中文版一般自我效能量表的信度和效度检验

该研究以山东省610名高中生为被试,检验了中文版一般自我效能量表（GSES）的信度和效度.结果表明：（1）中文版GSES的有些项目,区分度不高;（2）中文版GSES具有较高的内部一致性信度与分半信度,但重测信度不高;（3）中文版GSES的单维度性没有得到证实;（4）中文版GSES不具有很好的预测效度.     

小学1~4年级学生思维能力测验的初步编制

编制了“小学1~4年级学生思维能力测验”,该测验有文字、数字、图形三种测试材料,包括比较分类、归纳推理、演绎推理、空间认知、类比推理、抽象概括6个分测验。793名1~4年级小学生参加了测试,结果表明该测验难度适中、区分度较好、信度和效度较高。     

Conceptualizing Creativity: General and Cultural Biases in Gough's Creative Personality Scale

This study analyzes the validity of Gough's Creative Personality Scale (CPS) for the Adjective Check List (ACL) by using 1773 Swiss, South Korean, and Mainland Chinese students as a sample. Four sources of potential bias were identified in Gough's CPS, two of which are general and two cultural in nature. The two general biases were investigated by conducting correlation analyses and evaluating alternative scoring methods for the CPS. As a result of the first bias, checking a large number of adjectives was found to be more important for achieving a high score than checking the relevant ones. Due to the second bias, the CPS score mostly depends on the number of positive adjectives checked while negative items have little impact. The two cultural biases were analyzed using an implicit version of the CPS (iCPS) and factor analysis. The latter revealed three different clusters of creativity type: exploratory‐type, socially responsible‐type, and intellectual‐type creativity. Based on cultural background, they are all weighted differently, causing a potential experiential bias in the CPS. Findings indicate that in South Korea and Mainland China socially responsible‐type creativity dominates whereas in Switzerland exploratory‐type creativity prevails. Findings from the iCPS suggest the second cultural bias, the socially desirable responding bias arising from differences in responding styles among the three cultures.     

French Validation of the Competitive Aggressiveness and Anger Scale (FVCAAS)

The aim of this study was to propose a French Validation of the Competitive Aggressiveness and Anger Scale (FVCAAS). The instrument was developed from the original version, which is composed of two subscales (six items by subscales) assessing aggressiveness and anger in competitive athletes (CAAS, Maxwell & Moores, 2007). Four studies have been conducted with 1428 competitors. In the first study, the exploratory factor analysis extracted the two-factor structure from the original version, both with good internal consistency. The second study confirmed that the two-factor structure of the instrument was consistent with the original version and showed its partial invariance across genders. The third study demonstrated the temporal stability of the FVCAAS. In the fourth study, both concurrent and discriminant validities were confirmed, supporting the validity and reliability of the FVCAAS. The contributions of this study and limitations are discussed, together with perspectives for future studies of aggressiveness in competitive sports.     

Concordance of teacher-rated and performance-based measures of executive functioning in preschoolers

The most common method used to evaluate child behavior and functioning is rating scales completed by parents and/or teachers. Given that executive functioning (EF) plays a fundamental role in the developing child’s cognitive, behavioral, and social-emotional development, it would be ideal if ratings of EF and performance-based EF measures assess the same construct. However, most studies report a small to negligible association between performance-based measures and ratings of EF. There are few studies investigating this association for preschoolers, and most only include parent ratings. Teachers may be more reliable reporters of EF behaviors due to the higher demand for EF skills in the preschool setting than at home and because teachers may have a better sense of what behaviors are normative. In this study, we reviewed the associations between three EF rating scales completed by teachers on 243 preschool children. Results showed small to moderate correlations with EF measures of inhibition and cognitive flexibility/switching for all three scales, with the strongest associations observed between Child Behavior Rating Scale (CBRS) Behavioral Regulation subscale and child EF measures. Exploratory multivariate path analyses showed that, after controlling for age, sex, and socioeconomic status (SES), Behavioral Regulation significantly predicted performance-based measures of EF and accounted for incrementally more variance in the models. We conclude that in ideal situations, it is best to measure EF using both rating scales and performance-based measures of EF. The CBRS seems to be a sensitive measure of EF in preschoolers and may be a helpful brief screening tool for use with teachers.     

The generalizability of reactions to assessment: An application of the Selection Procedural Justice Scale (SPJS) in academic settings

This study tested the Selection Procedural Justice Scale (SPJS) in an educational setting. The sample consisted of 617 students. Four different confirmatory models were tested, followed by an IRT analysis to test the scale structure at the item level in the two different contexts (selection vs. academic exams). Results indicated that the 11‐factor structure is the best factorial solution, and SPJS items were found to be free of DIF.     

Cross-cultural validation of a French version of the Emotional Processing Scale (EPS-25)

IntroductionThe Emotional Processing Scale (EPS) is a self-report questionnaire consisting of 25 items designed to identify emotional processing styles and impairments. The aim was to develop a French version of the scale and to test its preliminary validity and reliability in French community and clinical samples.MethodAfter translation and back-translation, a validation study was conducted with 1176 adults [215 from a community sample, 251 undergraduate psychology students, 686 people with a range of physical health conditions (HIV, multiple sclerosis, chronic pain, leukaemia) and 24 people with bipolar disorder hospitalised for depression].ResultsThe internal reliability of the French EPS was good, with a Cronbach's alpha of .91. The five-factor structure of the original English version of the scale was closely reproduced.ConclusionsThe French EPS demonstrated good reliability and validity. Correlations with other conceptually similar scales (e.g., TAS-20, CERQ, STAXI) were as predicted. EPS scores distinguished between groups (clinical samples vs. a community sample) that would be expected to differ.     

Positivity is an up‐to‐date predictor of well‐functioning instead of a eudaemon

Summing up the process of conceptualization of positive orientation theory (POT), the results of empirical studies which confirmed its validity, the operationalization of the positive orientation as a personality disposition in the Positivity Scale (PS), and the verification of the scale responsibility and empirical validity, it can be established that POT is a very promising, empirically validated theory. The dissemination of the POT and the PS in high‐impact scientific journals is an important contribution to the research on well‐being and in the domains of health psychology and positive psychology as well.     

Functions of Identity in the Context of Being a Student: Development and Validation of the Functions of Student Identity Scale

A promising approach to the understanding of identity is the identity functions framework. However, its developmental specificities associated with adolescence remain unexplored. The aim of this study was to develop and test a new measure of the functions of identity as they relate to being a student. Consistent with the theoretical framework, an exploratory analysis with a subsample of high school students revealed five identity functions. A confirmatory analysis with a second subsample found that a higher-order model incorporating these five subscales demonstrated good fit to the data. A bifactor model and statistical indices indicated that it is appropriate to interpret a total student identity score using this instrument. The five subscales, and total scale, demonstrated good convergent validity with a measure of academic behavioral change. These preliminary results suggest that this new instrument presents good psychometric properties and that it is a suitable assessment instrument for the measurement of students’ processes and outcomes. For example, its associations with academic performance stages of changes suggest that this instrument will be useful for identifying students at risk for poor academic trajectories.     

Factorial invariance,differential item functioning,and norms of the Orgasm Rating Scale

Background/Objective: Orgasm Rating Scale (ORS) assess the subjective orgasm experience in context of sexual relationship. It is composed of four dimensions attributed to the orgasm (Affective, Sensory, Intimacy, and Rewards). The purpose is to analyse the factorial invariance of the ORS across groups, to examine the metric equivalence across sex, and to present the standard scores. Method: A total of 1,472 Spanish adults (715 men and 757 women) were evaluated. They were distributed across age groups (18-34, 35-49 and 50 years old and older). Factorial invariance across different groups and the differential functioning of the items across sex were analyzed, internal consistency was examined, and the standard scores were developed. Results: The structure of the ORS showed strict measurement invariance across sex, relationship status, sexual orientation and education level. It also reached a scalar measurement invariance across age range and duration of the relationship. Some items showed a differential functioning between sexes. Conclusions: The Spanish version of the ORS is invariant across different groups at a factorial level, and it shows equivalence across sex in most of its items at a metric level. The standard scores allow a more accurate assessment of the subjective orgasm experience in context of sexual relationship.