Derek Mann,
More informationCreating and Validating the Adjustment Inventory for the Students of Islamic Azad University of Ahvaz
Creating and Validating the Adjustment Inventory for the Students of Islamic Azad University of Ahvaz Homa Choheili (1) Reza Pasha (2) Gholam Hossein Maktabi (3) Ehsan Moheb (4) (1) MA in Educational Psychology,
More informationCOPING STRATEGIES AND SOCIAL PROBLEM SOLVING IN ADOLESCENCE
ZSOLNAI & KASIK ANIKÓ ZSOLNAI AND LÁSZLÓ KASIK COPING STRATEGIES AND SOCIAL PROBLEM SOLVING IN ADOLESCENCE INTRODUCTION Social competence has traditionally been defined as the complex system of social
More informationFactor Analysis of Student s Achievement Motivation Variables (Case Study: Agricultural Ms.C Student in Tehran University)
134 Int. J. Adv. Biol. Biom. Res, 2015; 3 (2), 134-138 IJABBR- 2014- eissn: 2322-4827 International Journal of Advanced Biological and Biomedical Research Journal homepage: www.ijabbr.com Original Article
More informationA scale to measure locus of control of behaviour
British Journal of Medical Psychology (1984), 57, 173-180 01984 The British Psychological Society Printed in Great Britain 173 A scale to measure locus of control of behaviour A. R. Craig, J. A. Franklin
More informationAUTISM SPECTRUM RATING SCALES (ASRS )
AUTISM SPECTRUM RATING SCALES ( ) Scoring the for Individuals Who Do Not Speak or Speak Infrequently Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Technical Report #1 This technical report was edited
More information