Organizational Commitment: Clarifying the Concept and Simplifying the Existing Construct Typology

This paper examines popular concepts and “types” of organizational commitment in light of the definition of commitment and common factors that pertain to all commitments. It argues that a commitment is best conceptualized as a single, fundamental construct that may vary according to differences in focus, terms, and time-specific evaluation. Analysis of affective commitment measures indicates that certain measures contain more than one set of terms and make assumptions about evaluation that add constraints to the basic meaning of commitment. Recommendations include the argument that commitment measures address one set of terms and avoid evaluative phraseology.     

Arousal and imitation of aggression

Forty boys, aged 5 and 6 years, viewed either an aggressive or nonaggressive film and were tested for imitation of the behavior displayed in the film. On the next day, before being tested again for imitation of the film, half the subjects in each film condition engaged in arousing play with the experimenter, and half in quiet play. According to the prediction, those aroused on the second day displayed more imitative behavior than those not aroused, regardless of which film they had seen. The results are discussed in terms of arousal as a performance variable in social learning.Thanks are due to Louis Morris, for advice and suggestions, and to Jeffrey Cohen, for assistance in data collection. This research was facilitated by funds from the Tulane University Council on Research.     

Short-term group psychotherapy: Who succeeds,who fails?

Group psychotherapy literature is unclear about what patient characteristics contribute to better and poorer outcome. This study examined pre-group therapy patient characteristics and their relationship to short-term group therapy outcome. A battery of outcome measurements was administered to 192 short-term group therapy patients before, after, and 4–6 months after their group experience. Three distinct outcome groups are defined: dropouts, low changers and high changers. Characteristics of each group are discussed. Aside from the traditionally important variables such as age and education, this study indicates that interpersonal variables (interpersonal sensitivity, distance/closeness to others, primary involvement with family) may be potentially important areas to pursue in screening and preparing patients for a group.     

The Effect of Method Characteristics on Retest Score Gains and Criterion-Related Validity

Purpose

We sought to empirically assess the effect of predictor method characteristics (test form, item-type, and test-type) on retest score change associated with an invariant construct—general mental ability (GMA)—and to evaluate the effect of retesting on the criterion-related validity of assessments that vary in their susceptibility to retest effects.

Design

Three hundred seven individuals completed a battery of GMA assessments. After a 6-week interval, participants returned to the testing site to retest using both alternate and identical forms of the initial assessments.

Findings

Greater score gains were observed on assessments comprising heterogeneous item-types than homogeneous item-types, and on performance-based assessments than self-report assessments. However, despite variations in score gains, the relationships between the initial test scores and criterion scores were no different than the relationships between retest scores and criterion scores for all assessments.

Implications

Tests and procedures that reduce reliance on test- or item-specific knowledge and skill may help minimize score changes due to retesting across multiple administrations. Moreover, under the boundary conditions present in this study, the criterion-related validity of ability assessments may not be affected by increases in test-specific knowledge and skills.

Originality/Value

Despite the prevalence and industry support of retesting, a comprehensive understanding of retest score change still eludes researchers and practitioners. This ambiguity may be due in part to neglecting the method-construct distinctions in the retest literature. This is the first report to explicitly utilize the method-construct distinction in an effort to examine the causes and consequences of retest effects.

     

Dyadic Coping in the U.S.: Psychometric Properties and Validity for Use of the English Version of the Dyadic Coping Inventory

A majority of individuals living in the U.S. experience unhealthy levels of stress; however, romantic partners can help mitigate stress’ deleterious effects by coping together (dyadic coping). The Dyadic Coping Inventory (DCI) measures coping behaviors when one or both partners experience stress. Specifically, the DCI measures a) partner’s self-report of his/her own (Self) and their partner’s (Partner) behavior, and b) Common DC during the experience of a common stressor. Despite its wide use, the DCI has not yet been validated for use in the United States (U.S.). The aim of this study was to address this gap in the literature. Using a sample of 938 individuals in the U.S. currently involved in a romantic relationship, we validated the English version of the DCI by analyzing its factorial structure and psychometric properties. Results supported the theoretically assumed factorial structure of the DCI. Convergent and discriminant validity, as well as measurement invariance across gender and culture using the original Swiss sample, was confirmed. The English version of the DCI is a valid self-report instrument for assessing couples' coping in the U.S.