Development of the Motivation to Participate in Psychological Research Scale

2020 ◽  
Vol 41 (3) ◽  
pp. 160-174
Author(s):  
Scott Freng
Keyword(s):  
Undergraduate Students ◽  
Research Participation ◽  
Autonomous Motivation ◽  
Psychological Research ◽  
Preliminary Evidence ◽  
Future Research ◽  
Confirmatory Factor Analyses ◽  
Psychology Majors ◽  
Research Findings ◽  
Motivation To Participate

Abstract. In a series of four studies, I developed and found evidence supporting the validity of a new measure, the Motivation to Participate in Psychological Research Scale (MPPRS). Based upon the tenets of Self-Determination Theory and aimed at measuring motivation in undergraduate students, the scale demonstrated a three-factor structure in exploratory and confirmatory factor analyses (Study 1: N = 238, Study 2: N = 264, Study 3: N = 297). Factors corresponded to autonomous motivation, controlled motivation, and amotivation. Preliminary evidence supported the validity of MPPRS scores, and subscales differentiated psychology majors from non-majors, as well as associated with the timing of research participation during the semester. Examining student motivation with the MPPRS has possible implications for data quality, as a moderator of research findings, and might be used to track changes in students’ interest regarding psychological research. However, future research is needed to assess the predictive validity of the MPPRS.

scholarly journals Development and Validation of a New Multidimensional Language Class Anxiety Scale

2019 ◽  
Vol 38 (5) ◽  
pp. 649-658
Author(s):  
Gulsah Kutuk ◽  
David W. Putwain ◽  
Linda Kaye ◽  
Bethan Garrett
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Preliminary Evidence ◽  
Anxiety Scale ◽  
Future Research ◽  
Residual Variance ◽  
Confirmatory Factor Analyses ◽  
Language Class ◽  
Class Anxiety

This study reports on the development and assessment of a new 30-item Multidimensional Language Class Anxiety Scale which is designed to assess foreign language learners’ anxiety regarding four language skills (listening, reading, writing, and speaking) and testing. In Study 1, the initial items were piloted with 323 students studying English as a foreign language at three different universities in Turkey. This informed a revised version of the questionnaire which was subsequently administered to 701 students at three different Turkish universities. Confirmatory factor analyses revealed that a bifactor model with correlated residual variance yielded a better fit for the data in both studies than the other four models tested. The overall results provided preliminary evidence for the reliability and validity of the data collected using the new scale. Directions for future research and implications for foreign language teaching and learning are discussed.

Differences between LIS and non-LIS undergraduates’ conceptions of smart libraries: a drawing analysis approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yun-Fang Tu ◽  
Gwo-Jen Hwang ◽  
Shu-Yen Chen ◽  
Chiulin Lai ◽  
Chuan-Miao Chen
Keyword(s):  
Undergraduate Students ◽  
Information Science ◽  
Preliminary Evidence ◽  
Future Research ◽  
Library And Information Science ◽  
Digital Resources ◽  
Content Type ◽  
Information Appliances ◽  
Technology Services ◽  
Access To Books

Purpose This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis. Design/methodology/approach In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings. Findings Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities. Originality/value The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.

scholarly journals Measuring drinking motives in undergraduates: an exploration of the Drinking Motives Questionnaire-Revised in Swedish students

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Christina Nehlin ◽  
Caisa Öster
Keyword(s):  
Factor Structure ◽  
Undergraduate Students ◽  
Short Form ◽  
Mean Value ◽  
Vital Role ◽  
Hazardous Drinking ◽  
Drinking Motives ◽  
Dimensional Structure ◽  
Future Research ◽  
Confirmatory Factor Analyses

Abstract Background Alcohol consumption is generally high among undergraduate students and may lead to adverse consequences. Drinking motives play a vital role in the development of alcohol-related problems. The Drinking Motives Questionnaire-Revised (DMQ-R) and the short form of DMQ-R, DMQ-R SF, are widely used tools to identify drinking motives. Still, there is a need for further exploration of the instruments in different cultures and settings. The aims of this study were 1) to explore the four-factor structure of the DMQ-R and DMQ-R SF in Swedish undergraduate students 2) to investigate if extracting the SF responses from the DMQ-R is equivalent to the factor structure of the DMQ-R SF 3) to study the association between drinking motives and hazardous drinking. Methods Data were collected among 536 Swedish undergraduate students and were analyzed by confirmatory factor analyses, Mann-Whitney, chi-square tests and logistic regressions. Results We could confirm the four-dimensional structure of both versions of the DMQ. There was a similar (or in fact even slightly better) model fit of the short form and when drawing the SF items. Emotionally oriented motives (enhancement and coping), together with social motives, were strongly associated with hazardous or harmful drinking levels, whereas conformity motives were not. The enhancement motive showed the highest group mean value and was also the most common main motive. Students with hazardous drinking endorsed their motives more strongly than those without hazardous drinking, which is a finding worthy of further investigation. Conclusions The DMQ-R SF is suitable and preferable for Swedish student populations and extracting the SF responses from the DMQ-R is equivalent to the factor structure of the DMQ-R SF. In future research, effects of including the DMQ-R SF in preventive strategies and in interventions with risk drinking students would be of particular interest.

Stuck in an Existential Quagmire: The Role of Perceived True Self-Knowledge in Client Stuckness

2020 ◽  
Vol 39 (5) ◽  
pp. 449-477
Author(s):  
Jane E. M. Carter ◽  
Grace N. Rivera ◽  
Robert W. Heffer ◽  
Rebecca J. Schlegel
Keyword(s):  
Well Being ◽  
Psychological Research ◽  
Preliminary Evidence ◽  
Therapeutic Interventions ◽  
Future Research ◽  
True Self ◽  
Social Psychological Research ◽  
Self Knowledge ◽  
Theoretical Evidence

Introduction: Research suggests that perceived true self-knowledge is important for well-being. However, less discussion exists about how perceived true self-knowledge affects therapy outcomes. We suggest that perceived true self-knowledge may be important when attempting to address client stuckness (i.e., lack of progress in therapy; Beaudoin, 2008). We argue that when clients perceive a lack of true self-knowledge, they are unable to draw upon the true self-concept as a source of meaning. This may hinder therapeutic progress and contribute to client stuckness. Methods: We present theoretical evidence for the role of perceived true self-knowledge in experiences of stuckness. Then, we present case studies of two stuck clients and their therapeutic interventions as preliminary evidence for our model. Results: Direct strategies geared at enhancing true self-knowledge by helping the client construct coherent self-concepts worked for one client, but not for the other. Indirect strategies, grounded in social psychological research, are outlined as a method of enhancing perceptions of true self-knowledge for clients who do not benefit from direct strategies. Discussion: Potential moderators for the effectiveness of direct versus indirect strategies to enhance true self-knowledge are discussed. We then outline promising avenues for future research that include attempts to investigate the prevalence of self-alienation in clinical populations, and the effectiveness of strategies aimed at enhancing perceived true self-knowledge among clients experiencing stuckness.

Strategies for Promoting Proenvironmental Behavior

2014 ◽  
Vol 19 (2) ◽  
pp. 107-117 ◽  
Author(s):  
P. Wesley Schultz
Keyword(s):  
Behavior Change ◽  
Human Behavior ◽  
Environmental Issues ◽  
Environmental Problems ◽  
Psychological Research ◽  
Future Research ◽  
Proenvironmental Behavior ◽  
The Social ◽  
Research Findings ◽  
The Individual

Environmental problems have their origins in human behavior, and as a result, any solution to environmental issues will require changes in behavior. While many disciplines in the social and behavioral sciences offer important perspectives on the behaviors linked with environmental problems, the study of the individual brings a focus on cognitive, social, and motivational processes that provides insights into effective ways to promote change. Psychological research on proenvironmental behavior dates back nearly 40 years, and within this rich body of empirical research are a number of well-established findings. Strategies such as prompts, commitments, feedback, social norms, incentives, and convenience have all been shown to effectively promote proenvironmental behavior – at least in some contexts, for some behaviors, and for some individuals. This article begins with a brief overview of these research findings, and then proceeds to examine the less-explored question about when various strategies work. The article concludes with recommendations for selecting an appropriate strategy for promoting behavior change, along with fruitful areas for future research.

Word-of-mouth

2014 ◽  
Vol 26 (1) ◽  
pp. 39-53 ◽  
Author(s):  
Boon Chong Lim ◽  
Cindy M.Y. Chung
Keyword(s):  
Undergraduate Students ◽  
Word Of Mouth ◽  
Preliminary Evidence ◽  
Brand Attitude ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Content Type ◽  
Attitude Certainty ◽  
The Impact ◽  
Familiar Brand

Purpose – This research was designed to expand the understanding of how brand familiarity may affect the motivation to process word-of-mouth (WOM) information in brand evaluation. The pre-WOM brand attitude certainty is expected to explain the moderation effect. The paper aims to discuss these issues. Design/methodology/approach – Two experiments were conducted. The study participants were undergraduate students from a major university in Singapore. The main statistical analysis was done using a two-way analysis of covariance. Findings – The results of Experiments 1 and 2 support the prediction that consumers are more likely to use the perceived expertise of the WOM sender to evaluate an unfamiliar brand vs a familiar brand. Experiment 2 also provides some preliminary evidence that this interaction effect may be due to the difference in certainty of the study respondents in regards to the pre-WOM evaluation of unfamiliar and familiar brand. Research limitations/implications – This manipulation method of presenting WOM in a printed format may understate the impact of WOM. A more vivid manipulation of WOM that allows for a feedback loop may be considered for future research. Practical implications – The results highlight the importance of considering the strength dimensions of brand attitudes (e.g. attitude certainty) in the marketplace. For marketers of unfamiliar brands, source factors (e.g. expertise of WOM sender) are important to consider for effective use of WOM to market their products. For familiar brands, source factors are less relevant. Originality/value – This paper highlights the importance of considering attitude certainty and the subsequent malleability of attitude toward new information about the brand in the marketplace. Hence, marketers and researchers who are interested in changing brand attitude should take meta-attitude factors into consideration.

scholarly journals Development and preliminary validation of the Emotions while Learning an Instrument Scale (ELIS)

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255019
Author(s):  
Ingo Roden ◽  
Esther K. Friedrich ◽  
Sonja Etzler ◽  
Emily Frankenberg ◽  
Gunter Kreutz ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Musical Instrument ◽  
Preliminary Evidence ◽  
Future Research ◽  
Factor Analyses ◽  
Factor Solution ◽  
Internal Reliability ◽  
Confirmatory Factor Analyses ◽  
Preliminary Validation ◽  
Confirmatory Factor

Learning to play a musical instrument is associated with different, partially conflicting emotions. This paper describes the development and psychometric properties of the Emotions while Learning an Instrument Scale (ELIS). In a longitudinal study with 545 German elementary school children factorial structure and psychometric properties were evaluated. Exploratory and confirmatory factor analyses confirmed a two-factor solution measuring Positive musical Emotions while Learning an Instrument (PELI) and Negative Emotions while Learning an Instrument (NELI). Both subscales yielded scores with adequate internal reliability (Cronbach’s α = .74, .86) and relatively stable retest reliabilities over 18 months (r = .11 -.56). Preliminary evidence of congruent and divergent validity of the subscales is provided. Implications for future research of musical emotional experiences in children are discussed.

scholarly journals The Use of Hedging Devices in Literature Review Sections of Undergraduate Thesis

2019 ◽  
Vol 2 (1) ◽  
pp. 110-123
Author(s):  
Suaib Suaib
Keyword(s):  
Literature Review ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Typical Feature ◽  
Future Research ◽  
Review Section ◽  
Modal Verbs ◽  
Research Findings ◽  
Formal Class ◽  
Undergraduate Thesis

This study is to explore the use of hedging device in undergraduate studens thesis, focussed on literature review section. The objective of this study are: 1). To find out the typical features of formal class of hedging device employed by undergraduate students in literature review sections of their thesis, 2). To find out the typical features of informal/less-formal class of hedging device employed by undergraduate students in literature review sections of their thesis. The significance of the research is intended to help both teachers and students in developing the skills of academic writing discourse. Especially for the students and researchers, it expected by this research it would improve their awareness to employ approppriate words or vocabularies in asserting the claims of their future research findings. Due to the qualitative design of this study the instrument applied was document, while the sample theses were taken purposively. The gathered data of 10 literature review sections of undergraduate thesis written on 2015 by the students of Muhammadiyah University of Makassar analyzed and classified using Hinkels’ Classification of Hedges. The research findings revealed that Indefinite modal verbs ‘should’, ‘may’, and ‘able’ as the typical features of formal class of hedging device, meanwhile the definite modal verbs ‘can’, ‘will’ and ‘must’ were the typical feature of informal/less-formal class hedging device.

An Initial Investigation of the Relation Between Mindfulness and Female-Perpetrated Dating Violence

Partner Abuse ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Ryan C. Shorey ◽  
Emily E. Larson ◽  
Tara L. Cornelius
Keyword(s):  
Dating Violence ◽  
Undergraduate Students ◽  
Protective Factor ◽  
Preliminary Evidence ◽  
Female College Students ◽  
Future Research ◽  
Present Moment ◽  
History Of ◽  
Acting With Awareness ◽  
Mindfulness Facets

Dating violence is a prevalent problem among female college students. Several researchers have called for a continued investigation of risk and protective factors for aggression that can be modified through prevention programming. Mindfulness, the ability to be aware and open to the present moment in a nonjudgmental manner (Kabat-Zinn, 1994), may be one such protective factor. However, we are unaware of research that has examined whether individuals higher in mindfulness report less dating violence perpetration. This study investigated this question within a sample of female undergraduate students (N = 379). Findings demonstrated that several facets of mindfulness, particularly describing, acting with awareness, and nonreactivity, were associated with less psychological or physical aggression perpetration in the previous year. Moreover, several mindfulness facets were able to differentiate individuals with a history of perpetration relative to individuals without a history of perpetration. These findings provide preliminary evidence that mindfulness may play an important role in dating violence. Directions for future research on the relation between mindfulness and dating violence are discussed.

Extra Credit as Incentive for Voluntary Research Participation

2005 ◽  
Vol 32 (3) ◽  
pp. 150-153 ◽  
Author(s):  
Laura M. Padilla-Walker ◽  
Ross A. Thompson ◽  
Byron. L. Zamboanga ◽  
Larissa A. Schmersal
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Representative Sample ◽  
Research Participation ◽  
Research Process ◽  
Educational Goals ◽  
Introductory Course ◽  
Extra Credit ◽  
Research Findings

This study examined whether offering extra credit for research participation was effective at meeting educational goals (e.g., enabling all students to learn about the research process) and providing a representative sample of college students for researchers. Results revealed that less than half (38%) of 193 undergraduate students in an introductory course participated in research. Those who did participate scored higher on measures of academic performance than those who did not participate. Offering extra credit for research participation might not meet educational goals and possibly limits the generalizability of research findings.

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