Stauner, N. (2009). The factor structure of personal goals. Presented in the Proseminar for Current Research in Personality Psychology, June 4, University of California, Riverside.
Employee Psychopathy - Effects on Job Performance and Well-beingMartin Schweiger
Objective: The objective of this study was to investigate the relationship of employee psychopathy to job performance and well-being. It was hypothesized that primary psychopathy (interpersonal/affective features, e.g., lack of empathy, manipulativeness) and secondary psychopathy (antisociality and behavioural deviance, e.g., impulsivity, rule-breaking) are negatively related to job performance and well-being.
Methods: Employees in Singapore (N=276), enrolled as university part-time students, participated in this study for course credits. They provided self-ratings using the Levenson Self-Report Psychopathy scale and scales on Work Performance, Job and Career Satisfaction (for work-domain specific well-being), Positive/Negative Affect, and Satisfaction with Life. To minimize common method variance, well-being measures were obtained on average 11 days after measuring psychopathy.
Results: Hierarchical regression analyses showed for all outcome variables that psychopathy significantly explained additional variance over and above the control variables age and gender. Both primary and secondary psychopathy were significantly negatively related to job satisfaction. Only secondary psychopathy was significantly negatively related to work performance, career satisfaction, positive affect, and life satisfaction; it was significantly positively related to negative affect.
Conclusion: Results are of theoretical and practical importance, as they show different effects of the psychopathy traits. Secondary psychopaths perceive themselves as less performing on the job, experience less positive and more negative mood, and are generally discontent with their job, career, and life. As organizational employees, primary psychopaths experience equally low job satisfaction, but there are no negative effects on performance and other well-being outcomes. This can explain why not all psychopaths are unsuccessful psychopaths.
Sorry for any error in vocabulary, grammar use, and explanation in the context. we all love to receive any suggestion to make next slide better. Thank you so much
Employee Psychopathy - Effects on Job Performance and Well-beingMartin Schweiger
Objective: The objective of this study was to investigate the relationship of employee psychopathy to job performance and well-being. It was hypothesized that primary psychopathy (interpersonal/affective features, e.g., lack of empathy, manipulativeness) and secondary psychopathy (antisociality and behavioural deviance, e.g., impulsivity, rule-breaking) are negatively related to job performance and well-being.
Methods: Employees in Singapore (N=276), enrolled as university part-time students, participated in this study for course credits. They provided self-ratings using the Levenson Self-Report Psychopathy scale and scales on Work Performance, Job and Career Satisfaction (for work-domain specific well-being), Positive/Negative Affect, and Satisfaction with Life. To minimize common method variance, well-being measures were obtained on average 11 days after measuring psychopathy.
Results: Hierarchical regression analyses showed for all outcome variables that psychopathy significantly explained additional variance over and above the control variables age and gender. Both primary and secondary psychopathy were significantly negatively related to job satisfaction. Only secondary psychopathy was significantly negatively related to work performance, career satisfaction, positive affect, and life satisfaction; it was significantly positively related to negative affect.
Conclusion: Results are of theoretical and practical importance, as they show different effects of the psychopathy traits. Secondary psychopaths perceive themselves as less performing on the job, experience less positive and more negative mood, and are generally discontent with their job, career, and life. As organizational employees, primary psychopaths experience equally low job satisfaction, but there are no negative effects on performance and other well-being outcomes. This can explain why not all psychopaths are unsuccessful psychopaths.
Sorry for any error in vocabulary, grammar use, and explanation in the context. we all love to receive any suggestion to make next slide better. Thank you so much
Explain the factors that determine an individual’s personality.
Describe the MBTI personality framework.
Identify the key traits in the Big Five personality model.
Explain the impact of job typology on the personality/job performance relationship.
Differentiate emotions from moods.
Contrast felt versus displayed emotions.
Personality and Anxiety Level of School TeachersYogeshIJTSRD
The Present study aim at to search the Personality factors and anxiety among Male and Female 25 35 and 36 46 school teachers. Personality factors are influence on the teaching performance. However the anxiety levels which create the hindrance in the progress of male and female school teachers .The researcher intended to evaluate the anxiety level and its impact on the teaching performance.The present study followed the procedure of experimental research. The investigation gathered relevant information by conduct of a test of Eysenek personality test and SCAT Sinha’s Comprehensive Anxiety Test test of anxiety. The sample of the study comprises as under Effective sample consisted of 130 of Male and Female school teacher’s from Indore district in Madhya Pradesh. Dr. Inderjeet Singh Bhatia | Dr. Reena Patil "Personality and Anxiety Level of School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43773.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43773/personality-and-anxiety-level-of-school-teachers/dr-inderjeet-singh-bhatia
The Contingency Theory takes the context in which the leader is operating into consideration and tries to isolate the conditions that allow for effective leadership.
There are three key theories that enhance our understanding of leadership by explaining situational variables. They are Fiedler’s Model, Hersey and Blanchard’s Situational Leadership Theory, and the Path-Goal Theory of Leadership.
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
Explain the factors that determine an individual’s personality.
Describe the MBTI personality framework.
Identify the key traits in the Big Five personality model.
Explain the impact of job typology on the personality/job performance relationship.
Differentiate emotions from moods.
Contrast felt versus displayed emotions.
Personality and Anxiety Level of School TeachersYogeshIJTSRD
The Present study aim at to search the Personality factors and anxiety among Male and Female 25 35 and 36 46 school teachers. Personality factors are influence on the teaching performance. However the anxiety levels which create the hindrance in the progress of male and female school teachers .The researcher intended to evaluate the anxiety level and its impact on the teaching performance.The present study followed the procedure of experimental research. The investigation gathered relevant information by conduct of a test of Eysenek personality test and SCAT Sinha’s Comprehensive Anxiety Test test of anxiety. The sample of the study comprises as under Effective sample consisted of 130 of Male and Female school teacher’s from Indore district in Madhya Pradesh. Dr. Inderjeet Singh Bhatia | Dr. Reena Patil "Personality and Anxiety Level of School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43773.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43773/personality-and-anxiety-level-of-school-teachers/dr-inderjeet-singh-bhatia
The Contingency Theory takes the context in which the leader is operating into consideration and tries to isolate the conditions that allow for effective leadership.
There are three key theories that enhance our understanding of leadership by explaining situational variables. They are Fiedler’s Model, Hersey and Blanchard’s Situational Leadership Theory, and the Path-Goal Theory of Leadership.
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
Chamberlain College of NursingNR439 – Evidence-Based PracticeR.docxtidwellveronique
Chamberlain College of Nursing NR439 – Evidence-Based Practice
Reading Research Literature #1 – Week 5
Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL1_Smith. Submit to the Reading Research Literature #1 basket in the Dropbox by 11:59 pm MT Sunday at the end of Week 5. The guidelines and grading rubric for this assignment may be found in Doc Sharing.
Title: RRL#1
Name: [replace this text with your name]
The following questions pertain to: Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research & Theory for Nursing Practice, 25(1), 55–70.
1) What is the purpose of this research?
2) What is the research question (or questions)? This may be implicit or explicit.
3) Did the authors describe the design of this study? If so, give a description.
4) What characteristics does this study possess that are qualitative in nature? Review Chapter 2.
5) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
6) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
7) Describe the population for this study.
8) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
9) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
10) Are there any HIPAA concerns that are evident in this study?
The following questions pertain to: Schwarz, K., Mion, P., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled study. Progress in Cardiovascular Nursing, 23(1), 18–26.
11) What is the purpose of this research?
12) What is the research question (or questions)? This may be implicit or explicit.
13) Did the authors describe the design of this study? If so, give a description.
14) What characteristics does this study possess that are quantitative in nature? Review Chapter 2.
15) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
16) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
17) Describe the population for this study.
18) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
19) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
20) Are there any HIPAA concerns that are evident in this study?
NR439 RRL1 Form.docx ...
OVERVIEWWrite a 5–7-page assessment in which you examine the con.docxkarlacauq0
OVERVIEW
Write a 5–7-page assessment in which you examine the controversy related to research and ethics in the field of social psychology.
It is essential to be able to critically analyze the research methods used in studies, in order to weigh the validity of the conclusions or recommendations.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Apply information literacy and research skills to locate scholarly information in the field of social psychology.
•
Use valid, scholarly research resources relevant to the field of social psychology.
•
Competency 4: Examine the research methods frequently used in the study of social psychology.
•
Describe the impact of controversial research studies on the human participants.
•
Competency 5: Examine controversial research studies in social psychology from an ethical standpoint.
•
Explain how controversial research studies contributed to the development of ethical standards in the field of psychology.
•
Develop evidence-based arguments for and against controversial research studies in the field of social psychology.
•
Describe what controversial research studies revealed about conformity and obedience to authority.
•
Competency 6: Apply critical thinking skills to resolve conflicts and issues in the field of social psychology.
•
Determine whether knowledge gained justifies controversial research studies in the field of social psychology.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
CONTEXT
Is conformity good or bad? Are people willing to hurt one another just because an authority told them to? Some of the most fascinating research results about human behavior were intending to answer these very questions. The results on the topics of social conformity and obedience to authority revealed some disturbing revelations about human behavior and about potential harm to participants in research. The studies and their results had tremendous implications for the field on how we conduct research—and on how we understand the influence of social pressure and leadership. Because of the significant implications in both research and application, these studies have been some of the most controversial and hotly debated topics in psychology.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Is deception always necessary when conducting research in social psychology with human participants?
Do the insights gained from research justify deceiving people?
RESOUR.
OVERVIEWWrite a 4–5-page assessment in which you apply theories .docxkarlacauq0
OVERVIEW
Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points related to these topics.
Prejudice and stereotyping seem to be part of the human condition, and it is essential to examine how attitudes develop in order to change our behavior as individuals and as a society.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Apply social psychological research and theory to examine social perception, social interaction, and social influence.
•
Examine how attitudes and behaviors of a group influence prejudice and stereotyping.
•
Explain how membership in a group influences social judgment.
•
Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
•
Analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping.
•
Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.
•
Competency 5: Examine controversial research studies in social psychology from an ethical standpoint.
•
Describe ethical challenges researchers face when conducting research on controversial topics.
•
Competency 6: Apply critical thinking skills to resolve conflicts and issues in the field of social psychology.
•
Examine the implications and consequences for society of not addressing prejudice and stereotyping.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
CONTEXT
Prejudice occurs all over the world, often contributing to violence, oppression, and other forms of harm. What are the distinctions between stereotypes, discrimination, and prejudice? When do stereotypes become prejudices? Racism and sexism occur across races, ages, genders, religions, physical appearances, sexual orientations, and so on. Prejudice creates emotional, physical, and economic harm to individuals, groups, and society as a whole. But what factors create prejudice, and how can prejudice be reduced? What role do media play in both maximizing and minimizing stereotypes and prejudices? By examining how prejudices are cultivated and the damage they cause, we can begin to see how we might overcome and prevent prejudice.
Groups
Anyone who has worked in teams knows the challenges of working as a team but also the synergistic accomplishments that come when the team works well together. The fact is that, as cultural animals, we are required to be part of groups of varying types and sizes. Social psychology seeks to answer important questions that assist us in und.
William Allan Kritsonis, PhD - Dissertation Chair for Desiree Adair Skinnerguestfa49ec
Dr. William Allan Kritsonis, Dissertation Chair for Desiree Adair Skinner
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Business Intelligence is a specialty in gaining the benefit of inf.docxfelicidaddinwoodie
Business Intelligence is a specialty in gaining the benefit of information, such as the basic questions such as the different levels of customers, the way businesses are doing and the current path, what clinical trials should be and how much money they need to go out!. With a solid, organizations accept some choices rather than feeling. In fact, when making a "decision" structure, a strong computer system trusts any possibility made.
Implementing BI Tools Costs Reduction and Increase: Manufacturers' ring managers should have reliable addresses that will allow them to quantify the consequences of business decision budgets if they have correct information. BI can provide know-how in order to express links between procedures and inventories and downward financial results.
BI is good for illustrating productivity and risk profiles, for example, prizes and risks that may present a complex product offer (but probably a win). Manufacturers also perform more efficient scale economy with BI; For example, budget costs, such as unit dollars, inventory shifts and product costs, can also be expected to increase their costs by prior expanding (Dinter, B., & Lorenz, A. (2012)).
In simple ways, our business is data accumulation, analysis, report, budget and presentation. The purpose of using business intelligence in our business is to improve the visibility of our organizational and financial situation to better manage our business. For example, SAP says "business instead of analytical "business intelligence", this is the business analytics it is a unique term that includes data warehousing business intelligence, business information management and business performance management, Analytical applications and government, risk. Stock optimization
A) Sectors seasonal business cycle outstanding it's often found their stock optimization is difficult. For example, if sales of a specific product are shot during the summer or Christmas, the big challenge is to keep the right amount to maximize profits. To deal with this problem, certain companies Conservation, conservation and food sector in general Profitability has increased by almost 10% using BI techniques based on:
Decision Support System (DSS). Warehouse product sales and historical data warehousing: In many cases, the results obtained have been much more efficient and profitable Design of total logistic and productive storage processes (Chen, H., Chiang, R. H., & Storey, V. C. (2012)).
References:
Dinter, B., & Lorenz, A. (2012). Social business intelligence: a literature review and research agenda.
Chen, H., Chiang, R. H., & Storey, V. C. (2012). Business intelligence and analytics: From big data to big impact. MIS quarterly, 36(4).
Education and Teaching in Psychology
Ethics of Teaching
Beliefs and Behaviors of Psychologists as Educators
Barbara G. Tabachnick
Patricia Keith-Spiegel
Kenneth S. Pope
California State University, Northridge
California Sta.
2 Personality TraitsPersonality Psychology Foundations and F.docxlorainedeserre
2 Personality Traits
Personality Psychology: Foundations and Findings
Marianne Miserandino
Learning Objectives
What is a personality trait?
How do we study personality traits?
How accurate are we on judging personalities?
3
How do traits define personality?
Trait
A person’s typical style of thinking, feeling and behaving in different situations
Idiographic: individual
Nomothetic: Universal traits
4
According to Eysenck, how are our personalities organized?
5
Who was Gordon Allport? (1897 – 1967)
First college course on personality
Raw material interacts w/environment habits and attitudes
Central, Secondary and Cardinal traits
Theoretical vs. Lexical approach
6
How would you score on these questions?
I like to go to parties
I find myself leading group conversations
I make friends easily
I think outside the box
I am relatively open to new ideas
I like to learn about different cultures
I get nervous speaking to others
I find I have lots of anxiety
I don’t like when others are looking at me; I feel I am being judged
I keep my room very organized
I don’t like to get behind on my work
People count on me for getting the job done
What is a factor analysis?
Raymond Cattell (1905 – 1998)
Measurement approach: A statistical technique used to classify data.
Determined 16 Personality Factors
Group A:Group B:Group C:
Self-SatisfiedFun-LovingWell-
WorriedSociableorganized
Secure
-
-
8
Factor analysis of Music Genres
What steps are taken to conduct a factor analysis?
10
Combine and weigh participant responses to form factors
Small number of factors able to recreate variation of data set responses
Each factor explains certain amount of variance between participants
Factor loadings estimate how strongly each question fits into given factor; interprets like correlation
Each factor defined by questions with highest factor loadings
Factors identified and named
How were universal principles determined?
Cattell
Factor Analysis
16 factors
1946
Allport & Oabert
Lexical Analysis
4504 trait items
1936
Fiske & Norman and Others
Built on Cattell’s work
Big Five factors
1949-1963
How were universal principles determined?
Block
California Q-Sort
5 factors
1961
Jackson
Person Research Form
5 factors
1984
Myers & McCauley
Myers-Briggs Type Indicator
5 factors
1985
How were universal principles determined?
13
Buss
5 traits
Rooted in biology
1996
What is Eysenck’s PEN Model (Supertraits)?
Determined personality differences were biologically based
Three broad personality types
Narrow traits associated with each factor
14
What’s the difference?
Big Five
Lexical
Solution
Roman numerals reflect frequency in lexicon
Emotional Stability (Neuroticism) and Culture (Openness)
Five Factor Model
Factor Analysis
Costa & McCrae NEO-PI-R
Biologically based traits
Openness
What behaviors would you expect?
...
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docxpetuniahita
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
Stressful life events and religiousness predict struggles about religion and ...Nick Stauner
Religious and spiritual struggles arise in various forms and circumstances. The newly developed Religious and Spiritual Struggles (RSS) scale reveals a coherent, multidimensional structure in these domain-specific problems that applies to religious and nonreligious people alike. Thus new questions emerge. Do religious people struggle less with religion, or more? Struggles and stress seem likely to coincide, but might stressful life events give rise to fewer religious struggles among religious people? We tested this moderation hypothesis in a large sample of American undergraduates, who completed the RSS and measures of stressful life events, religious belief salience, and religious participation. Latent interaction factors for religiousness and stressful life events failed to predict additional variance in most RSS factors in a structural equation model using polychoric correlations, yielding no support for the moderation hypothesis. However, religiousness and stressful life events independently predicted higher scores on most factors of the RSS in most samples.
Distinguishing religious and spiritual struggles from religiousness and negat...Nick Stauner
(2015, January). Data blitz presented at the Psychology of Religion and Spirituality preconference of the 17th annual convention of the Society for Personality and Social Psychology, San Diego, CA.
The Religious and Spiritual Struggles Scale (RSS) measures an important set of psychological constructs in an underemphasized section of the overlap between religion and well-being. The RSS assesses six domains of religious and spiritual struggle: divine, demonic, interpersonal, moral, doubt, and ultimate meaning. A previous confirmatory factor analysis of a moderately sized sample found good fit for the intended measurement model with six first-order factors. We replicated this model across five large adult samples from the USA (total N = 5,617). Next, we fit a restricted bifactor model to test whether a single general factor of religious/spiritual struggle could explain these factors’ correlations with each other, religiousness, or negative emotionality. This model’s balanced loadings supported the mutual viability of multidimensional and unidimensional scoring systems for the RSS. Additionally, we explored a bifactor model with correlated group factors that improved fit statistics. This model maintained the correlations among the original six factors while extracting an ambiguous general factor from the RSS. This general factor’s strong correlations with religious participation and belief salience suggested that it represents religiousness itself. Allowing religious items to load on the RSS’ general factor verified this. It also permitted estimation of a second general factor from all RSS items. This second general factor of spiritual struggle correlated fairly strongly with a common factor of neuroticism, depression, anxiety, and stress. The negative emotionality factor also correlated with most of this model’s independent group factors that correspond to the original dimensions of the RSS, especially Ultimate Meaning struggle. These analyses demonstrate both the discriminant validity of the six domains of religious/spiritual struggles and the complexity of their relationships with religiousness and negative emotionality. As an ancillary purpose of these analyses, we review, demonstrate, and advocate modern categorical structural equation modeling techniques throughout this project.
Search for meaning in life: Evidence for nuanced associations with psychologi...Nick Stauner
(2016, January). Poster presented at the 17th convention of the Society for Personality and Social Psychology, San Diego, CA.
Searching for meaning in life has been conceptualized as a fundamental human motivation that plays an integral role in mature development. Yet most empirical research on search for meaning has revealed it to be associated with a poorer profile of psychological health. We examined how searching for meaning relates to a broad range of indicators of psychological adjustment in 7 large‐scales studies (total N = 10,067). We found the traditional associations between search for meaning and indicators of negative emotional health (e.g., depression, anxiety, stress), but we also discovered evidence for more nuanced relations between search for meaning with personality and mental health variables. Specifically, among people reporting high levels of presence of meaning in life, search for meaning was conducive to well being. Additionally, although search was related to religious and spiritual struggle, it was also associated with a more
engaged approach to resolving those struggles.
The relationship of meaning in life to religious and spiritual characterNick Stauner
(2015, August). Poster presented at the convention of the American Psychological Association, Toronto, Ontario.
The sense that life is meaningful is known to relate positively to common religious and spiritual beliefs, traits, and behaviors within the North American population. Examples of such constructs that correlate with meaning in life include belief in an afterlife, intrinsic religiousness, and religious reading, meditation, or service attendance. Meaning in life may also mediate relationships between religion or spirituality and subjective well-being. This underscores the importance of the role meaning in life plays in the junction of positive psychology and spirituality. To enrich our understanding of how meaning in life connects with religion and spirituality, this study explored bivariate relationships between meaning in life and a variety of personality constructs pertaining to God, religious organizations, and spiritual issues. Our method was to estimate factor correlations from structural equation models, using polychoric correlations to accommodate Likert scale measurement in a large undergraduate sample from the USA. In terms of beliefs about God, meaning in life correlated positively with beliefs that God exists, that one can relate to God in a personal, comprehensible, and desirable way, that God is available and warm in temperament, and that God intervenes actively in the world. Meaning in life also correlated positively with desire to believe in God and certainty of beliefs about God, and negatively with doubts about God’s existence and perceived conflicts with God. Regarding attitudes toward organized religion, meaning in life correlated positively with positivity toward religion, close involvement with a spiritual group, socially supportive responses to religious/spiritual struggles, and fundamentalism, and correlated negatively with personal disengagement from one’s religion, conflicts with religion, extrinsic social motivation for religious attendance, and social invalidation of religious/spiritual struggles. Results concerning religious/spiritual orientation included positive correlations between meaning in life and religious belief salience, self-perceived clarity of religious views, openness to doubt and other viewpoints about one’s faith, and religious exploration. Negative correlations manifested between meaning in life and experiences of religious and spiritual struggle, avoidance of religious questions, self-perceived complexity of religious views and difficulty of religious questions, religious quest orientation, and belief that all world religions are equally valid. Concerning the spiritual issue of suffering, meaning in life correlated positively with beliefs that God shares in human suffering, that suffering is part of God’s plan, that God is experienced through suffering but transcends it, and that suffering promotes spiritual growth. Meaning in life related negatively to beliefs that...
Estimators for structural equation models of Likert scale dataNick Stauner
Which estimation method is optimal for structural equation modeling (SEM) of Likert scale data? Conventional SEM assumes continuous measurement, and some SEM estimators assume a multivariate normal distribution, but Likert scale data are ordinal and do not necessarily resemble a discretized normal distribution. When treated as continuous, these data may yet be skewed due to item difficulty, choice of population, or various response biases. One can fit an SEM to a matrix of polychoric correlations, which estimate latent, continuous constructs underlying ordinally measured variables, but polychoric correlations also assume these latent factors are normally distributed. To what extent are these methods robust with continuous versus ordinal data and with varying degrees of skewness and kurtosis? To answer, I simulated 10,000 samples of multivariate normal data, each consisting of 500 observations of five strongly correlated variables. I transformed each consecutive sample to an incrementally greater degree to increase skew and kurtosis from approximately normal levels to extremes beyond six and 30, respectively. I then performed five confirmatory factor analyses on each sample using five different estimators: maximum likelihood (ML), weighted least squares (WLS), diagonally weighted least squares (DWLS), unweighted least squares (ULS), and generalized least squares (GLS). I compared results for continuous and discretized (ordinal) data, including loadings, error variances, fit statistics, and standard errors. I also noted frequencies of failures, which complicated calculation of polychoric correlations, and particularly plagued the WLS estimator. WLS estimation produced relatively biased loadings and error variance estimates. GLS also underestimated error variances. Neither estimator exhibited any unique advantage to offset these disadvantages. ML estimated parameters more accurately, but some fit statistics appeared biased by it, especially in the context of extreme nonnormality. Specifically, the chi squared goodness-of-fit test statistic and the root mean square error of approximation (RMSEA) began higher with ML-estimated SEMs of approximately normal data, and worsened sharply with greater nonnormality. The Tucker Lewis Index (TLI) and standardized root mean square residual (SRMR) also worsened more moderately with nonnormality when using ML estimation. GLS-estimated fit statistics shared ML’s sensitivity to nonnormality, and were even worse for the TLI and SRMR. Results generally favored ULS and DWLS estimators, which produced accurate parameter estimates, good and robust fit statistics, and small standard errors (SEs) for loadings. DWLS tended to produce smaller SEs than ULS when skewness was below three, but ULS SEs were more robust to nonnormality and smaller with extremely nonnormal data. ML SEs were larger for loadings, but smaller for error variance estimates, and fairly robust to nonnormality...
Neuroticism and stressful life events predict religious and spiritual strugglesNick Stauner
(2015, August). Symposium presented at the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Recent research has demonstrated that religious and spiritual struggle (RSS) plays an important role in the relationship between religion and well-being. To what extent might RSS arise from personality and environmental stress? We hypothesized that neuroticism and stressful life events predict RSS independently and interact as well, such that neuroticism strengthens the link between stress and struggle. Regression analyses of factor scores from 2,719 undergraduates in USA revealed independent effects of neuroticism and stressful past experiences on six kinds of RSS, but no interactions emerged. Thus personality and experience may both affect RSS additively. Neuroticism better predicted most struggles, especially ultimate meaning struggles, but stress predicted demonic and interpersonal struggles slightly more. Mediation analyses also explored indirect effects. Some trait theorists claim that essential traits precede environmental factors causally, suggesting that neuroticism may lead to stress; conversely, stress could increase state neuroticism. Hence we considered both as possible mediators of each other’s effects. All indirect pathways achieved significance, but most had very weak effect sizes. Given weaker direct effects of stress in general, any indirect effects mediated by neuroticism would appear more substantial. Longitudinal work may help resolve this causal ambiguity.
The demographics of religious and spiritual struggles in the USANick Stauner
(2015, October). Symposium presented at the convention of the Society for the Scientific Study of Religion, Newport Beach, CA.
Recently, research linking religion and spirituality to well-being has extended beyond the supportive roles of religion to examine struggles that people experience in religious and spiritual domains of life. People struggle with many issues in religion and spirituality, including relational challenges with divine beings and religious people or organizations, demonic influences, and personal difficulties with morality, religious and spiritual doubt, and ultimate meaning. A new measure, the Religious and Spiritual Struggles (RSS) scale, has demonstrated construct validity in men and women, and people who consider themselves religious, spiritual, both, or neither, regardless of belief in a divine being or religious affiliation. However, frequencies of struggles differ across these groups. To further study demographic variations in struggles, we sampled 19,726 adult participants from throughout the USA and across a wide range of ages and religious affiliations. Single-item measures of the six RSS domains measured struggles in this sample. Exploratory analyses revealed a broad array of complex effects from all demographic factors considered, including age, gender, sexual orientation, region of the USA, religious affiliation, and some interactions among these factors. For example, men reported more of all struggles than women, but this difference only appeared clear among young adult heterosexuals. A subsample of 4,054 participants who reported at least one moderate struggle also exhibited group differences by ethnicity and education. For example, religious and spiritual struggle appeared to increase with higher education, especially at the highest levels of education, but only among Latino and European American participants. These results imply that demographic factors influence religious and spiritual struggles. These effects may differentiate these demographic groups greatly enough to necessitate their independent study. In the future, we encourage researchers to examine the replicability of these group differences, and to always exercise caution when generalizing theoretical conclusions about religion and spirituality across demographic groups.
Religious and spiritual struggles, perceived stress, and religiousnessNick Stauner
(2015, May). Poster presented at the convention of the Association for Psychological Science, New York, NY, and at Case Western Reserve University’s Research ShowCASE, Cleveland, OH.
Religious and spiritual (r/s) struggles arise in many forms and circumstances. The newly developed Religious and Spiritual Struggles (RSS) scale exhibits a coherent, multidimensional structure in these domain-specific problems. It applies to religious and nonreligious people alike. This gives rise to new questions about the nature of r/s struggle. Do religious people struggle less with religion, or more? R/s struggles and overall stress seem likely to correlate, but might they correlate less among more religious people? We tested this moderation hypothesis in a large sample of American undergraduates, who completed the RSS, the Perceived Stress Scale, and measures of religious belief salience and religious participation. A hierarchical regression of factor scores based on a structural equation model of polychoric correlations found positive relationships between stress and all subscales of the RSS. Religiousness also predicted greater demonic, interpersonal, and moral struggle, and predicted less struggle with doubt and ultimate meaning, but did not contribute to prediction of divine struggles or overall struggles independently of stress. No significant interactions manifested between perceived stress and religiousness. This suggests the relationship between recent stress and r/s struggles does not change with religiousness. Overall, r/s struggle may have more to do with stress than religion, as predictive relationships with religiousness only exceeded relationships with stress in the cases of demonic and ultimate meaning struggles. Furthermore, relationships between r/s struggle and stress generally appeared stronger for negatively worded items than for positively worded items on the Perceived Stress Scale. To improve the fit of its measurement model, the positive factor explained covariance among items expressing confidence and control, while the negative factor determined frequency of overwhelmed and dysphoric feelings. These factors correlated fairly strongly, doubled the adjusted R² when entered as independent predictors rather than a single composite, and revealed differences in their relationships with r/s struggles across the RSS subscales. Most notably, the negative factor of the Perceived Stress Scale predicted all struggles better than the positive factor except Demonic struggle. The positive factor achieved predictive significance for all struggles except r/s doubt. This upholds the value of letting stress and resilience vary independently.
Religious and spiritual struggles in relation to stress and religiousnessNick Stauner
(2015, June). Poster presented at the 4th convention of the Association for Research in Personality, St. Louis, MO.
Religious and spiritual struggles arise in various forms and circumstances. The newly developed Religious and Spiritual Struggles (RSS) scale reveals a coherent, multidimensional structure in these domain-specific problems that applies to religious and nonreligious people alike. Thus new questions emerge. Do religious people struggle less with religion, or more? Struggles and stress seem likely to coincide, but might stress give rise to fewer religious struggles among religious people? We tested this moderation hypothesis in a large sample of American undergraduates, who completed the RSS and measures of stressful life events, religious belief salience, and religious participation. A hierarchical regression of factor scores based on a structural equation model of polychoric correlations found support for the hypothesis. Religion and stress related positively to all subscales of the RSS and their overall mean, but a small, negative interaction also manifested, which suggested a weakening relationship between struggles and stress as religiousness increases.
The religious and spiritual struggles of the nonreligious and nonspiritualNick Stauner
(2015, March/August). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah / the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Religion and well-being are known to correlate positively in the North American population. Building partly on this premise, recent research has explored the common ground shared by these broad constructs. This work has introduced new hybrid constructs that describe individual differences in, e.g., the quality of relationships with one’s God or religious community, the degree of doubt felt about religious beliefs, or the sense of spiritual transcendence. Meanwhile, the USA’s religiously unaffiliated minority population has grown in size and proportion. To what extent can explicitly religious or spiritual forms of well-being coherently describe people who do not consider themselves religious nor spiritual? Our study focused specifically on a new, multidimensional measure, the Religious and Spiritual Struggles (RSS) scale, which assesses six correlated types of struggle: Divine, Demonic, Interpersonal, Moral, Ultimate Meaning, and Doubt. We measured these struggles, life satisfaction, meaning in life, and the search for meaning in a large sample of American undergraduates. Each participant self-identified as “religious but not spiritual”, “spiritual but not religious”, both, or neither. The RSS achieved strict measurement invariance across these groups, which strongly supports its construct validity regardless of religiousness, spirituality, or the absence of either or both. Group means for all latent factors differed, but in unexpected ways. Spiritual but not religious participants reported the least spiritual struggles of all kinds except Ultimate Meaning. Means for participants who identified as both religious and spiritual did not differ significantly from means for participants who identified as neither religious nor spiritual, despite these groups’ ostensibly opposite perspectives on religion and spirituality. However, these groups contrasted most sharply in terms of how religious and spiritual struggles related to external variables, especially meaning in life, which related more weakly within the nonreligious, nonspiritual group. Religiousness and spirituality independently moderated relationships between well-being and these domain-specific struggles.
Predicting life meaning and satisfaction with religious & spiritual strugglesNick Stauner
(2015, March). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah.
Abstract:
Religiousness is known to relate positively to well-being and meaning in life within the North American population. Evidence suggests complexities in these relationships; for example, meaning may mediate the relationship between well-being and religiousness. Other religious constructs have attracted empirical research recently, including religious doubt and conflict with God. The Religious & Spiritual Struggles (RSS) Scale measures six such forms of religious and spiritual struggle, including divine, demonic, moral, interpersonal, ultimate meaning, and doubt struggles. To what extent do these various religious constructs uniquely predict cognitive well-being? Does their emphasis on spiritual and religious problems differentiate them from religiousness per se? Do predictive relationships support theories that distinguish meaning from life satisfaction as separate correlates of religiousness? To investigate, we fit a structural equation model to responses from a sample of 2,611 undergraduates from the USA. This model predicted meaning in life and life satisfaction separately from eight religious constructs, including the six forms of spiritual struggle, religious belief salience, and religious participation. Results demonstrated the importance of measuring each construct independently, as some but not all struggles predicted unique variance in meaning and well-being when controlling for religious belief salience and participation. This establishes the incremental value of involving spiritual and religious struggles in predictive models of well-being based on religious traits. Patterns of regression coefficients differed when predicting meaning in life versus life satisfaction, and model fit worsened when constraining paths to be equal for life satisfaction and meaning in life. This supports the discriminant validity of these strongly related yet distinct aspects of cognitive well-being. The different lists of independent predictors for these well-being constructs may help elucidate their complex connections with religion and spirituality.
A Bifactor Model of the Religious and Spiritual Struggles ScaleNick Stauner
(2015, February). Poster presented at the Psychology of Religion & Spirituality Preconference for the 16th convention of the Society of Personality and Social Psychology, Long Beach, CA.
Abstract:
A growing subdomain of psychological research on religion and spirituality examines the causes, consequences, and subjective experience of religious or spiritual struggle. To advance the psychological community’s understanding of religious and spiritual struggles through quantitative empirical research, Exline and colleagues recently developed a modern, multidimensional measure with excellent psychometric qualities, the Religious and Spiritual Struggles (RSS) Scale. This measure includes six correlated but unidimensional subscales pertaining specifically to divine, demonic, interpersonal, moral, ultimate meaning, and doubt struggles. Though a first-order model of these six correlated latent factors fits well in confirmatory factor analysis, this model leaves a little room for improvement. The size of the first eigenvalue suggests a possible bifactor structure, in which all items load together on a general factor as well as on their separate subscale factors. Bifactor analysis also offers information about the validity of unidimensional and multidimensional scoring systems, both of which the RSS facilitates. Using a sample of 2,702 undergraduates from the USA, a confirmatory bifactor analysis of the RSS revealed strong loadings on the general factor for most items and moderate-to-strong loadings on group factors, essentially supporting the comparable validity of both scoring methods. Though this restricted bifactor model worsened model fit very slightly, an alternate bifactor model that allowed group factors to correlate freely offered a small improvement in model fit over the conventional model of six correlated factors. Furthermore, structural equation models that included measures of religious belief salience and religious participation demonstrated strong, positive correlations between these constructs and the general RSS factor. In the conventional six-factor RSS model, religiousness correlates mostly with demonic, moral, and ultimate meaning struggles. Including the general factor in the RSS measurement model improved the independence of the subscale factors from religious belief salience and religious participation, effectively serving to control the RSS subscales’ shared covariance with religiousness. Future use of the RSS in the context of latent factor models may benefit from use of this bifactor measurement model with correlated group factors. It improves model fit, reduces subscale correlations with religiousness, and produces a psychometrically promising general factor that represents the strong covariance between religiousness and decontextualized religious and spiritual struggles.
EAPP 2010 Poster - The Motive Content of Meaningful (and Meaningless) LivesNick Stauner
Stauner, N., & Ozer, D. J. (2010). The motive content of meaningful (and meaningless) lives. Poster presented at the 15th convention of the European Association of Personality Psychology, Brno, Czech Republic.
SPSP 2010 Poster - The Curve of the Quest for a More Meaningful LifeNick Stauner
Stauner, N., Stimson, T. S., & Boudreaux, M. J. (2010). The curve of the quest for a more meaningful life. Poster presented at the 11th convention of the Society of Personality and Social Psychology, Las Vegas, NV.
APA 2010 Poster - Factor Structure of the Values Q-SetNick Stauner
Stauner, N., Boudreaux, M. J., & Ozer, D. J. (2010). Factor structure of the Values Q-Set. Poster presented at the 118th convention of the American Psychological Association, San Diego, CA.
SPSP 2011 Poster - Spiritual Predictors of the Search for Meaning in LifeNick Stauner
Stauner, N., & Ozer, D. J. (2011). Spiritual predictors of the search for meaning in life. Poster presented at the 12th convention of the Society of Personality and Social Psychology, San Antonio, TX.
WPA 2011 Poster - Joint Factors of Spirituality and ReligiousnessNick Stauner
Stauner, N., & Ozer, D. J. (2011). Joint factors of spirituality and religiousness. Poster presented at the 91st convention of the Western Psychological Association, Los Angeles, CA.
Religious Differences in the Value Systems of Meaningful (and Meaningless) LivesNick Stauner
Stauner, N., Selvam, T., Cheong, R., & Ozer, D. J. (2011). Religious differences in the value systems of meaningful (and meaningless) lives. Poster presented at the 2nd convention of the Association for Research in Personality, Riverside, CA.
Abstract:
Religiousness correlates positively with self-rated meaning in life. Baumeister (1991) claims that because religions provide value systems, people without religion suffer more meaninglessness due to a "value gap." Do people of different religions organize their values differently? Does meaning in life associate with the same values across religions? Meaning correlates with religious values most strongly and positively (Stauner & Ozer, 2010). Is this true among non-religious people? To address such questions, 149 Riverside undergraduates were administered the Meaning in Life Questionnaire and Values Q-Set. Religious participants reported more meaning in life than non-religious participants. Christians valued pleasure less than non-religious participants; otherwise only religious values differed in importance across religions. Meanwhile, differences among religions in the relationships between values and meaning proved more nuanced. Valuing religious observation was more positively related to meaning in life among Christians than non-religious participants, but no differences emerged regarding religious exploration. The negative correlation between meaning and the value of pleasure was also stronger among Christians. Exclusively among participants of other religions, valuing personal skill more and health less was related to higher meaning in life. These results may reflect hidden consequences for existential self-evaluation beneath the apparent invariance of values across religious affiliations.
Stauner, N. (2010). The Values Q-Set. Presented in the Proseminar for Current Research in Personality Psychology, January 21, University of California, Riverside.
2011 Presentation - Current Research in Existential PsychologyNick Stauner
Stauner, N. (2010). Current research in existential psychology. Presented in the Proseminar for Current Research in Personality Psychology, November 4, University of California, Riverside.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. The Factor Structure of Personal GoalsOutline What are the essential themes of goals? Answer must balancesimplicity with exhaustiveness Must facilitate analysis of individual differences Must aim to explain and predict psychological outcomes Existing motive structure theory Our lab’s work on goals Sample, factor analyses & results Interpretations Limitations & future directions
3. A priori theories of motive structure List of instincts (McDougall, 1908, 1933) In one of the first social psychology textbooks Life and Death Instincts (Freud, 1920) List of motives (Murray, 1938) Hierarchy of needs (Maslow, 1943) List of “ergs” from factor analysis (Cattell, 1957, 1975) The first a posteriori theory Agency & Communion (Bakan, 1966; Hogan, 1983; Wiggins, 1991; Leary, 1956) Self-Determination Theory (Deci & Ryan, 1985, 2000) Motivational Systems Theory (Ford, 1992)
4. Motive assessment instruments Thematic Apperception Test (TAT; Murray, 1943) Projective test Sixteen ambiguous pictures Edwards Personal Preference Schedule (1959) Two hundred twenty-five forced-choice items Personality Research Form (Jackson, 1984) Describes trait-like tendencies Not state-like motives, nor their objectives Assessment of Personal Goals (Ford & Nichols, 1987) Twenty-four five-item scales measuring goals from authors’ taxonomy Items describe situations designed to activate goal-relevant “behavior episode schemata”
5.
6. Personal Action Constructs (PACs) A general term for intentions to act (Little, 1999) Personal projects (McGregor & Little, 1998) Life tasks (Zirkel & Cantor, 1990) Personal strivings (Emmons, 1986, 1999) Current concerns (Klinger, 1977; Ruehlman, 1985) Core goals (Ford, 1992) Personal goals (Kaiser & Ozer, 1997) Volunteered in a free-response format using participants’ own words Aggregated and boiled down to frequently volunteered goals Organized by common themes into a hierarchical taxonomy Taxonomy features 8 major categories, each with subcategories 1. Academic / Occupational 2. Social Relationships 3. Financial 4. Health 5. Organization 6. Affect Control 7. Independence 8. Moral / Religious
7. The Personal Goals Questionnaire Includes most goals from our taxonomy Sixty-five that could be generally, coherently phrased E.g., “Do well in school,” “Help my romantic partner,” “Save money,” etc. Distinct as the most empirically generated goal list Asks to rate current importance from 1 (“Not one of my goals currently”) to 5 (“Among my most important goals currently”) Introduces new opportunities to analyze goals Compare importance of all of students’ normative goals across individuals Empirically categorize goals through factor analysis Study conflict and tradeoffs in goal prioritization Create scales for latent goal groups and tradeoffs Correlate to other variables of interest
8. Sample N = 800 Young adults Mean = 19.2 years ; standard deviation = 2.1 years Age range: 17 – 46 Gender-balanced (61% female) Ethnically diverse & representative of UCR population 49% Asian American 24% Hispanic / Latino 17% Caucasian 6% African American 5% other / mixed ethnicity UCR undergraduates 57% freshmen 26% sophomores 12% juniors 5% seniors
9. Ceiling effect Too many goals were rated “Among my most important currently” Ninety-five participants said this of over half the goals! Twelvepercent of the sample These participants’ data were excluded from analyses Possibly an effect of fatigue PGQ was always administeredafter numerous other questionnaires in these studies Correlations with average importance rating: Neuroticism (r = .21, p < .0001) Age (r = -.09, p =.015)
11. Top 10 most EXTREME sex differences Note. Overall N = 639. All correlation estimates are significant: p < .0001
12. Principal axis factor analysis of goals N = 647 due to missing data (deleted listwise) Four itemswith communalities below .25 were removed “End a romantic relationship” “Control my temper” “Manage a chronic/specific health problem” “Reduce consumption of drugs, alcohol, or tobacco” Among the 12 least important goals No consistent relationship with other 61 goals Scree test suggested 6 factors After oblimin rotation, 7 were retained to improve interpretability and simplicity of structure Less problematic to over-factor than under-factor
13. Seven oblimin-rotated goal factors Self-enablement (10 goals) Desire to overcome disabling feelings and more freely self-direct behavior Academic achievement (9 goals) Oriented toward academic and career outcomes Spirituality (3 goals) Largely religious in nature Social participation (8 goals) Seek active involvement and improved standing with one’s peers and community Finances (6 goals) Address present monetaryconcerns Physical health (4 goals) Aim to improve physicalwell-being and appearance Family-building (4 goals) Focus on progressing in romantic relationships and building a family
21. Standardization & parceling Importance ratings were standardized within each participant Forced bipolarloadings on components No clear solution identified Ambiguous number of uninterpretable components Goals were parceled to reduce the number of items to be factored and accentuate their heterogeneity Formed from the theoretical organization of the taxonomy Twenty parcels of onetoeight content-similar items each Standardizedratings of all goals were averaged for parcel scores
22. 5 most and least important parcels Note. Reliability =Spearman-Brown formula for standardized item alpha. N = 691
23. Principal axis factor analysis of parcels N = 690 Twenty parcels of 1 – 8 goals each All goals except “End a romantic relationship” Each factor contained parcels with strong positive and negative loadings Rating one set of parcels as highly important often meant rating an opposing set as unimportant Indicates dimensions of goal tradeoffs or conflict Scree test suggested 3 factors Oblimin rotation Spirituality versus Finances (3 parcels vs. 1) Intimacy versus Self-Enablement (3 vs. 2 parcels) Achievement versus Enjoyment (2 vs. 2 parcels)
27. Interpreting bipolar factors Suggests conflict or tradeoffs in priorities may be essentialaspects of the structure of motives All goals draw from the same pool of resources Inconclusive as to why these tradeoffs occur Do the poles reflect preferences and personal values? Materialism vs. Spiritualism, Dependability vs. Independence, & Diligence vs. Enjoyment? Do the poles represent goals concerning more urgent problems or unmet needs? Communion vs. Poverty, Dependents’ Needs vs. Emotional Stabilization, Work Harder vs. Play Harder?
28. General limitations Only current, explicit goals assessed No commonlymet or implicit needs Underemphasized future goals? The usual limitations of self-report questionnaires Ambiguity of scale points & scores Confounds: self-serving bias, social desirability, etc. Cross-sectional UCR conveniencesample Lacks diversity across age, cohort, occupation, educational level, geographic region, and language
29. Future directions Need to extend theory and test for comprehensiveness 17 goals and 8 parcels need factorial homes Need more diverse samples to test for demographic differences Need a longitudinal design to identify individual developmental trajectories Will test replicabilityof all results in archived, current, and future data Will query participants’ religious denomination, income, & romantic status Will test relationships with free-response goal lists & ratings, goal conflict, and external variables Personality, spirituality, presence & search for meaning & religiousness, life satisfaction, values
31. Thank you! Dan Ozer Sonja Lyubomirsky & Robin DiMatteo Tierra Stimson Ryan Howell, Jacob Hershey, Patrick Markey, Michael Cassens Many cohorts of research assistants Friends and family And last but not least… My gracious audience
32. 10 most important goals: 1966 vs. Now Note. Richards’ scale is 1-4, N = 12,432; our scale is 1-5, N = 689-693
33. Top 10 largest sex differences of 1966 Note. Goals were rated on a scale from 1 – 4. Overall N = 12,432 (Richards, 1966)
34. Top 10 largest sex differences of today Note. Overall N = 639. All correlation estimates are significant: p < .0001
Editor's Notes
Question: What are the essential themes of goals?A difficult question to answer, because…Answer must balancesimplicity with exhaustivenessMust facilitate analysis of individual differencesMust aim to explain and predict psychological outcomesI’ll begin with an overview of existing motive structure theoryGive a summary of our lab’s work on goalsDescribe our participants and measuresListmy analyses & resultsFactor analyses identified 7 categories of goals Factor analysis of standardized goal parcels identified 3 bipolar goal tradeoffsGive my interpretationsMention a few limitations & plans for the future
List of instincts (McDougall, 1908, 1933)In one of the first social psychology textbooksLife and Death Instincts (Freud, 1920)List of motives (Murray, 1938)Hierarchy of needs (Maslow, 1943)Maslow (1943) criticized the “lists of drives” approach and proposed that motive classifications be based on goals instead of “instigating drives.”List of “ergs” from factor analysis (Cattell, 1957, 1975)The first a posteriori theoryAgency & Communion (Bakan, 1966; Hogan, 1983; Wiggins, 1991; Leary, 1956)Self-Determination Theory (Deci & Ryan, 1985, 2000)Motivational Systems Theory (Ford, 1992)MST divides goals into within-person and person-environment goalsWithin-person: affective, cognitive, and subjective organization (transcendence & unity)Person-environment: Assertive / integrative social relationships, and tasks
Rationally designed ways of analyzing rationally generated constructsThematic Apperception Test (TAT; Murray, 1943)Projective testSixteen ambiguous picturesEdwards Personal Preference Schedule (1959)Two hundred twenty-five forced-choice itemsPersonality Research Form (Jackson, 1984)Describes trait-like tendenciesNot state-like motives, nor their objectivesAssessment of Personal Goals (Ford & Nichols, 1987)Twenty-four five-item scales measuring goals from authors’ taxonomyItems describe situations designed to activate goal-relevant “behavior episode schemata”Situations designed to activate goal-relevant “behavior episode schemata” = situations are designed to elicit responses that suggest the strength of a broader goal Example given was a mastery item: “You’re stuck on the last few words of a crossword puzzle. Would you feel a need to finish the puzzle?
Empirical ways of categorizing rationally generated goal constructsPrincipal components analysis of goal importance ratings (Richards, 1966)Prestige, Personal Happiness, Humanistic-Cultural, Religious, Scientific, Artistic, Hedonistic, Altruistic, Athletic SuccessFrom 35 vocational, social, & personal goals of unspecified origin12,432 college freshmen from all across the country! Principal components analyses of six goal ratings (Novacek & Lazarus, 1990)Novacek ratings: expectancy to achieve, importance, effort, distress if failed, commitment, and visibility of commitment to othersAffiliation, Power/Achievement, Personal Growth, Altruism, Stress Avoidance, Sensation-SeekingCompiled 45 “commitment” items from goals, values, & personal projects literatureHierarchical cluster analyses and factor analyses of goal desire ratings (Wicker, Lambert, Richardson, & Kahler, 1984)Clusters: Individual Striving vs. Harmony SeekingFactors: Interpersonal Concern, Competitive Ambition, Exploration-play, Balanced Success, Economic Status, Intellectual OrientationChose 46 goals from a rationally generated list of 200 Added 10 more from students’ free-response lists of goals and independent informants’ rationally generated listsWicker’s added goals: 440 students listed 4 most important goals; 5 unfamiliargrad students listed as many goals as possible
Open-ended listing tasks: empirically generated constructs and rationally organized categoriesA general term for intentions to act (Little, 1999)Personal projects (McGregor & Little, 1998)Life tasks (Zirkel & Cantor, 1990)Personal strivings (Emmons, 1986, 1999)Current concerns (Klinger, 1977; Ruehlman, 1985) Core goals (Ford, 1992)Personal goals (Kaiser & Ozer, 1997)Volunteered in a free-response format using participants’ own wordsAggregated and boiled down to frequently volunteered goalsOrganized by common themes into a hierarchical taxonomyTaxonomy features 8 major categories, each with subcategories1. Academic / Occupational 2. Social Relationships3. Financial 4. Health5. Organization 6. Affect Control7. Independence 8. Moral / Religious
Includes most goals from our taxonomySixty-five that could be generally, coherently phrasedE.g., “Do well in school,” “Help my romantic partner,” “Save money,” etc.Distinct as the most empirically generated goal listAsks to rate current importance from 1 (“Not one of my goals currently”) to 5 (“Among my most important goals currently”)Introduces new opportunities to analyze goalsCompare importance of all of students’ normative goals across individualsEmpirically categorize goals through factor analysisStudy conflict and tradeoffs in goal prioritizationCreate scales for latent goal groups and tradeoffsCorrelate to other variables of interest
N = 691Young adultsMean = 19.2 years ; standard deviation = 2.1 yearsAge range: 17 – 46Gender-balanced (61% female)Ethnically diverse & representative of UCR population49% Asian American24% Hispanic / Latino17% Caucasian6% African American5% other / mixed ethnicityNo international category of ethnicityUCR undergraduates57% freshmen26% sophomores12% juniors5% seniors
Too many goals were rated “Among my most important currently”Ninety-five participants said this of over half the goals!Twelvepercent of the sampleThese participants’ data were excluded from analysesPossibly an effect of fatiguePGQ was always administeredafter numerous other questionnaires in these studiesCorrelations with average importance rating:Neuroticism(r = .21, p < .0001)Age (r = -.09, p =.015)Schwartz’ value scales (r = .18 – .28, p < .001) Some goals: End a romantic relationship-.42 Do well in school-.37 Spend more time studying-.23 Be able to support my future family.20 Plan my academic future-.17 Help my parents or siblings.16Some parcelsfuture finances.20 academic-.19
Different from the results of Richards (1966)
N = 647 due to missing data (deleted listwise)Four itemswith communalities below .25 were removed“End a romantic relationship”“Control my temper”“Manage a chronic/specific health problem”“Reduce consumption of drugs, alcohol, or tobacco”Among the 12 least important goalsNo consistent relationship with other 61 goalsVery large first general factor (Eigenvalue = 8.53)Represents participants’ average goal importanceScree test suggested 6 factorsAfter oblimin rotation, 7 were retained to improve interpretability and simplicity of structure
Feel free to make suggestions if you think there might be better namesSelf-enablement (10 goals)Desire to overcome disabling feelings and more freely self-direct behaviorAcademic achievement (9 goals)Oriented toward academic and career outcomesSpirituality (3 goals)Largely religious in natureSocial participation (8 goals)Seek active involvement and improved standing with one’s peers and communityFinances (6 goals)Address present monetaryconcernsPhysical health (4 goals)Aim to improve physicalwell-being and appearanceFamily-building (4 goals)Focus on progressing in romantic relationships and building a family17 goals had no loadings over .35
Cattell’s rest-seeking erg, MST’s affective and self-assertive social relationship goals, Ruehlman’s current concerns with mental & emotional health, Novacek & Lazarus’ stress avoidance goal component, Pervin’s reduce tension-conflict-threat goal factor, Emmons’ personal growth & health, intrapersonal avoidance, and self-sufficiency/independence strivings
Maslow’s need for esteem; Murray’s, Madsen’s, & McClelland’s nAch; Cantor et al.’s achievement life tasks, Emmons’ achievement & generativity strivings, Emmons’ & McAdams’ achievement motive disposition, McGregor & Little’s achievement identity theme, MST’s task & cognitive goals, Wicker et al.’s intellectual orientation goal cluster, Ruehlman’s current concerns with education
Maslow’s desire to know and understand, Emmons’ spiritual self-transcendence strivings, MST’s subjective organization goals, Wicker et al.’s harmony seeking & transpersonal orientation goal clusters, Richards’ religious goal component, Ruehlman’s current concerns with religion
Need for affiliation/communion/approval/relatedness/social contact, Cattell’s gregariousness erg, Cantor’s social life tasks, Emmons & McAdams’ affiliation strivings & motive dispositions, McGregor & Little’s communion identity theme, MST’s integrative social relationships goals, Novacek & Lazarus’ affiliation & altruism goal component, Richards’ altruism goal component, Wicker et al.’s interpersonal concern goal cluster, Ruehlman’s current concerns for friends
Murray’s needs for acquisition, retention, & conservance; Madsen’s need for possession; Cattell’s acquisitiveness erg; Wicker et al.’s economic status goal cluster; Ruehlman’s current concerns for employment & money
Richards’ athletic success goal component, Ruehlman’s current concerns for physical health; Murray’s need for exhibition? Personal strivings for self-presentation?
Freud’s & Maslow’s need for love, Murray’s need for nurturance & affiliation, Cattell’s parental protectiveness & mating ergs, Emmons & McAdams’ intimacy motive disposition, Ruehlman’s current concerns for family & home, love & sex
Importance ratings were standardized within each participantEliminated the general componentShrunk all remaining eigenvaluesForced bipolarloadings on componentsNo clear solution identifiedAmbiguous number of uninterpretable componentsGoals were parceled to reduce the number of items to be factored and accentuate their heterogeneity Formed from the theoretical organization of the taxonomyMostly identical to the second order of categoriesTwenty parcels of onetoeightitems eachStandardizedratings of all goals were averaged for parcel scores
N = 690Twenty parcels of 1 – 8 goals eachAll goals except “End a romantic relationship”Each factor contained parcels with strong positive and negative loadingsRating one set of parcels as highly important often meant rating an opposing set as unimportantIndicates dimensions of goal tradeoffs or conflictScree test suggested 3 factorsOblimin rotationSpiritual versus Financial tradeoff (3 parcels vs. 1)Intimacy versus Self-Enablement tradeoff (3 vs. 2 parcels)Achievement versus Enjoyment tradeoff (2 vs. 2 parcels)8 parcels had no loadings greater than .35 in magnitude
Spiritual & community-oriented aspect of Social Participation factors and Moral clusterVs.Financial factor
Academic Achievement factorVs.Non-community-oriented aspect of Social Participation factor
Suggests conflict or tradeoffs in priorities may be essentialaspects of the structure of motivesAll goals draw from the same pool of resourcesInconclusive as to why these tradeoffs occurDo the poles reflect preferences and personal values?Materialism vs. Spiritualism, Dependability vs. Independence, & Diligence vs. Enjoyment?Do the poles represent goals concerning more urgent problems or unmet needs?Communion vs. Poverty, Dependents’ Needs vs. Emotional Stabilization, Work Harder vs. Play Harder?
Only current, explicit goals assessedNo commonlymet or implicit needsUnderemphasized future goals?No competitive dominanceLimited variety of avoidance goalsThe usual limitations of self-report questionnairesAmbiguity of scale points & scoresConfounds: self-serving bias, social desirability, etc.Cross-sectional UCR conveniencesampleLacks diversity across age, cohort, occupation, educational level, geographic region, and language
Need to extend theory and test for comprehensiveness17 goals and 8 parcels need factorial homesNeed more diverse samples to test for demographic differencesNeed a longitudinal design to identify individual developmental trajectoriesWill test replicabilityof all results in archived, current, and future dataWill query participants’ religious denomination, income, & romantic statusWill test relationships with free-response goal lists & ratings, goal conflict, and external variablesPersonality, spirituality, presence & search for meaning & religiousness, life satisfaction, valuesNeed a better way of estimating the reliability of the parcels and scalesRelationships among parceled items are not necessarily strong or positiveParcels are morereliable than the standardized item alphas suggestWill test replicabilityof all results in archived, current, and future dataWill place the PGQ earlier in protocolsAltered instructions to emphasize “most important” instead of “currently”Adding additional instructions to circle the most important goals rated “5”Assess GPA? Credits? Higher educational plans? Parents’ educational level? Job status? Volunteerism? Career plans? BMI? # of children? Health problems?
Means & SDs for factors: Mean SDIntimacy vs. Self-Enablement -1.73 1.75Spirituality vs. Finances -0.65 1.60Achievement vs. Enjoyment 0.92 1.12Parcel SWLS r pfamily 0.17 0.0005academic 0.09 0.0659find direction -0.12 0.0172
Dan OzerSonja Lyubomirsky & Robin DiMatteoTierra StimsonRyan Howell, Jacob Hershey, Patrick Markey, Michael CassensThe research assistantsFriends and familyAnd last but not least…My gracious audience