Relevance of the Tripartite Dimensions of Affect for Anxiety and Depression in Youth: Examining Sex and Psychopathology Status

Using a combined sample (N = 1,215) of referred children and children from the general population aged between 8 and 14 years, the present study addressed two research goals: First, latent mean differences (depending on the individual’s sex or psychopathology level) in anxiety, depression, Positive Affect (PA), Negative Affect (NA) and Physiological Hyperarousal (PH) were examined. Secondly, the structure of anxiety and depression was investigated from a tripartite model perspective in boys and girls with high versus low levels of psychopathology respectively. When relating the latent mean level differences in NA, PA, and PH with those in anxiety and depression, the results suggest that higher levels (depending on the individual’s sex and psychopathology status) of anxiety or depression are associated with higher levels of PH and lower levels of PA, whereas no consistent pattern was found between mean level differences in NA on the one hand and mean level differences in anxiety/depression on the other. Results further demonstrated that a better fit was obtained for the dual than for the unitary construct representation in boys or girls with high or low levels of psychopathology, thereby suggesting that a valid distinction can be made between anxiety and depression in children between 8 and 14 years old, irrespective of their sex or level of psychopathology. However, when looking at the structural relations of the dual construct representation of anxiety and depression with NA, PA and PH in each of the four groups separately, it became evident that the PH and PA tripartite dimensions could not account for the unique aspects of anxiety and depression respectively. Moreover, PH rather than NA was found to be common for anxiety and depression.     

Response Rates in Organizational Science, 1995–2008: A Meta-analytic Review and Guidelines for Survey Researchers

Purpose  

This study expands upon existing knowledge of response rates by conducting a large-scale quantitative review of published response rates. This allowed a fine-grained comparison of response rates across respondent groups. Other unique features of this study are the analysis of response enhancing techniques across respondent groups and response rate trends over time. In order to aid researchers in designing surveys, we provide expected response rate percentiles for different survey modalities.     

Comparison of classical and modern methods for measuring and correcting for acquiescence

Likert-type self-report scales are frequently used in large-scale educational assessment of social-emotional skills. Self-report scales rely on the assumption that their items elicit information only about the trait they are supposed to measure. However, different response biases may threaten this assumption. Specifically, in children, the response style of acquiescence is an important source of systematic error. Balanced scales, including an equal number of positively and negatively keyed items, have been proposed as a solution to control for acquiescence, but the reasons why this design feature worked from the perspective of modern psychometric models have been underexplored. Three methods for controlling for acquiescence are compared: classical method by partialling out the mean; an item response theory method to measure differential person functioning (DPF); and multidimensional item response theory (MIRT) with random intercept. Comparative analyses are conducted on simulated ratings and on self-ratings provided by 40,649 students (aged 11–18) on a fully balanced 30-item scale assessing conscientious self-management. Acquiescence bias was explained as DPF and it was demonstrated that: the acquiescence index is highly related to DPF; balanced scales produce scores controlled for DPF; and MIRT factor scores are highly related to scores controlled for DPF and the random intercept is highly related to DPF.     

Should supervisors communicate goals or visions? The moderating role of subordinates' psychological distance

There is an ongoing debate about how supervisors should communicate desired end‐states to subordinates, that is, whether they should set concrete goals (according to goal setting theory) or communicate abstract visions (according to transformational leadership theory). In this paper, we draw on construal level theory (CLT) to reconcile both views and develop a model of when supervisors communicating concrete goals versus abstract visions are seen as more effective. According to CLT, being psychologically removed from (vs. near to) an event or object makes people construe the event or object in a more abstract (vs. concrete) way, which, in turn, leads people to process abstract (vs. concrete) information more fluently and thus evaluate the sender of this information more favorably. Accordingly, supervisor effectiveness may be higher in conditions where communication and psychological distance to the supervisor converge (vision/far and goals/close) rather than diverge (vision/close and goals/far). We tested this hypothesis in two experiments, using different operationalizations of psychological distance. In these studies, we found supervisor effectiveness to be higher when vision was communicated at a far versus near distance and goals were communicated at a near versus far distance.     

Spatial phenomena in material places. Reflections on sensory substitution,shape perception,and the external nature of the senses

Phenomenology and the Cognitive Sciences - From the outside, our senses are spatially integrated in our body in manifestly different ways. This paper starts from the suggestion that the...     

The Long-Term Impact of the Feedback Environment on Job Satisfaction: A Field Study in a Belgian Context

This study examines (1) the relationship between the feedback environment and job satisfaction and (2) the mediating role of leader–member exchange in a Belgian context. Results from a sample of 155 employees of a governmental service for employment and vocational training supported our hypotheses. A favorable supervisor feedback environment was related to higher levels of job satisfaction 5 months later, and this relationship was fully mediated by the quality of leader–member exchange. These findings highlight the usefulness of diagnosing and assessing the feedback environment for a better understanding of feedback processes and for enhancing feedback interventions in organisations.
Ce travail examine dans un contexte culturel belge 1) la relation entre la satisfaction professionnelle et le feedback provenant de l'environnement 2) le rôle médiateur des échanges leader-collaborateurs. Nos hypothèses ont été confirmées par les conclusions issues d'un échantillon composé de 155 employés d'un service d'Etat de retour à l'emploi et de formation professionnelle. Un environnement rétroactif positif provenant du chef immédiat était en rapport avec un niveau plus élevé de satisfaction professionnelle cinq mois plus tard, et cette relation était maximisée par la qualité des échanges entre le leader et les membres du groupe. Ces résultats montrent qu'il faut prendre en compte et évaluer la rétroaction environnementale pour une meilleure appréhension des processus de feedback et pour améliorer les interventions dans les organisations portant sur le feedback.     

True or False? Keying Direction and Acquiescence Influence the Validity of Socio-Emotional Skills Items in Predicting High School Achievement

What type of items, keyed positively or negatively, makes social-emotional skill or personality scales more valid? The present study examines the different criterion validities of true- and false-keyed items, before and after correction for acquiescence. The sample included 12,987 children and adolescents from 425 schools of the State of São Paulo Brazil (ages 11–18 attending grades 6–12). They answered a computerized 162-item questionnaire measuring 18 facets grouped into five broad domains of social-emotional skills, i.e.: Open-mindedness (O), Conscientious Self-Management (C), Engaging with others (E), Amity (A), and Negative-Emotion Regulation (N). All facet scales were fully balanced (3 true-keyed and 3 false-keyed items per facet). Criterion validity coefficients of scales composed of only true-keyed items versus only false-keyed items were compared. The criterion measure was a standardized achievement test of language and math ability. We found that coefficients were almost as twice as big for false-keyed items’ scales than for true-keyed items’ scales. After correcting for acquiescence coefficients became more similar. Acquiescence suppresses the criterion validity of unbalanced scales composed of true-keyed items. We conclude that balanced scales with pairs of true and false keyed items make a better scale in terms of internal structural and predictive validity.     

In Defence of Metametasemantics

In the paper I defend the idea of metametasemantics against the arguments recently presented by Ori Simchen (2017). Simchen attacks the view, according to which metametasemantics incorporating all possible metasemantic accounts is necessary to protect the metasemantic theories from the notorious problem of inscrutability of reference (see Sider 2011). Simchen claims that if metametasemantics is allowed it ‘absorbs’ metasemantic theories to the extent that it diminishes their explanatory value. Furthermore, in this way Simchen sets up two main metasemantic paradigms i.e. productivism (roughly speaking: speaker’s metasemantics) and interpretationism (audience’s metasemantics) as the rival theories inevitably excluding each other. I endeavour to undermine Simchen’s point by demonstrating that his argumentation mixes up deflationary reading of the predicate ‘is true’ with its substantial reading. Consequently, I demonstrate that accepting metametasemantics does not diminish explanatory value of various metasemantic theories and thus that there is no good reason to forbid metametasemantics. I also argue that even if we ignore the above-mentioned confusion in Simchen’s reasoning, his arguments still fail when considering various problems with the notion of diminishment of explanatory value and because the analogy that his arguments are based on is fairly weak. Eventually, I conclude that metametasemantics does not pose any danger to metasemantics and that it provides a solid ground for developing a theory that benefits from both productivism and interpretationism.

     

Do overall dimension ratings from assessment centres show external construct-related validity?

ABSTRACT

There have been repeated calls for an external construct validation approach to advance our understanding of the construct-related validity of assessment centre dimension ratings beyond existing internal construct-related validity findings. Following an external construct validation approach, we examined whether linking assessment centre overall dimension ratings to ratings of the same dimensions that stem from sources external to the assessment centre provides evidence for construct-related validity of assessment centre ratings. We used data from one laboratory assessment centre sample and two field samples. External ratings of the same dimensions stemmed from assessees, assessees’ supervisors, and customers. Results converged across all three samples and showed that different dimension-same source correlations within the assessment centres were larger than same dimension-different source correlations. Moreover, confirmatory factor analyses revealed source factors but no dimension factors in the latent factor structure of overall dimension ratings from the assessment centre and from external sources. Hence, consistent results across the three samples provide no support that assessment centre overall dimension ratings and ratings of the same dimensions from other sources can be attributed to dimension factors. This questions arguments that assessment centre overall dimension ratings should have construct-related validity.