Use of Polynomial Regression to Investigate Biased Self-Perceptions and ADHD Symptoms in Young Adolescents

2015 ◽  
Vol 22 (12) ◽  
pp. 1113-1122 ◽  
Author(s):  
Sarah A. Fefer ◽  
Julia A. Ogg ◽  
Robert F. Dedrick
Keyword(s):  
Social Competence ◽  
Response Surface ◽  
Polynomial Regression ◽  
Multiple Informants ◽  
Adhd Symptoms ◽  
Young Adolescents ◽  
School Students ◽  
Self Perceptions ◽  
Students With Adhd ◽  
The Relationship

Objective: This study investigated biased self-perceptions of academic and social competence among young adolescents with a range of ADHD symptoms. The goal was to better understand how to measure agreement and disagreement between competence ratings from multiple informants. Method: The commonly used discrepancy methodology was used along with polynomial regression/response surface analyses to explore the relationship between biased self-perceptions and ADHD symptoms. Participants were 164 middle school students and their homeroom teachers. Students and teachers completed measures about academic and social competence, and teachers rated ADHD symptoms. Results: Discrepancy score and polynomial regression/response surface analyses both supported the relationship between student overestimation of competence and ADHD symptoms. Response surface analyses also suggest that some students with ADHD symptoms accurately perceive their impairments, particularly in the academic domain. Conclusion: Findings demonstrate the importance of using more advanced methods to understand the relationship between both accurate and discrepant perceptions of competence and ADHD symptoms.

scholarly journals The relationship between students’ perception of the educational environment and their subjective happiness

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Dong-Mi Yoo ◽  
Do-Hwan Kim
Keyword(s):  
Student Perceptions ◽  
Phase 1 ◽  
Educational Environment ◽  
Demographic Characteristics ◽  
Subjective Perception ◽  
Subjective Happiness ◽  
School Students ◽  
Grade Point ◽  
Self Perceptions ◽  
The Relationship

Abstract Background Happiness, a subjective judgment about one’s quality of life, is influenced by environmental factors and should be considered as an important goal of medical education, which should support each learner’s development as a person as well as a professional. However, although several studies have reported on the correlation between Dundee Ready Educational Environment Measure (DREEM) scores and students’ academic achievement, few have investigated the relationship between DREEM scores and students’ subjective happiness. This study examined different perceptions of the educational environment between phases of the curriculum and determined which DREEM subscales affect the overall level of happiness. Methods We used the Korean version of the DREEM questionnaire and a single item measure of happiness on a scale of 0 to 10. First we analyzed student perceptions of the educational environment according to their demographic characteristics using independent sample t-tests and one-way analysis of variance. A multiple regression analysis was performed to reveal which subscales affect the overall level of happiness while controlling for grade point average (GPA) and other demographic characteristics. Results The subjects were 239 medical school students across all stages of the curriculum. The students’ overall perception was more positive for the educational environment during Phase 3 (clerkship) than Phase 1 (pre-medical). Among the DREEM subscales, this difference was especially prominent in Students’ Perception of Learning and Students’ Academic Self-Perceptions. In contrast, no difference in the subjective perception of happiness was found between phases. The effect of GPA on happiness became insignificant under the control of other variables, but the influence of the Students’ Social Self-Perceptions (SSSP) subscale remained significant. Conclusions The students’ overall perception of the educational environment was more positive during the clerkship period than in the pre-medical period. Based on our finding that the SSSP correlates significantly with subjective happiness, we suggest that institutions promote not only students’ academic development but also their happiness by fostering an appropriate educational environment.

scholarly journals So you think you are an ally? Effects of (in)congruence between men's and women's allyship perceptions on women's inclusion and vitality

2021 ◽  
Author(s):  
Meg Aum Warren ◽  
Allison Schwam
Keyword(s):  
Emotional Intelligence ◽  
Response Surface ◽  
Polynomial Regression ◽  
Moral Courage ◽  
Accurate Assessment ◽  
Self Presentation ◽  
Self Perceptions ◽  
Women’S Perceptions ◽  
Public Consciousness ◽  
The Ideal

As public consciousness of sexism is increasing in the workplace (e.g., #MeToo movement), labeling oneself as an ally (e.g., UN HeforShe campaign) is becoming more socially desirable for men. However, do women agree with such men in their assessments of being allies? In particular, how do women’s perspectives of men’s allyship affect their own inclusion-relevant outcomes? Using a multi-informant design and data from 101 men-women colleague pairs, this study considered men’s self-perceptions and women’s other-reports of men’s key allyship-relevant characteristics - justice, moral courage, emotional intelligence, civility, and allyship. Polynomial regression and response surface analyses revealed differential impacts of (in)congruence between men’s and women’s perceptions on women’s sense of inclusion and vitality. Simply, when women perceived men as higher (or the same) in justice, moral courage, emotional intelligence, and civility than men reported themselves, it positively predicted women’s outcomes. This suggests that humble self-presentation by men on characteristics that are parallel to allyship (but not allyship) may be ideal. Yet, both under- and over-estimation by men on allyship itself predicted poorer outcomes for women, suggesting that the ideal is for men to have an accurate assessment of their own strengths and weaknesses as an ally.

The Relationship Between Life Satisfaction and ADHD Symptoms in Middle School Students

2014 ◽  
Vol 20 (5) ◽  
pp. 390-399 ◽  
Author(s):  
Julia A. Ogg ◽  
Lisa Bateman ◽  
Robert F. Dedrick ◽  
Shannon M. Suldo
Keyword(s):  
Middle School ◽  
Life Satisfaction ◽  
Middle School Students ◽  
Adhd Symptoms ◽  
School Students ◽  
The Relationship

Study on Optimization of Degradation of Landfill Leachate by Electrochemical Oxidation Process with Response Surface Methodology

2014 ◽  
Vol 989-994 ◽  
pp. 591-594
Author(s):  
Yang Yu ◽  
Hai Jiao Yu ◽  
Yin Ping Zhao
Keyword(s):  
Response Surface Methodology ◽  
Response Surface ◽  
Electrochemical Oxidation ◽  
Landfill Leachate ◽  
Treatment Effect ◽  
Oxidation Process ◽  
Polynomial Regression ◽  
Ph Value ◽  
The Relationship ◽  
Oxidation Degradation

This experiment used the response surface methodology to optimize the treatment effect of electrochemical oxidation degradation of landfill leachate. The relationship between current intensity, aeration and pH value was studied by the response surface methodology. The analysis of quadratic polynomial regression and response surface was studied by Design expert7.0 software, and the model was optimized.

Predicting Impairment in College Students With ADHD: The Role of Executive Functions

2014 ◽  
Vol 23 (13) ◽  
pp. 1624-1636 ◽  
Author(s):  
Melissa R. Dvorsky ◽  
Joshua M. Langberg
Keyword(s):  
College Students ◽  
Best Practice ◽  
Longitudinal Research ◽  
Adhd Symptoms ◽  
Prospective Longitudinal Study ◽  
Student Rated ◽  
School Year ◽  
Students With Adhd ◽  
Prospective Longitudinal ◽  
The Relationship

Objective: This study longitudinally evaluated whether parent-ratings and self-ratings of executive function (EF) predicted the academic and overall functioning of college students with ADHD and whether EF deficits mediated the relationship between ADHD symptoms and functioning. Method: A prospective longitudinal study of 59 college students comprehensively diagnosed with ADHD and their parents who completed ratings at the beginning and end of the school year. Results: Student-rated motivation and parent-rated emotion regulation significantly predicted overall impairment above and beyond symptoms of ADHD. Student-rated EF motivation mediated the relationship between ADHD symptoms and overall impairment. Student-rated EF organization mediated the relationship between ADHD symptoms and end of the year grades. Conclusion: Motivation and organization aspects of EF appear particularly important for functioning. However, given the study’s modest sample size, additional longitudinal research is needed to confirm these findings and to develop best-practice assessment and treatment recommendations for college students with ADHD.

Leader-Follower Value Congruence in Social Responsibility and Ethical Satisfaction: A Polynomial Regression Analysis

2014 ◽  
Vol 115 (3) ◽  
pp. 725-740 ◽  
Author(s):  
Seung-Wan Kang ◽  
Gukdo Byun ◽  
Hun-Joon Park
Keyword(s):  
Regression Analysis ◽  
Social Responsibility ◽  
South Korea ◽  
Response Surface ◽  
Empirical Research ◽  
Polynomial Regression ◽  
Value Congruence ◽  
Response Surface Modeling ◽  
The Relationship ◽  
Practical Implications

This paper presents empirical research into the relationship between leader-follower value congruence in social responsibility and the level of ethical satisfaction for employees in the workplace. 163 dyads were analyzed, each consisting of a team leader and an employee working at a large manufacturing company in South Korea. Following current methodological recommendations for congruence research, polynomial regression and response surface modeling methodologies were used to determine the effects of value congruence. Results indicate that leader-follower value congruence in social responsibility was positively related to the ethical satisfaction of employees. Furthermore, employees' ethical satisfaction was stronger when aligned with a leader with high social responsibility. The theoretical and practical implications are discussed.

scholarly journals Testing Similarity Effects with Dyadic Response Surface Analysis

2018 ◽  
Vol 32 (6) ◽  
pp. 627-641 ◽  
Author(s):  
Felix D. Schönbrodt ◽  
Sarah Humberg ◽  
Steffen Nestler
Keyword(s):  
Response Surface ◽  
Surface Analysis ◽  
Polynomial Regression ◽  
Response Surface Analysis ◽  
Outcome Variable ◽  
Personality Dimension ◽  
Personality Psychology ◽  
Profile Similarity ◽  
Similarity Effect ◽  
The Relationship

Dyadic similarity effect hypotheses state that the (dis)similarity between dyad members (e.g. the similarity on a personality dimension) is related to a dyadic outcome variable (e.g. the relationship satisfaction of both partners). Typically, these hypotheses have been investigated by using difference scores or other profile similarity indices as predictors of the outcome variables. These approaches, however, have been vigorously criticized for their conceptual and statistical shortcomings. Here, we introduce a statistical method that is based on polynomial regression and addresses most of these shortcomings: dyadic response surface analysis. This model is tailored for similarity effect hypotheses and fully accounts for the dyadic nature of relationship data. Furthermore, we provide a tutorial with an illustrative example and reproducible R and Mplus scripts that should assist substantive researchers in precisely formulating, testing, and interpreting their dyadic similarity effect hypotheses. © 2018 European Association of Personality Psychology

Peer acceptance and self-perceptions of verbal and behavioural aggression and social withdrawal

2005 ◽  
Vol 29 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Lei Chang ◽  
Kin Kit Li ◽  
Li Lei ◽  
Hongyun Liu ◽  
Boliang Guo ◽  
...  
Keyword(s):  
Hong Kong ◽  
Social Competence ◽  
Secondary School ◽  
Social Interactions ◽  
Secondary School Students ◽  
Social Withdrawal ◽  
Peer Acceptance ◽  
Social Competency ◽  
School Students ◽  
Self Perceptions

This study presents a model of maladaptive social interactions that includes both behavioural and communication correlates of peer acceptance and self-perceived social competence. Tested in a sample of 377 Hong Kong secondary school students, verbal and nonverbal aggression contributed concurrently and longitudinally to peer acceptance. Communication avoidance was predictive only of self-perceived social competence but not of peer acceptance, whereas, as observed in Western children, social withdrawal negatively predicted peer acceptance and self-perceived social competency. These findings are presented in a discussion of the verbal and nonverbal involvement in defining aggression and social withdrawal in adolescent social interactions.

The Double-Edged Sword of Task Conflict: Its Impact on Team Performance

2015 ◽  
Vol 43 (5) ◽  
pp. 715-728 ◽  
Author(s):  
Hojin Bang ◽  
Jong Gyu Park
Keyword(s):  
Response Surface ◽  
Surface Analysis ◽  
Team Performance ◽  
Polynomial Regression ◽  
Response Surface Analysis ◽  
Task Conflict ◽  
Curvilinear Relationship ◽  
Job Demand ◽  
Negative Effect ◽  
The Relationship

We investigated the relationship between task conflict and team performance, taking into account the interaction effects of job demand. Participants were 5,579 employees in 153 teams at a South Korean manufacturing company. We found a statistically significant curvilinear relationship between task conflict and actual team performance; however, the relationship between task conflict and perceived team performance was negative and linear. Through response surface analysis, we also found that task conflict positively predicted actual team performance when job demand was high, whereas it had a negative effect when job demand was low. We performed response surface analysis of the results of polynomial regression, because we had speculated that those relationships could be essentially curvilinear. However, results showed no interaction effect of task conflict and job demand in predicting perceived team performance. Thus, task conflict may function as a double-edged sword in terms of team performance.

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