scholarly journals Comparative Study of Hardiness Referring to Adolescents with Musculoskeletal Disorders and Adolescents with Normal Development

2018 ◽  
Author(s):  
L Tokarskaya
Keyword(s):  
General Education ◽  
Musculoskeletal Disorders ◽  
Normal Development ◽  
Self Esteem ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Ways Of Coping ◽  
Psychological Correlates ◽  
8Th Grade ◽  
High Level

The article presents the results of the research into hardiness of adolescents with musculoskeletal disorders (MSDs) and those with normal development. The choice of subjects with MSDs was made due to their presence in the general public, in fact, the incidence of inborn and acquired MSDs is about 5-7% in children (N.М. Nazarova, 2002). 25 adolescents with MSDs studying at schools which have adaptive standards of education took part in the research, and 50 adolescents with normal development studying at general education schools. The research used the following methods: modified Maddi’s Hardiness Survey (adapted by D.A. Leontiev, E.I. Rasskazova); H. Eysenck Personality Questionnaire (EPI); Dembo-Rubinstein Method of Self-esteem Measurement (modified by A.M. Prikhozhan); questionnaire ’Ways of Coping Checklist’ (WCC) of R. Lazarus and S. Folkman (adapted by L.I. Wasserman). Such psychological correlates of hardiness as self-esteem, claims, and extroversion - neuroticism, ways of coping, are used to clarify the specificity of hardiness manifestation in test subjects. As the result of the study, the hypothesis that the presence of MSDs will have an influence on the level of hardiness of adolescence was confirmed, as hardiness components are higher in children with MSDs than in those with normal development, 95,5 and 77,6 respectively. Also, the hypothesis that children with MSDs have a high level of neuroticism was confirmed. However, adolescents without MSDs studying at 8th grade have an even higher level of neuroticism, the study finds. Keywords: hardiness, adolescents with MSDs, adolescents with normal development, ways of coping, self esteem, claims, extraversion, neuroticism.

Personal Characteristics of Students, Inclined to Internet-addicted Behaviour

2021 ◽  
Vol 21 (2) ◽  
pp. 189-202
Author(s):  
Maria S. Ionova ◽  
Evgeniia V. Pyataeva
Keyword(s):  
Statistical Analysis ◽  
Internet Addiction ◽  
Personal Characteristics ◽  
Self Esteem ◽  
The Internet ◽  
Personality Questionnaire ◽  
Avoidance Motivation ◽  
Internet Users ◽  
Failure Avoidance ◽  
High Level

Introduction. The article is devoted to the study of personality traits of students with different levels of Internet addiction. In connection with the rapid ubiquitous spread of the Internet, the problem of dependence on the global network is becoming more and more urgent. However, we have to state that there is a contradiction between the need to prevent Internet addiction among young people and insufficient knowledge of the personal characteristics of students who are prone to Internet addictive behaviour. Materials and Methods. The research used the following methods: theoretical analysis of scientific literature, testing (test for Internet addiction (K. Young (adapted by V. A. Loskutova)), test “Self-assessment” (L. D. Stolyarenko), personality questionnaire “Suggestibility” (S. V. Klauchek and V. V. Delariu), personality questionnaire EPI (Eysenck Personality Inventory) (G. Eysenck), methodology for diagnosing failure avoidance motivation (T. Ehlers)). For statistical analysis of empirical data, the Student’s test was used for independent samples. Results. The study found that among the respondents there are no people with a pronounced Internet addiction. Identified potential Internet addicts – students overly keen on the Internet. They tend to have low self-esteem scores and are more susceptible to suggestion than regular web users. Most students who are prone to Internet-addicted behaviour have a high and too high level of motivation for avoiding failure, while the majority of ordinary users are characterized by a high level. There are no significant differences between the groups of respondents on the introversion and extraversion scale. Statistical analysis of the data obtained confirmed the presence of significant differences between students who are potential addicts and students who are ordinary Internet users in terms of self-esteem and suggestibility. Discussion and Conclusion. The analysis of the results of the study allows us to conclude that students who are overly keen on the Internet differ from their peers – ordinary Internet users by their tendency to a low assessment of their own qualities and a higher suggestibility. They also have a higher level of failure avoidance motivation. The data obtained by us can be used in the development of programs for the prevention of Internet addiction among students.

No Evidence that Social Desirability Response Set Explains the General Factor of Personality and Its Affective Correlates

2010 ◽  
Vol 13 (2) ◽  
pp. 131-134 ◽  
Author(s):  
J. Philippe Rushton ◽  
Stephen Erdle
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Social Desirability ◽  
Self Esteem ◽  
General Factor ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
General Factor Of Personality ◽  
Response Set ◽  
Before And After

AbstractIn two studies, the General Factor of Personality (GFP) remained intact after controlling for the Lie scale from the Eysenck Personality Questionnaire, despite the Lie Scale showing significant correlations with the GFP defining traits. In Study 1, a re-analysis of 29 self-ratings from 322 pairs of twins (644 individuals) yielded a GFP both before and after controlling for social desirability. In Study 2, four measures of affect in 133 university students loaded on a GFP both before and after controlling for social desirability such that those high on the GFP were high in self-esteem and positive affect and low in depression and negative affect. These results join those from other studies failing to find evidence that the GFP is merely an artifact of evaluative bias.

Preliminary Comparison of Scores of Special Education and Regular Students on the Eysenck Personality Questionnaire for Children

1997 ◽  
Vol 80 (1) ◽  
pp. 191-194 ◽  
Author(s):  
Jose Luis Porrata
Keyword(s):  
Special Education ◽  
Representative Sample ◽  
Self Esteem ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Preliminary Comparison ◽  
Regular Students

The scores were compared for 11 students from Special Education and 15 from the regular program on the Eysenck Personality Questionnaire for Children. Analysis showed that the students in Special Education obtained lower scores on Extraversion and higher ones on Neuroticism, Psychoticism, and the Lie Scale. An intervention to promote relaxation and improve self-esteem, communication, and cooperation of the students was proposed. The Special Education sample was small, so another study with a larger more representative sample was recommended.

Psychometric Characteristics of a Persian Version of the Eysenck Personality Questionnaire

1985 ◽  
Vol 57 (2) ◽  
pp. 631-639 ◽  
Author(s):  
Reza Shapurian ◽  
Mohammadreza Hojat
Keyword(s):  
Self Esteem ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Psychometric Characteristics ◽  
Descriptive Data ◽  
Persian Version ◽  
Group I ◽  
Alpha Reliability ◽  
Iranian Students ◽  
Internal Consistency Alpha

A Persian version of the Eysenck Personality Questionnaire was filled out by 232 Iranian students (156 men, 76 women) who were studying in American universities (Group I), and 305 (168 men, 137 women) Iranian students who were studying in Iranian universities (Group II). Data were analyzed for each group independently. Descriptive data and other correlational findings were similar in both groups. Significant correlations were found between scores on each item of the questionnaire with the total scores of their respective scales. Estimates of internal consistency (alpha reliability) were above .80 for the Extraversion and Neuroticism scales in both groups. These estimates were .69 and .53 for Psychoticism, and .74 and .70 for the Lie scale in Groups I and II, respectively. Test-retest reliabilities were .81, .79, .79, and .84 for Extraversion, Neuroticism, Psychoticism, and Lie scales, respectively. Significant correlations between scores on Extraversion, Neuroticism, and Psychoticism with conceptually related measures (depression, anxiety, loneliness, and self-esteem) provided evidence for the construct validity of these scales. Further findings were described to support psychometric characteristics of the scales, particularly Extraversion and Neuroticism.

Consumer Perspectives on the Collaborative Teaching Model

1999 ◽  
Vol 20 (5) ◽  
pp. 288-296 ◽  
Author(s):  
Paul J. Gerber ◽  
Patricia A. Popp
Keyword(s):  
General Education ◽  
Collaborative Teaching ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Grade Levels ◽  
Level Of Satisfaction ◽  
Consumer Perspectives ◽  
High Level ◽  
Support Students ◽  
General Education Classrooms

Collaborative teaching, or co-teaching, is a service delivery option frequently being selected to support students with learning disabilities (LD) in general education classrooms. Despite a wealth of literature on collaborative teaching, little empirical data exist about this model. Moreover, little is known about the consumers of collaborative classes, that is, students and their parents. This article reports the findings of research employing focus groups to study the perspectives of students with and without LD and their parents regarding collaborative teaching. Responses of students and parents reflect a high level of satisfaction with the model, with students' self-esteem and academic understanding increasing. Concerns include poor communication regarding the model to parents, the need to ensure alternative models when students do not make progress in co-taught classrooms, and lack of continuity of the model across grade levels.

Testing the Assumption of Uncorrelated Errors for Short Scales by Means of Structural Equation Modeling

2014 ◽  
Vol 35 (4) ◽  
pp. 201-211 ◽  
Author(s):  
André Beauducel ◽  
Anja Leue
Keyword(s):  
Structural Equation Modeling ◽  
Negative Correlation ◽  
Structural Equation ◽  
Error Score ◽  
Classical Test Theory ◽  
Test Theory ◽  
Equation Modeling ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
True Score

It is shown that a minimal assumption should be added to the assumptions of Classical Test Theory (CTT) in order to have positive inter-item correlations, which are regarded as a basis for the aggregation of items. Moreover, it is shown that the assumption of zero correlations between the error score estimates is substantially violated in the population of individuals when the number of items is small. Instead, a negative correlation between error score estimates occurs. The reason for the negative correlation is that the error score estimates for different items of a scale are based on insufficient true score estimates when the number of items is small. A test of the assumption of uncorrelated error score estimates by means of structural equation modeling (SEM) is proposed that takes this effect into account. The SEM-based procedure is demonstrated by means of empirical examples based on the Edinburgh Handedness Inventory and the Eysenck Personality Questionnaire-Revised.

Cross-Cultural Comparisons of Personality: The Netherlands and England

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1091-1096 ◽  
Author(s):  
R. Sanderman ◽  
S. B. G. Eysenck ◽  
W. A. Arrindell
Keyword(s):  
The Netherlands ◽  
Social Desirability ◽  
Cross Cultural ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Dutch Version ◽  
Men And Women ◽  
Personality Variables ◽  
National Differences ◽  
Neuroticism Scale

401 men and 475 women completed the Dutch version of the Eysenck Personality Questionnaire. Factor comparisons all exceeded 0.97 so that the factors of Psychoticism, Extraversion, Neuroticism, and Social Desirability are deemed to be identical in the two countries, England and The Netherlands. Sex differences conform with those in most other cross-cultural studies, namely, men score higher than women on Psychoticism and Extraversion, but lower on Neuroticism and Social Desirability. Reliabilities (alpha coefficients) are satisfactorily high for all factors, although the lowest value (0.62) for the Psychoticism dimension for Dutch men appears somewhat weak. National differences on personality variables were only significant for the Neuroticism scale and Social Desirability; Dutch men and women scored lower on the Neuroticism scale than their English counterparts but higher on Social Desirability.

Cross-Cultural Comparison of Personality: New Zealand Children and English Children

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1111-1116 ◽  
Author(s):  
D. H. Saklofske ◽  
S. B. G. Eysenck
Keyword(s):  
New Zealand ◽  
Cross Cultural ◽  
Personality Structure ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Cultural Comparison ◽  
Personality Dimensions ◽  
Cross Cultural Comparison ◽  
Age Trends ◽  
High Degree

The recently published Junior Eysenck Personality Questionnaire contains scales to measure the personality dimensions of Extraversion, Neuroticism, and Psychoticism, as well as a Lie (dissimulation) factor. In view of the large volume of standardization data cross-cultural studies of personality structure are possible. The questionnaire was accordingly administered to a sample of New Zealand boys ( N = 644) and girls ( N = 672), aged from 7 to 15 yr., and the New Zealand data compared with the results reported in the manual for samples of English children. The pattern of correlations between scales was similar for both samples, the correlations tending to be quite low. The majority of items loaded on their respective factors, and these factors could be clearly identified with Eysenck's personality dimensions. Factor comparisons indicated a high degree of factor similarity for boys and girls. Internal consistency reliabilities were quite satisfactory for both sexes and closely resembled those reported in the manual. Sex and age trends were also consistent with the English results. Of some interest is the fact that New Zealand children obtained higher Psychoticism scores than did English children; they also obtained lower Lie scores.

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