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An IRT analysis of motive questionnaires: The Unified Motive Scales   总被引:1,自引:0,他引:1  
Multiple inventories claiming to assess the same explicit motive (achievement, power, or affiliation) show only mediocre convergent validity. In three studies (= 1685) the structure, nomological net, and content coverage of multiple existing motive scales was investigated with exploratory factor analyses. The analyses revealed four approach factors (achievement, power, affiliation, and intimacy) and a general avoidance factor with a facet structure. New scales (the Unified Motive Scales; UMS) were developed using IRT, reflecting these underlying dimensions. In comparison to existing questionnaires, the UMS have the highest measurement precision and provide short (six-item) and ultra-short (three-item) scales. In a fourth study (= 96), the UMS demonstrated incremental validity over existing motive scales with respect to several outcome criteria.  相似文献   
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Journal of Adult Development - Adolescence is a formative time in the development of self-concept, and negative self-concept predicts internalizing symptoms in later adulthood. This study examined...  相似文献   
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The aim of this paper is to present a dynamic goal programming scheme. Throughout the revised literature, most of the dynamic goal programming approaches use target values on the final value of the objective functionals. In this paper, dynamic target values are assumed, so that they control not only the final values of the corresponding functionals, but their evolution along the planning period. As a result, the scalar problems are also dynamic ones, where the evolution of the deviation variables is minimized. A lexicographic dynamic goal programming algorithm is developed on these basis, and some considerations are made on the efficiency of the final solutions. © 1998 John Wiley & Sons, Ltd.  相似文献   
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In one computational model of hippocampal function, the entorhinal cortical input to CA1 is hypothesized to play a key role in the ability of CA1 to decode CA3 recodings. Here, we develop a modification of this CA1 decoder hypothesis that is applicable to several computational theories of hippocampal function, and then we electrophysiologically investigate one assumption of this new hypothesis. First, using biologically realistic estimates, we calculate that CA3-induced CA1 excitation is too high and that inhibition plausibly plays a role in this CA1 decoder model. Thus motivated, we turn to a physiological demonstration to substantiate the plausibility of the proposed mechanism. Using the rat hippocampal slice, we examine an interlaminar interaction between the distal perforant path input to hippocampal CA1 stratum moleculare and the more proximal Schaffer collateral input to stratum radiatum. Perforant path activation provides sufficient inhibition to block homosynaptic long-term potentiation elicited by a suitably strong stratum radiatum input. For this interlaminar interaction to be most effective, perforant path activation must both precede and follow Schaffer collateral activation. Perforant path-evoked inhibition in CA1 can thus serve as a viable mechanism in the learned decoder theory of hippocampal CA1.  相似文献   
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By atomic-scale high-angle annular dark-field scanning transmission electron microscopy, the long-period stacking ordered (LPSO) structures in a near-equilibrium Mg97Zn1Y2 (at.%) alloy have been characterised. In addition to 18R and 14H, new polytypes of LPSO structures are analysed and determined as 60R, 78R, 26H, 96R, 38H, 40H, 108H and 246R. All of these LPSO structures feature AB′C′A building blocks with two Mg layers and three Mg layers sandwiched between them. The Bravais lattices and space groups of new polytypes of LPSO structures were easily determined via the newly introduced method. A structural relationship between the LPSOs is proposed.  相似文献   
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Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.  相似文献   
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