Designed for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments.
The great majority of education and training R&D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education and training itself to motivational variables and their influence on performance. As such, this book is unique in the following montage of factors:
* a focus on motivation of teams or groups as well as individuals;
* an examination of the impact of motivation on performance (and, thus, also on cognition) rather than only on motivation itself;
* research in training as well as educational settings.
The data reported were collected in various venues including schools, laboratories and field settings. The chapter authors are the researchers that, in many cases, have defined the state of the art in motivation.

This second edition of Design of Observational Studies is both an introduction to statistical inference in observational studies and a detailed discussion of the principles that guide the design of observational studies. An observational study is an empiric investigation of effects caused by treatments when randomized experimentation is unethical or infeasible. Observational studies are common in most fields that study the effects of treatments on people, including medicine, economics, epidemiology, education, psychology, political science and sociology. The quality and strength of evidence provided by an observational study is determined largely by its design. Design of Observational Studies is organized into five parts. Chapters 2, 3, and 5 of Part I cover concisely many of the ideas discussed in Rosenbaum's Observational Studies (also published by Springer) but in a less technical fashion. Part II discusses the practical aspects of using propensity scores and other tools to create a matched comparison that balances many covariates, and includes an updated chapter on matching in R. In Part III, the concept of design sensitivity is used to appraise the relative ability of competing designs to distinguish treatment effects from biases due to unmeasured covariates. Part IV is new to this edition; it discusses evidence factors and the computerized construction of more than one comparison group. Part V discusses planning the analysis of an observational study, with particular reference to Sir Ronald Fisher's striking advice for observational studies: "make your theories elaborate." This new edition features updated exploration of causal influence, with four new chapters, a new R package DOS2 designed as a companion for the book, and discussion of several of the latest matching packages for R. In particular, DOS2 allows readers to reproduce many analyses from Design of Observational Studies.

The faking of personality tests in a selection context has been perceived as somewhat of a nuisance variable, and largely ignored, or glossed over by the academic literature. Instead of examining the phenomenon many researchers have ignored its existence, or trivialized the impact of faking on personality measurement. The present volume is a much needed, timely corrective to this attitude. In a wide range of chapters representing different philosophical and empirical approaches, the assembled authors demonstrate the courage to tackle this important and difficult topic head-on, as it deserves to be. The writers of these chapters identify two critical concerns with faking. First, if people fake their responses to personality tests, the resulting scores and the inferences drawn from them might become invalid. For example, people who fake their responses by describing themselves as diligent and prompt might earn better conscientiousness scores, and therefore be hired for jobs requiring this trait that in fact they might not perform satisfactorily. Second, the dishonesty of the faker might itself be a problem, separate from its effect on a particular score. Someone who lies on a pre-employment test might also lie about the hours he or she works, or how much cash is in the till at the end of the shift. Worse, these two problems might exacerbate each other: a dishonest applicant might get higher scores on the traits the employer desires through his or her lying, whereas the compulsively honest applicant might get low scores as an ironic penalty for being honest. Outcomes like these harm employers and applicants alike. The more one delves into the complexities of faking, as the authors of the chapters in this volume do so thoroughly and so well, the more one will recognize that this seemingly specialized topic ties directly to more general issues in psychology. One of these is test validity. The bottom-line question about any test score, faked or not, is whether it will predict the behaviors and outcomes that it is designed to predict. As Johnson and Hogan point out in their chapter, the behavior of someone faking a test is a subset of the behavior of the person in his or her entire life, and the critical research question concerns the degree to which and manner in which behavior in one domain generalizes to behavior in other domains. This observation illuminates the fact that the topic of faking is also a key part of understanding the relationship between personality and behavior. The central goal of theoretical psychology is to understand why people do the things they do. The central goal of applied psychology is to predict what someone will do in the future. Both of these goals come together in the study of applicant faking.

A Beginner's Guide to Structural Equation Modeling, fifth edition, has been redesigned with consideration of a true beginner in structural equation modeling (SEM) in mind. The book covers introductory through intermediate topics in SEM in more detail than in any previous edition. All of the chapters that introduce models in SEM have been expanded to include easy-to-follow, step-by-step guidelines that readers can use when conducting their own SEM analyses. These chapters also include examples of tables to include in results sections that readers may use as templates when writing up the findings from their SEM analyses. The models that are illustrated in the text will allow SEM beginners to conduct, interpret, and write up analyses for observed variable path models to full structural models, up to testing higher order models as well as multiple group modeling techniques. Updated information about methodological research in relevant areas will help students and researchers be more informed readers of SEM research. The checklist of SEM considerations when conducting and reporting SEM analyses is a collective set of requirements that will help improve the rigor of SEM analyses. This book is intended for true beginners in SEM and is designed for introductory graduate courses in SEM taught in psychology, education, business, and the social and healthcare sciences. This book also appeals to researchers and faculty in various disciplines. Prerequisites include correlation and regression methods.

A useful handbook, this text presents guidelines frequently followed by writers of reports of empirical research designed for publication in scientific business journals. The guidelines describe the types of information that should be included, how this information should be expressed, and where various types of information should be placed within a report. Excerpts from journal articles are used to illustrate most of the guidelines. At the end of each chapter, there are questions for classroom discussion.

This is an essential how-to guide on the application of structural equation modeling (SEM) techniques with the AMOS software, focusing on the practical applications of both simple and advanced topics. Written in an easy-to-understand conversational style, the book covers everything from data collection and screening to confirmatory factor analysis, structural model analysis, mediation, moderation, and more advanced topics such as mixture modeling, censored date, and non-recursive models. Through step-by-step instructions, screen shots, and suggested guidelines for reporting, Collier cuts through abstract definitional perspectives to give insight on how to actually run analysis. Unlike other SEM books, the examples used will often start in SPSS and then transition to AMOS so that the reader can have full confidence in running the analysis from beginning to end. Best practices are also included on topics like how to determine if your SEM model is formative or reflective, making it not just an explanation of SEM topics, but a guide for researchers on how to develop a strong methodology while studying their respective phenomenon of interest. With a focus on practical applications of both basic and advanced topics, and with detailed work-through examples throughout, this book is ideal for experienced researchers and beginners across the behavioral and social sciences.

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book's multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

This open access book proposes a conceptual framework for understanding measurement across a broad range of scientific fields and areas of application, such as physics, engineering, education, and psychology. It addresses contemporary issues and controversies within measurement in light of the framework, including operationalism, definitional uncertainty, and the relations between measurement and computation, and describes how the framework, operating as a shared concept system, supports understanding measurement’s work in different domains, using examples in the physical and human sciences. This revised and expanded second edition features a new analysis of the analogies and the differences between the error/uncertainty-related approach adopted in physical measurement and the validity-related approach adopted in psychosocial measurement. In addition, it provides a better analysis and presentation of measurement scales, in particular about their relations with quantity units, and introduces the measurand identification/definition as a part of the "Hexagon Framework" along with new examples from the physical and psychosocial sciences. Researchers and academics across a wide range of disciplines including biological, physical, social, and behavioral scientists, as well as specialists in measurement and philosophy appreciate the work’s fresh and provocative approach to the field at a time when sound measurements of complex scientific systems are increasingly essential to solving critical global problems.

A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University This book is a result of a major research project in Switzerland that brings together the fields of Education and Socio-Cultural Psychology. It is focused on how culture is involved in very concrete educational practices. The reader is invited to follow the research group in a Swiss technical college that trains young people in precision mechanics during a period of major technological change: the arrival of automated manufacturing systems. This transition in the trade is an opportunity to explore the educational and psychological challenges of vocational training from a perspective inspired by activity theory and the consideration of social interactions and semiotic or other technical mediations as crucial to the formation of professional identities and competencies. What are the most appropriate settings for learning? There is no simple answer to this question. What can lead a pupil to become engaged, even if this is within a school, with all the seriousness of a future professional? Under which conditions is an internship in a company genuinely formative? Is it necessary to possess the most recent technologies in order to offer high quality training? What do we know about the relation between doing and knowing in the construction of new competences? How can it be planned and informed to become an object of reflection and make sense in the eyes of the learner? Dealing with such questions, this study explores new working hypotheses on the manner in which the young experience their training and on the significant role for them of professional specialization.

This book presents state-of-the-art information on both the scientific and clinical aspects of the Millon Clinical Multiaxial Inventory, a test that uniquely assesses both personality pathology and psychopathology. The book presents original contributions from major researchers/clinicians who have published seminal papers on the MCMI and who are recognized authorities in their specific areas. Clinical examples of the MCMI with a variety of clinical populations are provided, and many chapters summarize the research in that area as well as present clinical illustrations of the MCMI with actual cases.
The book provides the reader with the most accurate information on the MCMI -- a test that has made exciting advances in the assessment of personality and psychopathology. The scientific and clinical status of this instrument is presented with a variety of clinical populations, including major psychiatric disorders, depression, substance abuse, anxiety disorders, eating and stress disorders, etc. Recent applications and advances in special areas, such as the instrument's use with medical populations and non-clinical populations, are also presented.

In keeping with the goals of this series, which are to facilitate the rapid dissemination of important new developments in theory and research on all aspects of personality assessment, the eight chapters in this volume examine a wide range of topics. These include research investigations and clinical applications involving traditional assessment techniques -- such as the Rorschach and the MMPI-2 -- and promising but less known procedures. Specific topics examined in the individual chapters range from the assessment of appreciation of humor to assessment of marital distress. A review of the contents of this volume once again demonstrates the diversity in assessment philosophy, theoretical orientation, and research methodology that characterizes the field of personality assessment.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

Measurement theory has only recently become recognized as a legitimate, specialized field of inquiry. This text covers a wide range of issues of central concern to contemporary measurement theorists, and a broad range of philosophical perspectives are represented. The formalist, representationalist approach defines measurement as the assignment of numbers to entities and events to represent their properties and relations. It also states that measurement theory is supposed to analyze the concept of a scale of measurement, describe various types of scales and their uses, and formulate the conditions required for the existence of scales of various types. Since this approach dominates contemporary measurement theory, the volume begins with essays by some of its leading architects. In order to allow for diverse points of view, the book also includes articles that attempt to broaden this approach, and several that even criticize the approach.

This book will help undergraduate psychology students to write practical reports of experimental and other quantitative studies in psychology. It is designed to help with every stage of report writing and provides a resource that students can refer to throughout their degree, up-to and including when writing up a final year undergraduate project. Now fully updated in its fourth edition, this book maps to the seventh edition of the APA guidelines and offers more comprehensive advice, guidelines and recommendations than ever before. Students will benefit from: *Coverage of different forms of quantitative study, including online studies and studies that use questionnaires, as well as experiments *A range of handy test yourself questions (with answers at the end of the book) *Self-reflection questions to prompt deeper understanding *Summary sections that articulate the main points and provide a useful revision aid *An Index of Concepts indicating where in the book every concept is introduced and defined *Updated advice on how to find and cite references *Expanded coverage of ethics in quantitative research, including how to write ethically *Common mistake symbols, flagging areas where its easy to be caught out Peter Harris is Emeritus Professor of Psychology at the University of Sussex, UK where he led the Social and Applied Psychology Group. He has taught research design and statistics for many years. He has published extensively in social and health psychology. Matthew J. Easterbrook is Senior Lecturer in Psychology at the University of Sussex, UK. He has taught statistics at a national and international level. Jessica S. Horst is Reader in Psychology at the University of Sussex, UK, where she is also the Director of Teaching and Learning. She has taught research methods in both the USA and the UK.

This handbook on human multitasking provides an integrative overview on simultaneous and sequential multitasking and thus combines theorizing on dual task limitations as well as costs related to task switching. In addition to a wide range of empirical findings and their theoretical integration, the editors provide a number of applications of multitasking, like training, interindividual differences and applied research in traffic and health psychology and music expertise. The book is suitable for people interested in multitasking, that is, for researchers and graduate students of cognitive psychology, movement science, sport psychology, cognitive neuroscience, cognitive and neurological rehabilitation, aging sciences, and broader cognitive science.

Building on our prior ISA-based Palgrave pivot, the aims of the book are twofold. One, to showcase a newly developed App as a tool in the use of Identity Structure Analysis (ISA) for researchers interested in identity. Second, the book will focus on the use, of a counselling supervision ISA instrument in order to highlight the benefits of ISA for professional development (PD) for any profession. The idea is that any researcher interested in professional and or personal development would be able to use the proposed book to aid them in either a supervision style process of development or the more standard one-to-one annual/biannual approach to PD. Through using ISA in PD, the book and its attendant analyses will encourage discussion, facilitate openness, and highlight potential issues that may lead to burnout, mental health issues, leaving a profession or additional risks. That is, the book will be oriented to informing researchers as to the potential ISA, the App, and the supervision instrument hold for directing PD.

This book provides methods and applications of latent class analysis, and the following topics are taken up in the focus of discussion: basic latent structure models in a framework of generalized linear models, exploratory latent class analysis, latent class analysis with ordered latent classes, a latent class model approach for analyzing learning structures, the latent Markov analysis for longitudinal data, and path analysis with latent class models. The maximum likelihood estimation procedures for latent class models are constructed via the expectation-maximization (EM) algorithm, and along with it, latent profile and latent trait models are also treated. Entropy-based discussions for latent class models are given as advanced approaches, for example, comparison of latent classes in a latent class cluster model, assessing latent class models, path analysis, and so on. In observing human behaviors and responses to various stimuli and test items, it is valid to assume they are dominated by certain factors. This book plays a significant role in introducing latent structure analysis to not only young researchers and students studying behavioral sciences, but also to those investigating other fields of scientific research.

This volume celebrates Lee J. Cronbach's considerable contributions to the methodology of social and behavioral science. Comprised of chapters written by colleagues and contemporaries of the highly influential scholar, it offers a range of ideas, perspectives, and new approaches to improving social science inquiry.

This work brings together different perspectives on psychological methods and particularly methods involving experimentation. To encourage a reflective use of research methods, the authors illuminate the historical, philosophical, and scientific dimensions of methodology, providing both defenses and criticisms of experimental psychology. The primary audience of the work are students and researchers in psychological and behavioral sciences, who have an interest in methodology

Based on a tremendous increase in the development of psychometric theories in the past decade -- ranging from techniques for criterion-referenced testing to behavioral assessment, generalizability, and item response theory -- this book offers a summary of core issues. In so doing, it provides a comprehensive survey of reliability, validity, and item analysis from the perspectives of classical true-score model, generalizability theory, item response theory, criterion-referenced testing, and behavioral assessment. Related theoretical issues such as item bias, equating, and cut-score determination are also discussed. This is an excellent text for courses in statistics, research methods, behavioral medicine and cognitive science as well as educational, school, experimental, counseling/social, clinical, developmental, and personality psychology.

First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

This book describes the principles and techniques needed to analyze data that form a multiway contingency table. Wickens discusses the description of association in such data using log-linear and log-multiplicative models and defines how the presence of association is tested using hypotheses of independence and quasi-independence. The application of the procedures to real data is then detailed. This volume does not presuppose prior experience or knowledge of statistics beyond basic courses in fundamentals of probability and statistical inference. It serves as an ideal reference for professionals or as a textbook for graduate or advanced undergraduate students involved in statistics in the social sciences.

This book provides an introduction to and a dynamic description of a new psychological paradigm that balances the excesses and distortions of the positive psychology paradigm. It offers valuable theoretical and practical content to its readers on the vital need for, nature of and potential for the reality psychology paradigm. It includes concrete steps for this new paradigm to restore the real power of vital psychological knowledge and techniques, which need to be brought back from their association with artificial positivity. This will provide real human benefits, including real mindfulness, real resilience, real behaviour change, and real communication. The book features a presentation of the underlying principles of reality psychology - including the value of a full connection with reality as it really is - rather than as we would like it to be. This will help people thrive in response to as well as survive our great real-life challenges, by developing a deeply practical understanding of reality psychology knowledge and related practice techniques. The book provides considerable theoretical and practical benefits to students of a variety of psychological courses, including positive psychology related courses, and also of many other wellbeing related courses. The book also provides valuable benefits to non-student readers - expert and non-expert.

This volume illustrates the diversity in assessment philosophy, theoretical orientation, and research methodology that is characteristic in the field of personality assessment. Topics range from anxiety about test taking and teaching science, to the emotional distress evoked by an environmental catastrophe.