Comparison and Cross-Validation of the Irrational Belief Test and the Rational Behavior Inventory

1980 ◽  
Vol 46 (2) ◽  
pp. 541-542 ◽  
Author(s):  
Joseph B. Ray ◽  
Joseph S. Bak
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Validation Study ◽  
Irrational Beliefs ◽  
Cross Validation ◽  
Irrational Belief ◽  
The Other ◽  
Rational Behavior ◽  
Female Undergraduate ◽  
The One

The Irrational Belief Test and the Rational Behavior Inventory were given to 27 male and 33 female undergraduate students. The tests were significantly and negatively correlated, indicating that subjects who demonstrated many of the irrational beliefs on the one test also exhibited little rational behavior on the other. The results of this cross-validation study supported the notion that the degree of rationality and irrationality evidenced by college students in the standardization studies is still evidenced by today's youth.

Falsification of the Guilford-Zimmerman Temperament Survey: II. Making a Poor Impression

1968 ◽  
Vol 23 (3_suppl) ◽  
pp. 1271-1277 ◽  
Author(s):  
Alfred Jacobs ◽  
Robert Barron
Keyword(s):  
College Students ◽  
Validation Study ◽  
Cross Validation ◽  
The Other ◽  
Personal Relations ◽  
Fake Bad Scale ◽  
Fake Good

The Guilford-Zimmerman Temperament Survey was administered to 100 college students, with half of the Ss following normal instructions and the other half instructed to make a poor impression. A cross-validation study was performed on an additional 64 Ss. Scores for the “Fake Bad” group were lowest on scales of Lack of Emotionality, Objectivity, and Personal Relations. None of the items in a derived “Fake Bad” scale appear on previously developed “Fake Good” scales but appear frequently on a previously derived Careless-Deviancy Scale consisting of rare responses. The “Fake Bad” scale separates on cross-validation Ss instructed to make a poor impression from those to whom the test was administered under standard instructions.

Therapy Dog Intervention Decreases Stress and Increases Arousal in College Students

2021 ◽  
Author(s):  
Paul A. Cacolice ◽  
Corinne M. Ebbs
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Clinical Question ◽  
Therapy Dogs ◽  
Female Undergraduate ◽  
Bottom Line ◽  
Therapy Dog

Clinical Question: What is the effect of CT intervention on the stress and arousal levels of undergraduate students? Clinical Bottom Line: There is Level A–B evidence showing that the use of therapy dogs decreases stress and elevates arousal in female undergraduate students, with little evidence available for other populations.

Need for Cognition and Irrational Beliefs

1997 ◽  
Vol 81 (2) ◽  
pp. 685-690 ◽  
Author(s):  
John M. Mahoney ◽  
Douglas Kaufman
Keyword(s):  
College Students ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Cognitive Activity ◽  
Need For Cognition ◽  
Process Variable ◽  
Minimum Threshold ◽  
Content Variable ◽  
Self Examination ◽  
The Relationship

A total of 149 college students, 48 men and 101 women, completed the Irrational Beliefs and the Need for Cognition scales to assess irrationality and the tendency to engage in effortful cognitive activity. Although substantial overlap between the constructs was found ( r = –.29, p < .001), the relationship was not linear. Need for Cognition appears to be a process variable, while irrational belief appears to be a content variable. Results suggest that the Need for Cognition must achieve a minimum threshold before spontaneous critical self-examination can occur.

Relationship between Locus of Control and Irrational Beliefs

1981 ◽  
Vol 48 (1) ◽  
pp. 181-182 ◽  
Author(s):  
Phillip G. Wright ◽  
R. O. Pihl
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Strong Relationship ◽  
External Locus ◽  
Irrational Thinking ◽  
External Locus Of Control

College students (40 male and 40 female) were administered Rotter's Internal-External Locus of Control (I-E) Scale and the Irrational Beliefs Test. A significant correlation of .41 was found indicating a moderately strong relationship between externality and extent of irrational thinking. Five of 10 irrational belief scales, Demand for approval, Frustration reactive, Anxious overconcern, Dependency, and Helplessness, were also significantly positively correlated with extetnality ( rs ranging from .22 to .40). The results were interpreted as reinforcing an association between externality and maladjustment.

scholarly journals Pengembangan Skala Keyakinan Irasional dalam Penulisan Skripsi

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Diniy Hidayatur Rahman
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Measurement Model ◽  
Albert Ellis ◽  
Frustration Tolerance ◽  
Confirmatory Factor ◽  
Low Frustration Tolerance ◽  
Thesis Writing

Abstract: Previous studies have shown that irrational beliefs contribute significantly to the procrastination, including the thesis-writing procrastination. Unfortunately, there are no scales that specifically can measure the beliefs in the thesis writing context. Therefore, this study aimed to develop and validate a scale called the Skala Keyakinan Irasional dalam Penyusunan Skripsi (SKI-S). The scale was developed based on irrational belief construct proposed by Albert Ellis in the context of thesis writing. To achieve the aim, the study applied a research and development design involving four steps: (1) defining the construct; (2) developing the measurement model; (3) carrying out confirmatory factor analysis; and (4) checking the validity of the measurement model. 200 undergraduate students taking their 9th to 14th semester were involved in the study. 86 items were successfully validated which were classified into demandingness subscale (16 items); catastrophizing subscale (20 items); self-depreciation subscale (17 items); and low frustration tolerance subscales (20 items).Abstrak: Beberapa hasil penelitian membuktikan bahwa keyakinan irasional berkontribusi pada terjadinya prokrastinasi, termasuk prokrastinasi dalam penulisan skripsi. Sampai saat ini belum dijumpai alat ukur yang secara khusus mengukur keyakinan irasional dalam konteks dimaksud. Penelitian ini bertujuan untuk mengembangkan sebuah alat ukur yang diberi nama Skala Keyakinan Irasional dalam Penyusunan Skripsi (SKI-S). Skala ini dikembangkan berdasarkan konstruk keyakinan irasional yang dikemukakan oleh Albert Ellis dengan menambahkan konteks penulisan skripsi ke dalam butir-butir skala. Untuk mencapai tujuan yang telah disebutkan, penelitian ini menggunakan desain penelitian pengembangan dengan langkah-langkah: (1) mendefinisikan konstruk; (2) mengembangkan model pengukuran; (3) melakukan analisis faktor konfirmatori; dan (4) mengecek validitas model pengukuran. Subjek yang terlibat dalam pengembangan ini adalah 200 mahasiswa yang terlambat lulus (sedang menempuh semester sembilan hingga 14). Hasil menunjukkan 86 butir SKI-S valid dan reliabel, sedangkan 178 butir lainnya tidak memenuhi syarat. Secara rinci, 86 butir tersebut terdiri dari: 16 butir subskala demandingness; 20 butir subskala catastrophizing; 17 butir subskala self-depreciation; dan 20 butir subskala low frustration tolerance.

scholarly journals Curso de férias em neurociências: divulgando a ciência para alunos do ensino médio e pré-vestibular em Nova Friburgo, RJ

2020 ◽  
Vol 11 (2) ◽  
pp. 247-259
Author(s):  
Andressa Magalhães-Silva ◽  
Maria Luiza Mendonça de Lima ◽  
Thaís Barbosa Ferreira Sant’Anna ◽  
Pablo Batista Couto ◽  
Marlos Passos Dias ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Undergraduate Students ◽  
Group Dynamics ◽  
Science Communication ◽  
Mirror Neurons ◽  
Academic Education ◽  
Language Therapy ◽  
Professional Careers ◽  
The One

O conhecimento em neurociências é importante à atuação de diversos profissionais da saúde, o que nos motivou a ofertar um curso de férias nesta temática aos alunos do Ensino Médio e pré-vestibular. Este relato discutirá o planejamento e as estratégias utilizadas neste curso, que faz parte do projeto de extensão consCIÊNCIA na CIÊNCIA, cujos objetivos são auxiliar os jovens na escolha da carreira profissional, aproximá-los do ambiente acadêmico e divulgar os cursos de graduação da Universidade Federal Fluminense (UFF), campus Nova Friburgo. O curso de neurociências foi conduzido pela professora da disciplina e pelos graduandos em biomedicina e fonoaudiologia (UFF/Nova Friburgo). Os temas abordados foram a função e a organização do sistema nervoso, a percepção sensorial, as drogas e os neurotransmissores e as emoções e os neurônios espelho. Os recursos educacionais utilizados foram projeções convencionais ou interativas, vídeos, dinâmicas em grupo e atividades práticas. Vinte alunos participaram, os quais se mostraram engajados com as atividades propostas e avaliaram o curso, a professora e os monitores como “muito bom”. A única crítica emitida foi sobre o tempo do curso, que poderia ser expandido. Os monitores da equipe avaliaram a sua participação como importante à formação acadêmica e para a consolidação dos conhecimentos adquiridos na graduação. Alguns manifestaram o interesse pela docência e em continuar divulgando a ciência. Por fim, concluiu-se que a divulgação científica deve ser conduzida de maneira lúdica, interativa e dialógica, abordando o cotidiano. Ela é uma ‘via de mão dupla’, beneficiando tanto aqueles que a planejam, quanto os que dela participam. Palavras-chave: Carreira; Vestibular; Pequenos Grupos; Mentimeter; Sistema Nervoso Vacation course in neurosciences: science communication to high school and pre-college students in Nova Friburgo, RJ   Abstract: Neuroscience knowledge is essential to several health professionals, and it motivated the offering of a vacation course about this issue to high school and pre-college students. This report will discuss the planning and strategies used in this course, as part of the extension project consCIÊNCIA na CIÊNCIA. Its main goal is to assist young students in choosing their professional careers, bring them closer to the academic environment, and disseminate the undergraduate courses offered by the Universidade Federal Fluminense (UFF) at Nova Friburgo (Rio de Janeiro state, Brazil). The neuroscience course was conducted by the neuroscience professor and undergraduate students of biomedicine and speech and language therapy. The topics covered were the function and organization of the nervous system, sensory perception, drugs and neurotransmitters, emotions, and mirror neurons. The educational resources were conventional and interactive presentations (Mentimeter), videos, group dynamics, and practice activities. Twenty students attended the course, engaged with the proposed activities, and evaluated the course, teacher, and monitors as “very good.” The only critique was the course duration, which could last longer. The undergraduate students evaluated their participation as relevant to their academic education and consolidated the knowledge acquired during their course. Some of them also expressed an interest in teaching and in acting in science communication. Finally, we concluded that science communication must be ludic, interactive, and dialogic, approaching everyday facts. It is a two-way avenue since it benefits the one planning the activities and the ones who participate.

Irrational Belief Tests: New Insights, New Directions

1990 ◽  
Vol 4 (3) ◽  
pp. 303-311 ◽  
Author(s):  
Harold B. Robb ◽  
Ricks Warren
Keyword(s):  
Irrational Beliefs ◽  
Discriminant Validity ◽  
Irrational Belief ◽  
Attitude Scale ◽  
Rational Behavior ◽  
Dysfunctional Attitude ◽  
New Directions ◽  
Dysfunctional Attitude Scale ◽  
Belief Scale

Critical appraisals of the RET model have been accompanied by closer scrutiny of measures designed to assess irrational beliefs. Problems with content and discriminant validity (Smith, 1982), and inclusion of items which describe feelings or behaviors rather than beliefs (Ramanaiah, Heerboth, & Schill, 1987) compromise previous research testing the RET model. The present study further examines six measures of irrational beliefs: The Idea Inventory, Irrational Beliefs Test, Rational Behavior Inventory, Belief Scale, the Dysfunctional Attitude Scale, and the Attitudes and Belief Scale-II. Our findings support and extend previous criticisms of irrational belief inventories and suggest recommendations for improvement.

Cattell Anxiety Scale in Predicting College Students' Achievement

1985 ◽  
Vol 56 (2) ◽  
pp. 567-570 ◽  
Author(s):  
Elliott H. Schreiber
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Anxiety Scale ◽  
Female Undergraduate ◽  
In The Beginning ◽  
The Relationship

120 college students were studied to estimate the relationship between high sten scores on the Cattell Anxiety Scale and above average college term grades. 43 male and 77 female undergraduate students were tested in the beginning of the semester and given a coded sten score. Strong grade differences were noted between students with high and students with low sten scores on the Cattell Anxiety Scale. This anxiety scale might be used to counsel students for improvement in achievement and success in college.

Mathematics Interest—Fundamental or Not?

1946 ◽  
Vol 39 (1) ◽  
pp. 24-26
Author(s):  
Paul Torrance
Keyword(s):  
College Students ◽  
High School ◽  
Junior College ◽  
The Other ◽  
Teaching Mathematics ◽  
Fundamental Interest ◽  
Other Hand ◽  
The One ◽  
Junior College Students

Several years of teaching mathematics and counseling high school and junior college students has often influenced me to wonder if there is such a thing as a “fundamental” interest in mathematics—or any other subject for that matter, but especially mathematics. Has a student by the time he has reached high school or junior college even acquired such a set of likes and dislikes that he has become the kind of person who cannot become interested in mathematics on the one hand or is the kind who is naturally intensely interested in it on the other hand?

Cognitive Belief Systems and Their Persistence: Test-Retest Reliability of the Rational Behavior Inventory

1983 ◽  
Vol 53 (3) ◽  
pp. 915-918 ◽  
Author(s):  
Bruce A. Thyer ◽  
James D. Papsdorf ◽  
Lynette Neal
Keyword(s):  
Irrational Beliefs ◽  
Irrational Belief ◽  
Belief Systems ◽  
Temporal Stability ◽  
Cognitive Restructuring ◽  
Rational Behavior ◽  
Retest Reliability ◽  
Basic Tenet ◽  
Rational Emotive ◽  
Test Retest Reliability

It is a basic tenet of rational emotive and other cognitive restructuring psychotherapies that irrational belief systems are relatively stable constructs. The present study investigated this premise by examining the 10-wk. test-retest reliability of the Rational Behavior Inventory, a well-documented measure of irrational beliefs, employing a sample of 74 undergraduates. Correlations between scores for the first and second administrations of the inventory were moderate to high, and significant. There were no significant differences in scores taken at the beginning and end of 10 wk. These data confirm that irrational beliefs exhibit temporal stability.

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