A Psychometric Study of a Measure of Teachers' Directiveness, Student Perception of Teacher Style

A 17-item students' rating scale, the Student Perception of Teacher Style, was developed by Tuckman as a measure of teachers' directiveness. Tuckman argues that this instrument provides a practical, valid and reliable alternative to ratings of teachers' behavior by trained observers. Ratings of male and female mathematics and English teachers were obtained from Grade 10 boys and girls. Factor analyses of ratings of male mathematics teachers ( n = 7) by boys ( n = 195), male English teachers ( n = 6) by boys ( n = 114), female mathematics teachers ( n = 3) by girls ( n = 40) and female English teachers ( n = 7) by girls ( n = 108) did not confirm Tuckman's factor structure.

Teachers' Efficacy and Teaching Behaviors

This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors.

Relationship between Social Support and Selected Measures of Psychological Well-Being

This study investigated the relationship between the qualitative and quantitative dimensions of social support and various psychological variables, including loneliness, stress, self-esteem, locus of control, and psychological impairment. 104 volunteer undergraduate students were administered questionnaires evaluating each variable. On the basis of scores derived from the Social Relationships Scale, subjects were classified into four levels of social support. A significant multivariate effect was found for the qualitative dimension, Helpfulness. Follow-up procedures determined that significant differences between groups high and low on helpfulness were evidenced for the loneliness variable only, with the low-scoring group reporting more loneliness.

Personality and the Acceptance of Barnum Statements under a Condition of Ambiguous Relevance

This study examined the relationship of extraversion, neuroticism, psychoticism and locus of control with uniqueness and accuracy ratings on favorable and unfavorable Barnum profiles. Subjects were 87 university students. Pearson correlations showed no significant relationships among these variables for the total sample. A further analysis in which the ratings of each sex were considered separately indicated that only one of 48 correlations was statistically significant. Ratings of accuracy and uniqueness did not differ between favorable and unfavorable profiles.

Correlates of Mother-and Teacher-Ratings of Hyperactivity-Impulsivity and Inattention in Children with AD/HD

This study examined whether the relationships between mother-versus teacher-rated hyperactivity-impulsivity and inattention, and cognitive, intellectual, academic, and behavioral competencies in children previously diagnosed with Attention Deficit-Hyperactivity Disorder (AD/HD) varied as afunction of the rater. Findings revealed variability between mother and teacher perceptions in how AD/HD primary symptomatology were expressed as well as in correlate patterns. While mothers were more likely to see hyperactivity-impulsivity and inattention as overlapping, teachers saw these dimensions as functionally distinct. Moreover, intellectual, academic, and behavioral correlates of the two dimensions differed depending on the who identified the hyperactivity-impulsivity and/or inattention.

Bulimic symptomatology, body-image, and personality characteristics of university men

This study examined the relationships, using regression analysis, among bulimic symptomatology, body-image characteristics, and personality factors in a nonclinical sample of 46 undergraduate university men. They completed the Bulimia Test-Revised (a measure of bulimic symptomatology), the Eysenck Personality Questionnaire-Revised (a measure of personality characteristics), and the Multidimensional Body-Self Relations Questionnaire (a multidimensional measure of body-image parameters). Statistically significant relationships were identified among Appearance Evaluation, Neuroticism, and Psychoticism, and the BULIT-R scores.

Development of a general ability index for the Wechsler Adult Intelligence Scale--Third Edition

The Wechsler Adult Intelligence Scale--Third Edition (WAIS-III; D. Wechsler, 1997) permits the calculation of both traditional IQ and index scores. However, if only the subtests constituting the index scores are administered, especially those yielding the Verbal Comprehension and Perceptual Organization Indexes, there is no equivalent measure of Full Scale IQ. Following the procedure for calculating a General Ability Index (GAI; A. Prifitera, L. G. Weiss, & D. H. Saklofske, 1998) for the Wechsler Intelligence Scale for Children--Third Edition (D. Wechsler, 1991), GAI normative tables for the WAIS-III standardization sample are reported here.

Development of a general ability index for the Wechsler Adult Intelligence Scale--Third Edition

The Wechsler Adult Intelligence Scale--Third Edition (WAIS-III; D. Wechsler, 1997) permits the calculation of both traditional IQ and index scores. However, if only the subtests constituting the index scores are administered, especially those yielding the Verbal Comprehension and Perceptual Organization Indexes, there is no equivalent measure of Full Scale IQ. Following the procedure for calculating a General Ability Index (GAI; A. Prifitera, L. G. Weiss, & D. H. Saklofske, 1998) for the Wechsler Intelligence Scale for Children--Third Edition (D. Wechsler, 1991), GAI normative tables for the WAIS-III standardization sample are reported here.

Replication of the factor structure of the Wechsler Adult Intelligence Scale--Third Edition with a Canadian sample

Exploratory and confirmatory factor analyses of the subtests of the Wechsler Adult Intelligence Scale--Third Edition (WAIS-III; D. Wechsler, 1997b) were conducted on a stratified sample of Canadian adults (n = 718). As was previously demonstrated for the children's version of this scale, the factor model of the American standardization sample was replicated across this Canadian national sample. Results of the factor analyses confirmed the presence of the 4 WAIS-III factors: Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed.

Coping and personality

146 women and 47 men were given the Eysenck Personality Questionnaire and the Coping Inventory for Stressful Situations. Neuroticism accounted for 37% of the variance in emotion-focused coping. Personality was not a substantial predictor of other coping strategies.

Bulimic symptoms and body-image characteristics among university women

A nonclinical sample of 102 women students were given the BULIT-R to measure bulimic symptomatology and the Multidimensional Body-Self Relations Questionnaire, a multidimensional measure of body-image parameters. Statistically significant relationships between Appearance Evaluation, Appearance Orientation, and Illness Orientation subscales of the two inventories were identified. These findings indicate that women university students reporting higher scores on bulimic symptoms are more likely to report a general unhappiness with their physical appearance.

Personality and bulimic symptomatology

This study examined the relationship between bulimic symptomatology as measured by scores on the BULIT-R and personality characteristics based on the EPQ-R in a nonclinical sample of 166 female college students. A relationship was obtained between Neuroticism, Addictiveness, and scores on the BULIT-R.

Suicide and lunar cycles: a critical review over 28 years

20 studies which have examined the relations between completed suicide or attempted suicide and suicide threats with the synodic lunar cycle are reviewed. Most studies indicated no relation between lunar phase and the measures of suicide. The positive findings conflicted, have not been replicated, or were confounded with variables such as season, weekday, weather, or holidays. It is concluded that there is insufficient evidence for assuming a relationship between the synodic lunar cycle and completed or attempted suicide.

Bulimic symptomatology and coping in a nonclinical sample

This study examined the relationship between bulimic symptomatology as measured by scores on the Bulimia Test--Revised and coping orientation as measured by Endler and Parker's Coping Inventory for Stressful Situations given to a nonclinical sample of 164 female college students. A relationship was obtained among emotionally oriented coping, task-oriented coping, and scores on the Bulimia Test.

Stability of WISC-R scores for a sample of learning disabled children

The study was designed to assess the stability of WISC-R profiles of 36 learning disabled children given the WISC-R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.

Lunar phase and birthrate: a 50-year critical review

This review examines 21 studies for which data relating to lunar periodicities and birth have been analyzed. There is insufficient evidence to support such a relationship. Most studies have reported negative results, and the positive studies contradict each other.

Some Effects of Logo With Emotionally Disturbed Children

None

Variations in WISC-R patterns of learning disabled children

The WISC-R was administered to 19 learning disabled students at the time of diagnosis and following a period of time in special program placements. Group analyses indicated fluctuations between testing times in the Verbal and Full-Scale IQs and the V-P IQ discrepancies. Small but significant differences in Verbal, Performance and V-P scatter indices were observed at one or both testings in comparison to the normal standardization sample. Although the suggested group pattern for learning disabled children based on the Bannatyne categories was confirmed on both occasions, there was considerable variation for individual subjects.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

Impulsiveness and venturesomeness in Canadian children

542 Canadian boys and 508 Canadian girls completed the Junior Eysenck Personality Questionnaire as well as the I0 Junior Impulsiveness Inventory. Separate factor analyses of boys' and girls' I0 responses yielded results similar to those obtained for British children although several items were either dropped or moved to a different scale. Correlations between the I0 and junior scales resembled those reported for British children. Reliabilities of the three I0 scales were satisfactory, with the possible exception of Empathy for girls. Means and standard deviations for the three I0 scales for the 8 Canadian age groups showed boys scored higher than girls on impulsiveness and venturesomeness but lower on empathy.

Personality and antisocial behavior in delinquent and non-delinquent boys

The relation between antisocial behavior and personality was investigated in 72 well behaved schoolboys, 45 badly behaved schoolboys and 30 delinquent boys, aged 13 to 15 yr. The only significant difference between delinquents and badly behaved schoolboys was in the degree of antisocial behavior, suggesting that the latter might be the potential delinquents. Well behaved schoolboys differed from the other two groups in antisocial behavior and, in addition, from the badly behaved boys on Extraversion and from the delinquents on Toughmindedness (Psychoticism). On a scale of criminal propensity well behaved boys were again significantly differentiated from both of the other groups.

Eysenck's theory of criminality: a scale of criminal propensity as a measure of antisocial behavior

The criminal propensity scale from the Junior Eysenck Personality Questionnaire was administered to five groups of adolescent boys. School boys were classified into four groups of 20 each by staff ratings and a self-report questionnaire of antisocial behavior. The fifth group of 20 was comprised of delinquent boys in detention. Well behaved boys, low in antisocial behavior, obtained significantly lower scores than all other groups. The highest scores were earned by delinquent boys and badly behaved school boys, high in antisocial behavior.

Cross-cultural comparison of personality: New Zealand children and English children

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.

Personality and behavior problems of schoolboys

The present study examined the relationship of Eysenck's personality dimensions to two specific factors of school misbehavior. Subjects were grouped according to high or average scores obtained on the Devereux Elementary School Behavior Rating Scales of disrespect-defiance and classroom disturbance. 37 high scorers on the Devereux scales also scored significantly higher on the psychoticism scale and significantly lower on the extraversion and lie scales than 37 well behaved boys. The two groups did not differ in neuroticism scores.

Antisocial behavior and psychoticism in adolescent schoolboys

Four groups of 20 adolescent boys were formed on the basis of self-report ratings of antisocial behavior and teachers' ratings of classroom misbehavior. Significant differences on Eysenck's psychoticism scale were obtained between both high vs low antisocial behavior groups and well behaved vs badly behaved teacher-rated groups. The interaction was not significant.

Factor analysis of repeated state hostility and guilt measures: males

This study investigated the argument that trait estimates of hostility and guilt may be obtained from repeated testings with state measures. A sample of 77 male high school students were administered a checklist of 38 adjectives eight times over 4 wk. Stability of the items indicated by correlations for repeated-measures ranged from –.59 to .64. A factor analysis of items summed over administrations indicated that as many as seven factors may exist. There are, however, a number of serious psychometric difficulties with this procedure: scales tended not to produce a normal distribution, and average repeated-measures correlations for items varied widely about .18.

Visual aesthetic complexity, attractiveness and diversive exploration

Ratings by 60 Ss showed a significant inverted U-shaped relationship between attractiveness and complexity of 15 paintings of human figures while rated interest tended to increase with complexity. Ss most often selected and least often rejected paintings rated highly attractive and moderately complex for further viewing.

Aesthetic complexity and exploratory behavior

To test the hypothesized relationship between exploratory behavior and stimulus complexity, 15 paintings comprising three levels of complexity were derived from ratings by 30 Ss. A further 30 Ss were requested to view the compositions for as long as they wished, and a third group of 30 Ss were asked to write any questions they might have in response to each painting. Data showed a monotonic relationship between complexity and looking time. Total questions and specific interrogations were most frequent for complex stimuli. Yes-no questions did not vary with rated complexity.