Detecting and Deterring Insufficient Effort Responding to Surveys

Purpose  

Responses provided by unmotivated survey participants in a careless, haphazard, or random fashion can threaten the quality of data in psychological and organizational research. The purpose of this study was to summarize existing approaches to detect insufficient effort responding (IER) to low-stakes surveys and to comprehensively evaluate these approaches.     

面试中的AIM问题及改进对策

面试、尤其是结构化面试是企业、政府机关及一些非盈利性组织选拔人才的最常用的工具。随着应聘者的面试经验增加,面试选拔优秀人才的难度也在增加。本文借鉴国外“印象控制”（AIM）概念,就如何克服主试者的主观偏见、第一印象偏见、次序对比偏见等面试误差、提高面试的信度和效度作了探索。     

Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum

We evaluated the impact of RIPP-7, a seventh grade violence prevention curriculum designed to strengthen and extend the effects of the sixth grade RIPP-6 curriculum. Classes of seventh graders at two urban middle schools serving predominantly African-American youth where RIPP-6 had been implemented the preceding school year were randomized to intervention (N = 239) and control groups (N = 237). Compared to students in the control group, students who participated in RIPP-7 had fewer disciplinary code violations for violent offenses during the following school year. A limited number of main effects were found on self-report outcome measures and measures of attitudes. Although significant main effects were not found on self-report measures of physical aggression, drug use, or anxiety, analyses of interactions with pretest scores indicated that intervention effects were significantly moderated by pretest scores for several outcome measures. Students most likely to benefit from the intervention were those who reported higher pretest rates of problem behaviors including violent behavior, nonphysical aggression, and delinquent behavior.     

Mixed Picture of Readiness for Adoption of Evidence-Based Prevention Programs in Communities: Exploratory Surveys of State Program Delivery Systems

An emerging literature highlights the potential for broader dissemination of evidence‐based prevention programs in communities through existing state systems, such as the land grant university Extension outreach system and departments of public education and health (DOE–DPH). This exploratory study entailed surveying representatives of the national Extension system and DOE–DPH, to evaluate dissemination readiness factors, as part of a larger project on an evidence‐based program delivery model called PROSPER. In addition to assessing systems’ readiness factors, differences among US regions and comparative levels of readiness between state systems were evaluated. The Extension web‐based survey sample N was 958 and the DOE–DPH telephone survey N was 338, with response rates of 23 and 79 %, respectively. Extension survey results suggested only a moderate level of overall readiness nationally, with relatively higher perceived need for collaborative efforts and relatively lower perceived resource availability. There were significant regional differences on all factors, generally favoring the Northeast. Results from DOE–DPH surveys showed significantly higher levels for all readiness factors, compared with Extension systems. Overall, the findings present a mixed picture. Although there were clear challenges related to measuring readiness in complex systems, addressing currently limited dissemination resources, and devising strategies for optimizing readiness, all systems showed some readiness‐related strengths.     

The Use of Structured Clinical Interviews for Assessment in Counseling

The purpose of this article is twofold: to summarize some of the major issues concerning structured clinical interviews and to review data available on some of the most widely used interview schedules. One of the key challenges with the practitioner—scientist approach to counseling is the ability to compare information from a variety of clients and counselors. A structured clinical interview can be considered an empirically driven instrument that has preestablished questions and scoring procedures that make it a useful assessment tool. Through its use, comparisons can be made among clients, and the reliability of assessment and diagnosis can be increased.     

Transparency in Structured Interviews: Consequences for Construct and Criterion-Related Validity

Although researchers agree on the use of structured interviews in personnel selection, past research has been undecided on whether these interviews need to be conducted nontransparently (i.e., without giving interviewees any indication of the evaluated criteria) or transparently (i.e., by revealing to interviewees the dimensions assessed in the interview). This article presents two independent studies examining the effects of interview transparency on interviewees' performance and on the interview's construct and criterion-related validity in the context of an application training program. Results from both Study 1 (N = 123) and Study 2 (N = 269) indicate an improvement in interviewees' performance under transparent interview conditions. Both studies further support the assumption that transparent interviews show satisfactory construct validity, whereas nontransparent interviews do not. Moreover, Study 2 showed no significant difference between the interview's criterion-related validity under transparent versus nontransparent conditions. Implications and directions for future research are discussed.     

精神科住院患者团体心理治疗准备性会谈与治疗后访谈初探

精神科住院患者团体心理治疗较门诊患者团体心理治疗存在临床情境的特殊性,本研究探索将准备性会谈与治疗后访谈纳入治疗计划,治疗前向患者普及住院治疗、心理治疗的知识,澄清团体心理治疗的形式、目标、内容,了解患者对团体心理治疗的疑问、期望,允许患者做出是否参加治疗的决定,并在治疗后的访谈中强化疗效因子。     

精神科住院患者团体心理治疗准备性会谈与治疗后访谈初探

精神科住院患者团体心理治疗较门诊患者团体心理治疗存在临床情境的特殊性,本研究探索将准备性会谈与治疗后访谈纳入治疗计划,治疗前向患者普及住院治疗、心理治疗的知识,澄清团体心理治疗的形式、目标、内容,了解患者对团体心理治疗的疑问、期望,允许患者做出是否参加治疗的决定,并在治疗后的访谈中强化疗效因子.     

Eyewitness Performance in Cognitive and Structured Interviews

This paper addresses two methodological and theoretical questions relating to the Cognitive Interview (CI), which previous research has found to increase witness recall in interviews. (1) W hat are the effects of the CI mnemonic techniques when communication techniques are held constant? (2) How do trained interviewers compare with untrained interviewers? In this study, witnesses (college students) viewed a short film clip of a shooting and were questioned by interviewers (research assistants) trained in conducting the CI or a Structured Interview (SI)—similar to the CI except for the “cognitive” components—or by untrained interviewers (UI). The CI and SI groups recalled significantly more correct information compared to the UI group. However they also reported more errors and confabulated details. Theoretical and practical implications of the results are discussed in terms of precisely identifying the CI facilitatory effects and consequent good practice in the forensic setting.     

The Use of Selection Criteria for Campus Interviews

This paper explores two research questions. What is the relative importance of academic criteria, work experience, demographic characteristics, and extracurricular activities on the decision to select applicants for job interviews in a college placement setting? Second, does the relative importance of criteria change across job types? Using a sample of 19 recruiters who screened applicants for campus interviews at a large state university, the study found that academic criteria were the most important screening criteria. However, there was great variance in the use of criteria across 19 recruiters. Job type accounted for some of this variance in relation to both academic criteria and demographic criteria.     

企业诚信及其实现机制——以“海尔”为例

诚信是伦理关系范畴,作为企业来说,既要诚信于顾客,也要诚信于内部员工和外部同行。并且,企业诚信品质的形成和企业诚信的实现不是一蹴而就的,它需要企业内外部各种力量和手段的协调和支撑。     

Motivation for Reading and Writing in Kindergarten Children

This study characterizes the reading and writing motivations of kindergarten children. Four hundred fifty-one children participated in the study, answering questions measuring value, self-concept, and enjoyment of reading and writing. A factor analysis validated the conceptual motivational constructs. Findings indicate that kindergarten children have high motivation for both reading and writing, although scores for writing motivation were not as high as those for reading. Among the group studied, boys’ and girls’ motivational profiles are not markedly differentiated. Implications for future research and educational practices are discussed.     

Motivation for Creativity in Design Students

The purpose was to study motivation for creativity in design students in the framework of the cognitive orientation theory which defines motivation as a function of beliefs of four types (about goals, norms, oneself and reality) concerning themes identified as relevant for creativity. It was hypothesized that scores of the four belief types would enable predicting creativity. The participants were 52 design students who were administered an actual design task and questionnaires: The Survey about Attitudes, Questionnaire about Designing and the Cognitive Orientation of Creativity (COQ-CR). The independent variables were the scores of the belief types based on the COQ-CR. The dependent variables were the evaluation of the creativity of the designs by four expert architects, and various variables based on self-evaluation of the students in the questionnaires referring to the design and designing process: fluency, flexibility, elaboration, fulfilling requirements, considering the context, having a central idea, meaningfulness of the task, involvement of feelings in designing, and handling constraints. Regression analyses showed that the majority of variables referring to creativity were predicted significantly by the predictors. The findings support the validity of the COQ-CR for assessing motivation for creativity and of the cognitive motivational approach to creativity.     

Searching for Order in Social Motivation

Regularities in social motivation are derived from a causal analysis of the ability-effort distinction, which has implications for perceptions of responsibility. A responsibility analysis is then extended and applied to reactions to the stigmatized, help-giving, and aggression. The relation between explanation in terms of processes and mechanisms versus function is examined. Finally, an attempt is made to integrate social motivation with some aspects of intrapersonal motivation.     

Acceptance of Structured Diagnostic Interviews for Mental Disorders in Clinical Practice and Research Settings

The objective of this study was to investigate the acceptance of structured diagnostic interviews in clinical practice, as well as research, settings. Using the Diagnostisches Interview bei Psychischen Störungen (the modified and extended German version of the Anxiety Disorders Interview Schedule for DSM-IV), 10 certified interviewers conducted 183 structured interviews in different inpatient, outpatient, and research settings in Switzerland and Germany. After each interview, patients and interviewers filled out a questionnaire asking for their evaluation of the interview. Patients' and interviewers' reactions to the interview were highly positive. On a scale measuring overall satisfaction with the interview (0 = not at all satisfied, 100 = totally satisfied) the mean patient rating was 86.55 (SD = 13.18), and the mean interviewer rating was 85.82 (SD = 12.84). The procedure used by the interviewer was rated by 142 (78.5%) patients as being helpful, and 176 (96.7%) rated the relationship as being positive. Less than 16% of the interviews were described as exhausting by the patients and interviewers. A majority of the interviewers (92.6%) indicated that during the interview they could respond adequately to the patient. The results of this study indicate that structured diagnostic interviews are highly accepted by interviewers and patients in a variety of settings. These findings, together with the existing evidence of the reliability and validity of structured interviews, should encourage their use in the diagnostic process, in outpatient and inpatient clinical settings as well as in research studies.     

Development of Standard Anchors for Scoring Generic Past-Behaviour Questions in Structured Interviews

A structured interviewing system was developed which included an item bank of pre-written past-behaviour questions. Scoring anchors for each of 168 questions in the item bank were created from analysis of protocols from individual assessments. A concurrent validation study was conducted, focusing on the job of highway patrol sergeant. Job knowledge experts used a job analysis tool to select a subset of twelve questions from the item bank. Panel interviews were conducted with 32 highway patrol sergeants as subjects. Average inter-rater reliability was 0.65 and interview validity was 0.42 for group consensus scores and 0.44 for panel average scores. Discussion focused on practical issues affecting the interviewing system.     

Within-Session Changes in Adjunctive and Instrumental Responding

Rats pressed levers for food delivered by several fixed interval schedules. A drinking spout or running wheel was also available during some conditions, but not during others. The rate of lever pressing, drinking and running often changed within experimental sessions. The within-session patterns of lever pressing did not differ when drinking or running was available and when it was not. The correlation between the amount of lever pressing and the amount of drinking or running at a particular time in the session was inconsistently positive or negative. Finding within-session changes in responding for adjunctive behaviors implies that the factors that produce these changes are present for both adjunctive and instrumental behavior. Finding inconsistent correlations between instrumental responding and adjunctive behaviors questions arousal and interference from adjunctive behaviors as explanations for within-session changes in instrumental responding.     

Feasibility of a Simplified and Dynamic Bayesian System for Use in Structured Diagnostic Interviews

An important goal of clinical assessment is to balance cost-effectiveness, administration demands, and accuracy (G. Young, J. O'Brien, E. Gutterman, & P. Cohen, 1987). The incorporation of Bayesian logic into diagnostic interviewing may assist with this goal, but in previous examinations, such methods have been prohibitively complex. In this study, analysis of a simplified Bayesian system showed overall classification error rates as good or better than traditional structured interviewing, and reduction in error was positively related to the psychometric properties of the predictor used in the actuarial functions. A dynamic system using simplified Bayesian logic appears to function well in the context of a structured interview and requires comparatively less data than previously tested Bayesian approaches. This type of system appears suitable for further research with clinical populations to determine its performance in applied settings.