Phenomenology,physical education,and special populations

This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between these two increasingly compatible partners, emphasizes the primary connection — the body — and shows the practical and heuristic applications of phenomenology in the lifeworld of physical education.     

Use of the Personality Assessment Inventory to assess psychopathy in offender populations

The authors investigated the validity of the Antisocial Features (ANT) scale of the Personality Assessment Inventory (PAI; L. C. Morey, 1991) with respect to assessments of psychopathy in 2 offender samples. Study 1 included 46 forensic psychiatric inpatients who were administered the Screening Version of the Hare Psychopathy Checklist (PCL:SV; S. D. Hart, D. N. Cox, & R. D. Hare, 1995). In Study 2, 55 sex offenders were administered the Hare Psychopathy Checklist--Revised (PCL-R; R. D. Hare, 1991). ANT scores correlated highly with the PCL:SV total score (r = .54) and moderately with the PCL-R total score (r = .40). ANT tapped primarily behavioral symptoms of psychopathy rather than interpersonal and affective symptoms. Also, ANT had low to moderate diagnostic efficiency regarding diagnoses of psychopathy, suggesting that it may be better used as a dimensional rather than categorical measure of this construct.     

Replacing and representing patients: Professional feelings and plastic body replicas in nursing education

This article examines the intimate profession of nursing and the affective practices that bind bodies together into engagements that appear stable. However, once the bodies of patients are replaced with ‘plastic replicas’ for the purpose of clinical training within an educational setting, new affective relations emerge and underexplored aspects of professional engagements appear. Through theories of affectivity, I propose the notion of touchability as a theoretical device which focuses attention on the body and the sensory, affective and embodied vicissitudes that traverse it, while nonetheless attending to the difference between feeling patients and plastic. Sensuous ethnography is the method used for exploring these professional engagements. By engaging through bodily senses, I actively use bodies as tools of inquiry and sources of knowledge within nursing. I argue that the notion of touchability can illuminate how different bodies come to hold specific meanings and reveal distinct facets of a professional practice.     

Standards for education and training in psychological assessment position of the Society for Personality Assessment

The Society for Personality Assessment is a national and international professional organization devoted to research and practice in the field of psychological assessment. As such, it represents practitioners of assessment regardless of discipline or degree.     

WAIS-III percentile scores by education and sex for U.S. and Canadian populations

Tables are presented for the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) IQ and index scores by education level for both the U.S. and Canadian normative samples. This allows clinicians to provide more accurate identification of relative strengths or weaknesses, compared to expectations from an individual's background, rather than the general population. Because sex differences are notable on the Processing Speed Index, data for this measure are presented separately. The similarities and differences between the two national samples are noted, with particular reference to the relatively weaker demographic effects found in the Canadian sample.     

Assessment of tripartite efficacy beliefs within school-based physical education: Instrument development and reliability and validity evidence

Objectives

In educational contexts, Lent and Lopez (2002) proposed that students develop a tripartite network of efficacy beliefs, comprising their confidence in their own capabilities (i.e., self-efficacy), their confidence in their teacher’s ability (i.e., other-efficacy), and their estimation of their teacher’s confidence in their ability (i.e., relation-inferred self-efficacy). In spite of the potential for school-based physical education (PE) to stimulate leisure-time activity patterns among adolescents, it is noteworthy that this framework has yet to be explored in school PE contexts.

Design and methods

In Phase 1, we recruited 62 Australian high school students (aged 11-13) in order to develop instruments designed to assess self-efficacy, other-efficacy, and relation-inferred self-efficacy within PE settings. In Phases 2 and 3, we sought to provide evidence for measurement reliability, validity, and invariance with cross-sectional and prospective data derived from Australian (N = 602, M_age = 13.54, SD = .76) as well as Singaporean (N = 606; M_age = 14.10, SD = 1.01) students.

Results

Results revealed (a) support for the factorial validity of these measures in both locations, (b) evidence of gender-related and cross-national measurement invariance, (c) positive inter-relationships between students’ tripartite efficacy perceptions that were consistent with theory, and (d) positive correlations with key in-class (e.g., effort, enjoyment) and leisure-time (e.g., physical activity levels) outcomes.

Conclusions

Taken together, the results provide preliminary evidence for the reliability and validity of measures derived from these tripartite efficacy instruments, and support their use in future research designed to examine PE engagement.     

Dimensions of fatigue in different working populations

Perceived fatigue related to work has often been measured in one dimension. The main purpose of the present study was to validate a proposed five-factor model of perceived fatigue in a new sample. 597 persons, employed in five occupations with different types of work loads, rated their fatigue after work. The ratings were subjected to analyses of linear structural equation models. The results suggest a slightly revised model for perceived fatigue, still with the five dimensions: Lack of energy, Physical exertion, Physical discomfort, Lack of motivation and Sleepiness. As expected, the rating profiles describing fatigue states differed between the five occupations. On the basis of these results, a revised version of the Swedish Occupational Fatigue Inventory (SOFI) is presented.     

Latent variable modeling in heterogeneous populations

Common applications of latent variable analysis fail to recognize that data may be obtained from several populations with different sets of parameter values. This article describes the problem and gives an overview of methodology that can address heterogeneity. Artificial examples of mixtures are given, where if the mixture is not recognized, strongly distorted results occur. MIMIC structural modeling is shown to be a useful method for detecting and describing heterogeneity that cannot be handled in regular multiple-group analysis. Other useful methods instead take a random effects approach, describing heterogeneity in terms of random parameter variation across groups. These random effects models connect with emerging methodology for multilevel structural equation modeling of hierarchical data. Examples are drawn from educational achievement testing, psychopathology, and sociology of education. Estimation is carried out by the LISCOMP program.Presidential address delivered at the Psychometric Society meetings in Los Angeles, USA and Leuven, Belgium, July 1989. The research was supported by Grant No. SES-8821668 from the National Science Foundation and by Grant No. OERI-G-86-003 from the Office for Educational Research and Improvement, Department of Education. I thank Leigh Burstein, Mike Hollis, Linda Muthén, and Albert Satorra for helpful discussions and Tammy Tam, Jin-Wen Yang, Suk-Woo Kim, and Lynn Short for computational assistance. Designs were created by Arlette Collier, Rita Ling and Jennifer Edic-Bryant.     

Covariance structure analysis in several populations

This paper is concerned with the study of covariance structural models in several populations. Estimation theory of the parameters that are subject to general functional restraints is developed based on the generalized least squares approach. Asymptotic properties of the constrained estimator are studied; and asymptotic chi-square tests are presented to evaluate appropriate model comparisons. The method of multipliers and the standard reparametrization technique are discussed in obtaining the estimates. The methodology is demonstrated by a set of real data.Computer facilities were provided by the Computer Services Center, The Chinese University of Hong Kong. The authors are indebted to several anonymous reviewers for suggestions for improvement of this paper.     

Simultaneous factor analysis in several populations

This paper is concerned with the study of similarities and differences in factor structures between different groups. A common situation occurs when a battery of tests has been administered to samples of examinees from several populations.A very general model is presented, in which any parameter in the factor analysis models (factor loadings, factor variances, factor covariances, and unique variances) for the different groups may be assigned an arbitrary value or constrained to be equal to some other parameter. Given such a specification, the model is estimated by the maximum likelihood method yielding a large samplex ² of goodness of fit. By computing several solutions under different specifications one can test various hypotheses.The method is capable of dealing with any degree of invariance, from the one extreme, where nothing is invariant, to the other extreme, where everything is invariant. Neither the number of tests nor the number of common factors need to be the same for all groups, but to be at all interesting, it is assumed that there is a common core of tests in each battery that is the same or at least content-wise comparable.This research was supported by grant NSF-GB-12959 from National Science Foundation. My thanks are due to Michael Browne for his comments on an earlier draft of this paper and to Marielle van Thillo who checked the mathematical derivations and wrote and debugged the computer program SIFASP.Now at Statistics Department, University of Uppsala, Sweden.     

Careers education in higher education: Principles and practice

It is argued that careers education represents a distinctive new approach in careers guidance within higher education. A detailed analysis is presented of American and British experiments to date, dividing them into three groups: unit courses leading to credit, courses not leading to credit, and intensive experiences. Attention is also paid to the need to integrate formal group work of these kinds with other formal and informal learning experiences. Finally, an attempt is made to identify some crucial dilemmas and issues which need to be addressed if careers education is to be structured into the British higher education system.     

Assessment in Organisations

Cet article aborde les pratiques actuelles et les tendances émergentes de l’évaluation dans les organisations. Une attention particulière est accordée a l’évaluation en vue du recrutement et de la selection, là où l’apparition de la méta‐analyse a fondamentalement changé la conception que l’on pouvait avoir des tests psychologiques et autres techniques de sélection. On analyse aussi l’impact d’Internet sur les pratiques de sélection. En ce qui concerne l’évaluation post‐embauche, l’obligation pour les organisations d’assumer des changements rapides est raportée à l’importance de la modélisation des compétences. Quelques points‐clés de l’évaluation post‐embauche sont passés en revue (leadership, feedback à 360°). Des perspectives pour la nouvelles recherches sont esquissées; il s’agit de créer des théories et des modèles plus pertinents, mais aussi de progresser dans les études de validitéà partir les données existantes. Finalement, on s’aperçoit que l’essentiel de la littérature actuelle s’appuie sur des recherches réalisées aux Etats‐Unis, un peu au Royaume Uni ou dans d’autres pays d’Europe. Beaucoup de ces recherches sont limitées dans leurs possibilités d’application en ce sens qu’elles ont été men?es sur de grandes organisations. On insiste sur le manque de travaux interculturels et sur la nécessité de s’intéresser à l’ensemble des organisations de travail (des grandes aux petites, des enterprises locales aux multinationals, aux secteurs public et privé). The article considers current practice and merging trends in assessment in organisations. Particular attention is paid to assessment for recruitment and selection, where the use of meta‐analysis techniques has radically changed the way in which psychological tests and other selection techniques are viewed. The impact of the Internet on selection practice is also discussed. For post‐hire assessment, the impact of the need for organisations to undergo rapid change is considered in relation to the importance of competency modelling. Some key areas (leadership, 360‐degree feedback) of post‐hire assessment are reviewed. Issues for future research are outlined. These include the need for better theory and models, together with the need to move ahead of a reliance on old data sets. Finally, it is noted that much of the current literature is based on research in the United States (with some from the United Kingdom and other parts of Europe). Much of the research is also limited in applicability in that it is based on large organisations. The need for more cross‐cultural studies and the need to cover the full range of work organisations (large to small; local to global; private to public sector) is emphasised.