On the Validity of the East-West Questionnaire

1983 ◽  
Vol 52 (1) ◽  
pp. 117-118 ◽  
Author(s):  
William C. Compton
Keyword(s):  
Group Membership ◽  
Value Orientations ◽  
Analysis Of Covariance ◽  
Introductory Psychology Class ◽  
Psychology Class ◽  
Soto Zen ◽  
Main Effect ◽  
Valid Instrument ◽  
Measuring Agreement ◽  
East West

This study was designed to test the hypothesis that the East-West Questionnaire significantly differentiates between an Eastern-oriented group and a Western-oriented group. The Eastern-oriented group of 36 practitioners of Zen meditation were from Midwestern Soto Zen centers. The Western-oriented group of 34 students in an introductory psychology class had never meditated or practiced any marital arts discipline. Analysis of covariance adjusted for differences between the groups in age, education, and sex. A significant main effect was found for group membership. Results support the hypothesis that the East-West Questionnaire is a valid instrument for measuring agreement with Eastern and Western value orientations.

Body-Cathexis and Self-Cathexis in an Interactional, Awareness Training Class

1979 ◽  
Vol 48 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Pauline Rose Clance ◽  
Thomas V. Matthews ◽  
Joan Joesting
Keyword(s):  
Introductory Psychology ◽  
The Body ◽  
Control Group ◽  
Introductory Psychology Class ◽  
Awareness Training ◽  
Psychology Class ◽  
Training Class ◽  
Body Acceptance ◽  
Main Effect ◽  
Body Cathexis

This study examined the effects of a psychology of adjustment class on body-acceptance and self-acceptance. An introductory psychology class served as a control group. Subjects were pre- and posttested with the Body-cathexis and Self-cathexis scales. Two by two analyses of covariance indicated that the adjustment group showed a larger gain on both scales than the control. Sex interacted with group significantly on the Body-cathexis scale only. Means indicated that the main effect of groups on the Body-cathexis scale may be attributed to the larger gains by females in the adjustment class.

Large-Scale Demonstration Experiment of Mental Imagery Ability

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
F. Richard Ferraro
Keyword(s):  
Gender Differences ◽  
Individual Differences ◽  
Present Article ◽  
Mental Imagery ◽  
Large Scale ◽  
Introductory Psychology Class ◽  
Imagery Ability ◽  
Psychology Class ◽  
Demonstration Experiment ◽  
And Gender

The present article describes a demonstration experiment used in a large introductory psychology class pertaining to mental imagery ability. The experiment is effective in providing a concrete instance of mental imagery as well as an effective discussion regarding individual differences and gender differences in imagery ability.

scholarly journals Statistical analysis of two arm randomized pre-post designs with one post-treatment measurement

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fei Wan
Keyword(s):  
Treatment Effect ◽  
Repeated Measures ◽  
Informed Choice ◽  
Clinical Effectiveness ◽  
Change Score ◽  
Post Treatment ◽  
Analysis Of Covariance ◽  
Alternative Methods ◽  
Main Effect ◽  
Comparable Performance

Abstract Background Randomized pre-post designs, with outcomes measured at baseline and after treatment, have been commonly used to compare the clinical effectiveness of two competing treatments. There are vast, but often conflicting, amount of information in current literature about the best analytic methods for pre-post designs. It is challenging for applied researchers to make an informed choice. Methods We discuss six methods commonly used in literature: one way analysis of variance (“ANOVA”), analysis of covariance main effect and interaction models on the post-treatment score (“ANCOVAI” and “ANCOVAII”), ANOVA on the change score between the baseline and post-treatment scores (“ANOVA-Change”), repeated measures (“RM”) and constrained repeated measures (“cRM”) models on the baseline and post-treatment scores as joint outcomes. We review a number of study endpoints in randomized pre-post designs and identify the mean difference in the post-treatment score as the common treatment effect that all six methods target. We delineate the underlying differences and connections between these competing methods in homogeneous and heterogeneous study populations. Results ANCOVA and cRM outperform other alternative methods because their treatment effect estimators have the smallest variances. cRM has comparable performance to ANCOVAI in the homogeneous scenario and to ANCOVAII in the heterogeneous scenario. In spite of that, ANCOVA has several advantages over cRM: i) the baseline score is adjusted as covariate because it is not an outcome by definition; ii) it is very convenient to incorporate other baseline variables and easy to handle complex heteroscedasticity patterns in a linear regression framework. Conclusions ANCOVA is a simple and the most efficient approach for analyzing pre-post randomized designs.

Testing a Modified Version of Schwartz’s Portrait Values Questionnaire to Measure Organizational Values in a University Context

2020 ◽  
Vol 26 (3) ◽  
pp. 209-227
Author(s):  
Daniela Wetzelhütter ◽  
Chigozie Nnebedum ◽  
Jacques De Wet ◽  
Johann Bacher
Keyword(s):  
Personal Values ◽  
Theoretical Work ◽  
Organizational Values ◽  
Value Orientations ◽  
Human Values ◽  
Cultural Value ◽  
Societal Values ◽  
New Instrument ◽  
Sociology Departments ◽  
Valid Instrument

Schwartz developed his Theory of Basic Human Values and corresponding instruments, the portrait values questionnaire (PVQ) and the Schwartz values survey (SVS), in order to measure personal values. He uses these instruments (in a slightly modified form) in conjunction with his Theory of Cultural Value Orientations to measure cultural or societal values. His theoretical work is also used in studying organizational values; however, none of these instruments seem suitable to compare personal and perceived organizational values. If the PVQ is widely used to measure personal values, and we need commensurate measures of the person and organization for comparative analysis, then can we not minimally adjust the PVQ to measure organizational values? In this article we discuss the testing of one such adjusted PVQ used for gauging universities’ organizational values. We developed the PVQ-uni to measure university values as perceived by students. We collected data from sociology departments at two universities, one in Austria ( n = 133) and one Nigeria ( n = 156). We then tested the reliability and the validity of the new instrument. Based on the data collected, we found that the PVQ-uni is a reliable and valid instrument; however, further refinements are needed for the instrument to be used successfully in Africa.

Effects of Aerobic and Nonaerobic Exercise on Depression and Self-Concept

1992 ◽  
Vol 74 (1) ◽  
pp. 79-89 ◽  
Author(s):  
Paula N. Stein ◽  
Robert W. Motta
Keyword(s):  
Aerobic Exercise ◽  
Beck Depression Inventory ◽  
Aerobic Condition ◽  
Self Concept ◽  
Control Group ◽  
Introductory Psychology Class ◽  
Control Group Design ◽  
Group Design ◽  
Psychology Class ◽  
Psychological Benefit

The effects of aerobic and nonaerobic exercise on depression and self-concept were investigated in a pretest-posttest control group design. 89 undergraduates engaged in the aerobic exercise of swimming, the nonaerobic exercise of weight training, or a control, Introductory Psychology class. Dependent measures were the Beck Depression Inventory, Depression Adjective Check Lists, Tennessee Self-concept Scale, and Cooper's 12 Minute Swim. Analysis indicated that both the aerobic and nonaerobic groups were equally effective in significantly reducing self-reported depression in comparison to the controls. The nonaerobic condition was superior to the aerobic condition for enhancing self-concept. These results contradict earlier findings suggesting that only aerobic types of exercise yield psychological benefit but are consistent with more recent findings showing the psychological benefit of nonaerobic exercise.

Computer-assisted instruction as a supplement to lectures in an introductory psychology class

1996 ◽  
Vol 23 (3) ◽  
pp. 175-181 ◽  
Author(s):  
Everett L. Worthington, Jr. ◽  
Josephine A. Welsh ◽  
C. Ray Archer ◽  
Erica J. Mindes ◽  
Donelson R. Forsyth
Keyword(s):  
Introductory Psychology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Introductory Psychology Class ◽  
Psychology Class ◽  
Assisted Instruction
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