Type A behavior pattern and attentional performance

Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study

The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.

Satisfaction With the Self-Assessment of University Students Through e-Coping With Academic Stress Utility TM

The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of Self-Regulation; (2) to present the online utility, e-Coping with Academic Stress TM, as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool's online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.

Type A Behavior Pattern as a Predictor of Psychiatric Sick-Leaves of Spanish Teachers

The present study examined the relationship between the Type A Behavior Pattern and certain psychopathological disorders, namely, anxiety and depression, within an occupational setting. A sample group of 100 high school teachers (37 men and 63 women) who had taken one or more psychiatric leaves of absence were studied. An additional 100 teachers (47 men and 53 women), with no history of psychiatric sick-leaves, were randomly assigned to a control group. The groups shared the same organizational setting. The Jenkins Activity Survey, Form H, was administered to assess the Type A Behavior Pattern of both groups. Binomial logistic regression analysis indicated this pattern was related to psychiatric sick-leaves.

The cognitive failures questionnaire revisited: dimensions and correlates

The authors reexamined the factor structure of the Cognitive Failures Questionnaire (D. E. Broadbent, P. F. Cooper, P. Fitzgerald, & K. R. Parkes, 1982) and its correlates. The Cognitive Failures Questionnaire was designed to assess a person's likelihood of committing an error in the completion of an everyday task. A principal components factor analysis with varimax rotation yielded 4 internally consistent, interpretable factors. These factors were labeled Memory, Distractibility, Blunders, and (memory for) Names. This study lends partial support for the factor analytic solution proposed by L. K. Pollina, A. L. Greene, R. H. Tunick, and J. M. Puckett (1992). In addition, it extends previous findings by providing initial evidence for the construct validity of the factors established by correlating factor scores with measures of other related constructs (i.e., boredom proneness, attention deficit/hyperactivity disorder, Type A behavior pattern).

Examining Type A behavior pattern to explain the relationship between job stressors and psychosocial outcomes

Despite cautions against using a global measure of Type A behavior pattern (TABP), few studies have examined the TABP components of Achievement Striving (AS) and Impatience/Irritability (II). The authors examined these 2 components to assess whether they moderated the relationships between job stressors and psychosocial outcomes. Results based on 106 employees from a large Canadian organization supported the independence of the 2 TABP components. After controlling for the job stressors (i.e., overload, ambiguity, intrarole conflict, and lack of job control), II and AS accounted for additional variance in job satisfaction, perceived stress, and life satisfaction, although these components were uniquely related to different outcomes. Finally, AS and II moderated several of the stressor-psychosocial outcome relationships.