What is unified validity theory and how might it contribute to research and practice with athlete self-report measures

2018 ◽  
Vol 53 (19) ◽  
pp. 1202-1203
Author(s):  
Johann Windt ◽  
David Taylor ◽  
Dustin Nabhan ◽  
Bruno D Zumbo
Keyword(s):  
Self Report ◽  
Research And Practice ◽  
Validity Theory

scholarly journals Screening Using the SDQ Total Difficulties Scale: An Analog Test of Three Cutoff Values

2019 ◽  
Author(s):  
Tyler L Renshaw
Keyword(s):  
Well Being ◽  
The Self ◽  
Self Report ◽  
Future Research ◽  
Subjective Well Being ◽  
Analog Test ◽  
Research And Practice ◽  
Cutoff Values ◽  
Dependent Variables ◽  
Strengths And Difficulties

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as dependent variables, yielded evidence suggesting all CV models effectively differentiated between students with lower and higher levels of risk. Evidence also indicated that the lowest CV (16) was more effective than the higher CVs (18, 20) at identifying students with greater levels of risk, and that the higher CVs functioned comparably well. Implications for future research and practice are noted.

scholarly journals Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills

2020 ◽  
Vol 17 (17) ◽  
pp. 6199 ◽  
Author(s):  
Jacinto Martínez ◽  
Antonio J. Rodríguez-Hidalgo ◽  
Izabela Zych
Keyword(s):  
Social Skills ◽  
Self Esteem ◽  
Cognitive Empathy ◽  
Self Report ◽  
Affective Empathy ◽  
Prevalence Rates ◽  
Measurement Instruments ◽  
Research And Practice ◽  
Validated Questionnaire ◽  
Peruvian Amazonia

Although bullying and cyberbullying have been widely studied in diverse geographical areas, the number of studies in isolated regions, located in rainforests such as the Peruvian Amazonia, is low. Most research has been conducted in wealthy, Western countries, although disadvantaged areas are usually the most affected by various problems. Thus, the aims of this study were to validate bullying and cyberbullying measurement instruments among adolescents in the Peruvian Amazonia, to determine the prevalence rates of bullying and cyberbullying among this population, and to examine how bullying and cyberbullying relate to self-esteem, empathy, and social skills. The sample included 607 students from the region of Loreto (Peruvian Amazonia) who completed self-report questionnaires. Both questionnaires used in the sample were found to have good psychometric properties. Results showed that bullying and cyberbullying are prevalent among teenagers in the Amazonia. Low self-esteem and high affective empathy predicted bullying victimization. Being a bully was related to high assertiveness. Being a bully-victim was related to low self-esteem and low assertiveness. Cybervictims showed higher cognitive empathy. Cyberbullies showed higher affective empathy in comparison to uninvolved adolescents. Having low self-esteem and higher affective empathy were related to being a cyberbully/victim. This study provides a validated questionnaire that can be used for research and practice in the Amazonia. Based on the current results, tailored anti-bullying and anti-cyberbullying interventions with components focused on self-esteem, empathy, and social skills should be implemented in Peruvian secondary schools.

CROSS-CULTURAL VALIDITY OF A MODEL OF SELF-WORTH: APPLICATION TO FINNISH CHILDREN

2000 ◽  
Vol 28 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Heta-Maria Miller
Keyword(s):  
Social Support ◽  
Cross Cultural ◽  
Self Report ◽  
School Students ◽  
Cultural Validity ◽  
Research And Practice ◽  
The Social ◽  
Self Worth ◽  
Social Support Scale ◽  
Theory Research

This study investigated the cross-cultural validity of Harter's (1985, 1986a, 1986b, 1987b, 1987c) measures and model of self-worth in Finnish children. A total of 306 Finnish elementary school students participated in the study. Principal components analyses supported the original factor structures of Harter's (1985, 1986a) self-report questionnaires, the Self-Perception Profile for Children and the Social Support Scale for Children. Consistent with Harter's (1986b, 1987b, 1987c) model of the determinants of self-worth, multiple regression analysis indicated that both the competence-importance discrepancy and perceived social support explained the variability in self-worth. Implications of these findings for theory, research, and practice are discussed.

scholarly journals MEASURING MINDFULNESS IN OLDER ADULTS: A LITERATURE REVIEW OF EXISTING MEASURES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S310-S310
Author(s):  
M Lindsey Jacobs ◽  
Jacqueline Gurevitch ◽  
Casey Catlin ◽  
Patricia M Bamonti
Keyword(s):  
Older Adults ◽  
Literature Review ◽  
Clinical Research ◽  
Self Report ◽  
Present Moment ◽  
Five Facet Mindfulness Questionnaire ◽  
Research And Practice ◽  
Search Terms ◽  
Review Articles ◽  
Psychometric Studies

Abstract Mindfulness is the process of non-judgmental, present-moment awareness and has increasingly been used in psychotherapy. Self-report measures that assess mindfulness are vital in clinical research and practice in order to determine the effectiveness of mindfulness-based psychotherapies. Many mindfulness measures have been developed, but it is unclear which measures have been validated with older adults. The purpose of this review was to identify measures that have been validated in adults age 50 and older. PubMed was searched through March 2019. Search terms were “mindfulness” and terms denoting measurement (e.g., “measure,” “measurement”). Review articles, dissertations, and non-English publications were excluded. Articles were independently evaluated by three raters. Studies describing measures that did not exclusively evaluate mindfulness were excluded. Sixty-two articles were included and described 27 mindfulness measures. The most frequently studied measures were the Five Facet Mindfulness Questionnaire (n=13) and the Mindfulness Attention Awareness Scale (n=14). Only three psychometric studies had a participant sample with a mean age of 50 and over, with one study having a sample with a mean age of 71. The measures evaluated in these studies were the Five Facet Mindfulness Scale and Langer Mindfulness Scale. Eighteen studies included some older adults, though the numbers were not large enough to yield a mean age over 50. Validation of mindfulness measures in adults age 50 and over has been largely neglected. Additional psychometric research is needed to validate commonly used measures in this population.

scholarly journals Screening Using the SDQ Total Difficulties Scale: An Analog Test of Three Cutoff Values

2018 ◽  
Vol 37 (8) ◽  
pp. 1030-1036
Author(s):  
Tyler L. Renshaw
Keyword(s):  
Well Being ◽  
The Self ◽  
Self Report ◽  
Future Research ◽  
Subjective Well Being ◽  
Analog Test ◽  
Research And Practice ◽  
Cutoff Values ◽  
Dependent Variables ◽  
Strengths And Difficulties

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as dependent variables, yielded evidence suggesting all CV models effectively differentiated between students with lower and higher levels of risk. Evidence also indicated that the lowest CV (16) was more effective than the higher CVs (18, 20) at identifying students with greater levels of risk, and that the higher CVs functioned comparably well. Implications for future research and practice are noted.

Adult ADHD Self-Report Scale Screener Ratings in College Students: Concurrent Validity and Test–Retest Reliability

2021 ◽  
pp. 073428292110343
Author(s):  
Benjamin J. Lovett ◽  
David E. Ferrier ◽  
Tina Wang ◽  
Alexander H. Jordan
Keyword(s):  
College Students ◽  
Concurrent Validity ◽  
Adult Adhd ◽  
Self Report ◽  
Future Research ◽  
Time Interval ◽  
Retest Reliability ◽  
Research And Practice ◽  
Psychometric Data ◽  
Test Retest Reliability

The Adult ADHD Self-Report Scale screener is commonly used to determine if further evaluation of ADHD is required. However, despite use in college settings, the ASRS was not developed for this population, and limited relevant psychometric data exist. In this study, 190 college students completed the ASRS screener as well as a lengthier measure of the 18 DSM symptoms of ADHD. A subgroup ( n = 141) completed the ASRS twice, with at least 1 week in between measures. Concurrent validity of ASRS scores was substantial ( r = 0.73 with DSM inattentive symptoms and r = 0.57 with DSM hyperactive/impulsive symptoms) and test–retest reliability was adequate ( r = 0.69 with an average interval of 42 days). However, the sensitivity of the screener was only moderate (66%), and approximately one-fifth of the students changed screening status (positive vs. negative) across the time interval. Implications for future research and practice are discussed.

Measuring Graph Literacy

2017 ◽  
Author(s):  
Rocio Garcia-Retamero ◽  
Dafina Petrova ◽  
Adam Feltz ◽  
Edward T. Cokely
Keyword(s):  
Decision Aids ◽  
Performance Testing ◽  
Quantitative Information ◽  
Self Report ◽  
Simple Graphs ◽  
Research And Practice ◽  
Graph Comprehension ◽  
Graphical Displays ◽  
Complex Information ◽  
Text Anxiety

Graphical displays generally facilitate the communication of complex information and are ubiquitous in media. Unfortunately, people differ in their ability to extract data and meaning from graphical representations of quantitative information (i.e., graph literacy). This means that for some people, even well-designed, simple graphs will cause confusion and misunderstanding. Research on the psychology of graph comprehension focuses on two instruments that efficiently assess fundamental graph literacy among diverse adults. The Objective Graph literacy scale is a well-established instrument with good psychometric properties that measures skill via cognitive performance testing (e.g., interpreting and evaluating various graphs). The recently developed Subjective Graph Literacy scale is a brief self-report of graph literacy that can outperform the objective test in notable ways, while reducing text anxiety. Emerging applications in clinical research and practice, including computerized decision aids, can personalize content as a function of one’s graph literacy.

Report Card Grading and Adaptations: A National Survey of Classroom Practices

1996 ◽  
Vol 62 (4) ◽  
pp. 301-318 ◽  
Author(s):  
William Bursuck ◽  
Edward A. Polloway ◽  
Lisa Plante ◽  
Michael H. Epstein ◽  
Madhavi Jayanthi ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
National Survey ◽  
Classroom Practices ◽  
Response Rate ◽  
General Education Teachers ◽  
Self Report ◽  
Grading Practices ◽  
Research And Practice ◽  
Training Research

A national survey of elementary and secondary general education teachers ( N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations—such as pass-fail grades, portfolios, multiple grades, and grading for effort—helpful for students both with and without disabilities. Implications for training, research, and practice are included.

Categorical and Dimensional Conceptions of Personality Pathology in DSM-5: Toward a Model-Based Synthesis

2019 ◽  
Vol 33 (2) ◽  
pp. 185-213 ◽  
Author(s):  
Casey M. Strickland ◽  
Christopher J. Hopwood ◽  
Marina A. Bornovalova ◽  
Elizabeth C. Rojas ◽  
Robert F. Krueger ◽  
...  
Keyword(s):  
Personality Disorder ◽  
Diagnostic Interview ◽  
Self Report ◽  
Personality Pathology ◽  
Interview Protocol ◽  
Research And Practice ◽  
Dsm 5 ◽  
Cross Domain ◽  
Bifactor Models ◽  
Quantitative Synthesis

Symptom-based models, typically operationalized through diagnostic interview, and trait models, typically operationalized via questionnaire inventories, reflect historically competing conceptions of personality disorder (PD). DSM-5 includes models of both types, in Sections II and III, respectively. In this study, we sought to synthesize these alternative conceptualizations by fitting bifactor models to data for both Section II PD symptoms (assessed using the SCID-II interview protocol) and dimensional traits for the six PDs retained in Section III (assessed using the Personality Inventory for DSM-5). Bifactor models fit the data effectively for all six PDs, and trait and symptom indicators both loaded appreciably on general factors reflecting cross-domain PD constructs. These results provide the basis for a principled, quantitative synthesis of categorical/interview and dimensional/self-report approaches to operationalizing and studying PDs, with considerable implications for diagnosis, research, and practice.

scholarly journals Athlete Self-Report Measures in Research and Practice: Considerations for the Discerning Reader and Fastidious Practitioner

2017 ◽  
Vol 12 (s2) ◽  
pp. S2-127-S2-135 ◽  
Author(s):  
Anna E. Saw ◽  
Michael Kellmann ◽  
Luana C. Main ◽  
Paul B. Gastin
Keyword(s):  
Psychometric Properties ◽  
Self Report ◽  
Valuable Insight ◽  
Research Papers ◽  
Empirical Measures ◽  
Research And Practice ◽  
Training Response ◽  
Insight Into

Athlete self-report measures (ASRM) have the potential to provide valuable insight into the training response; however, there is a disconnect between research and practice that needs to be addressed; namely, the measure or methods used in research are not always reflective of practice, or data primarily obtained from practice lacks empirical quality. This commentary reviews existing empirical measures and the psychometric properties required to be considered acceptable for research and practice. This information will allow discerning readers to make a judgment on the quality of ASRM data being reported in research papers. Fastidious practitioners and researchers are also provided with explicit guidelines for selecting and implementing an ASRM and reporting these details in research papers.

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