Detecting Curvilinear Relationships: A Comparison of Scoring Approaches Based on Different Item Response Models

There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate. This study examined the performance of an ideal point scoring approach (e.g., the generalized graded unfolding model) as compared to the typical dominance scoring approaches in detecting curvilinear relationships between scored trait and external variable. Simulation results showed that when data followed the ideal point model, the ideal point approach generally exhibited more power and provided more accurate estimates of curvilinear effects than the dominance approaches. No substantial difference was found between ideal point and dominance scoring approaches in terms of Type I error rate and bias across different sample sizes and scale lengths, although skewness in the distribution of trait and external variable can potentially reduce statistical power. For dominance data, the ideal point scoring approach exhibited convergence problems in most conditions and failed to perform as well as the dominance scoring approaches. Practical implications for scoring responses to Likert-type surveys to examine curvilinear effects are discussed.     

A Longitudinal Examination of the Directional Effects between Relationship Quality and Well-Being for a National Sample of U.S. Men and Women

The interaction between relationship quality and individual well-being has commonly been examined using a negative conceptualization of these constructs (e.g., relationship aggression and depression, respectively). The present study examines the direction of association between individual well-being and relationship quality. Specifically, we examined if this direction differed based on positive and negative conceptualizations of individual (i.e., life satisfaction and depression) and relationship (i.e., relationship satisfaction and conflict) well-being and how this differed for men and women. Using a series of cross-lagged path analyses across three time points, we found that relationship satisfaction and life satisfaction were mutually influential over time, but life satisfaction was only predictive of later conflict. Further, depression predicted both later relationship conflict and relationship satisfaction. Regarding gender differences, life satisfaction and relationship satisfaction exhibited a cyclical relationship for men but not for women. For women, but not men, depression was related to later relationship satisfaction. Taken together, these results suggest that nuances exist in the association between relationship quality and individual well-being depending on the conceptualization of the construct (negative vs. positive) and gender. More specifically, it appears that life satisfaction, or positive conceptualizations of well-being, may be more relevant to men’s relationship quality whereas depression, or negative conceptualizations of well-being, may be more relevant to women’s relationship quality. Clinical implications and directions for future research are discussed.     

Family Caregiver’s Positive,Negative, and Ambivalent Feelings Towards Stroke Survivors: Association with Psychological Well-Being

Applied Research in Quality of Life - Ambivalence is the simultaneous experience of positive and negative feelings toward a specific person. Recent research suggested ambivalence is negatively...     

COMMUNICATION CONCERNS OF PRESERVICE AND INSERVICE ELEMENTARY SCHOOL TEACHERS

The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three-phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice teachers expressed more impact than self or task concerns, and (4) prospective teachers expressed more self concerns than student or inservice teachers, student teachers expressed more task concerns than prospective or inservice teachers, and inservice teachers expressed more impact concerns than prospective or student teachers.