Toward a richer view of the scientific method. The role of conceptual analysis

Within the complex set of activities that comprise the scientific method, three clusters of activities can be recognized: experimentation, mathematization, and conceptual analysis. In psychology, the first two of these clusters are well-known and valued, but the third seems less known and valued. The authors show the value of these three clusters of scientific method activities in the works of the quintessential scientist Galileo Galilei. They then illustrate how conceptual analysis can be used in psychology to clarify the grammar and meaning of concepts, expose conceptual problems in models, reveal unacknowledged assumptions and steps in arguments, and evaluate the consistency of theoretical accounts. The article concludes with a discussion of three criticisms of conceptual analysis.     

Masculinity and femininity scales: current state of the art

A theoretical and empirical review of masculinity and femininity scales was carried out after 30 years of their existence. Hypotheses to be tested were: (a) muldimensionality versus bidimensionality; (b) inadequate percentage of variance accounted for (less than 50%); (c) inconsistency between factor structure and the dualistic model. 618, 200 and 287 students took part in each of the three studies that were carried out. Factorial analyses (PAF) were performed. Results support multidimensionality, unsatisfactory percentage of variance accounted for, and lack of congruence between obtained factors and the dualistic model. All these data were analysed within the context of the twofold sex and gender reality model.     

Mobbing: a meta-analysis and integrative model of its antecedents and consequences

Although mobbing has been extensively studied, empirical research has not led to firm conclusions regarding its antecedents and consequences, both at personal and organizational levels. An extensive literature search yielded 86 empirical studies with 93 samples. The matrix correlation obtained through meta-analytic techniques was used to test a structural equation model. Results supported hypotheses regarding organizational environmental factors as main predictors of mobbing.     

How many roads lead to Rome? Equifinality set‐size and commitment to goals and means

Four studies examined the relation between the number of equifinal means to a goal, actors' commitment to that goal, and their commitment to the means. In Study 1, participants freely generated varying number of means to two of their work goals. In Study 2, they generated social means to their goals (people they viewed as helpful to goal attainment). In Studies 3 and 4, the number of means to participants' goals was experimentally manipulated. All four studies found that means commitment is negatively related, whereas goal commitment is positively related, to means number. Consistent support was also obtained for the notion that the relation between means number and goal commitment is mediated by the expectancy of goal attainment, and by goal importance. Conceptual and practical implications of the findings were considered that link together the notions of substitutability and dependency within a goal systemic framework. Copyright © 2010 John Wiley & Sons, Ltd.     

Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals

Background and Objectives: The present study examined why people differ in how they appraise the same stressful situation (an approaching exam). Design: We explored whether interpreting anxiety as a facilitative emotion can affect the type of stress appraisal people make. Method: One hundred and three undergraduate students took part in this study, which lasted for 10 days (leading up to an exam). The students completed a daily self-reported evaluation of anxiety, emotional exhaustion, and stress experienced. Results: The findings suggest a process by which a stressful time can be experienced as motivating rather than threatening or emotionally exhausting. For example, interpreting anxiety as facilitative moderated the relationship between anxiety and stress appraisals. When interpreting their anxiety as facilitative, individuals showed a higher tendency to make challenge stress appraisals and a lower tendency to appraising the stressor as a threat. These differences were especially visible with high levels of anxiety. Furthermore, interpreting anxiety as facilitative was negatively associated with emotional exhaustion, but positively associated with the academic performance. Conclusions: These findings suggest an explanation why people differ in how they appraise the same stressor: how people interpret their anxiety may to a large part affect how they appraise difficult events and situations.