Influence of Proactive Personality on Career Self‐Efficacy

This study examined the relationship between proactive personality and career decision‐making self‐efficacy. In Study 1, the authors validated the Proactive Personality Scale–Korean Short Form, using the Rasch model with 315 participants, and found that fit statistics, point‐measure correlations, and item difficulty estimates satisfy the construct validity criterion. In Study 2, the authors administered the Proactive Personality Scale, Career Decision‐Making Self‐Efficacy Scale, and Career Search Self‐Efficacy Scale to 296 freshman and sophomore college students. Hierarchical regression analyses showed that proactive personality scores explain additional variance in both career decision‐making self‐efficacy and career search self‐efficacy scores. Implications for theory and practice are discussed.     

Measuring adult indirect aggression: The development and psychometric assessment of the indirect aggression scales

This paper describes the development of a psychometric measure of indirect aggression for use in an adult population. Items were generated from a series of qualitative interviews. Two versions of the scale were developed; the Indirect Aggression Scale Aggressor version (IAS‐A) and Target version (IAS‐T). Both versions of the scale were administered to separate samples (n_A=294; n_T=294). Scales were analysed using item analysis of internal consistency, as well as exploratory factor analysis. Both versions were found to have the same consistent three sub‐scales: social exclusion, use of malicious humour, and guilt induction. Preliminary psychometric evaluation suggests that the scales are both sufficiently reliable (with Cronbach's alphas ranging from .81 to .89) and valid. There were no gender differences in either using or being the victim of indirect aggression, and the behaviour was significantly negatively correlated with age. Future validation and potential usage of the measures are discussed. Aggress. Behav. 31:1–14, 2005. © 2005 Wiley‐Liss, Inc.     

Clinical Validation of the Swedish Version of the Quality of Life Inventory in Crime Victims with Posttraumatic Stress Disorder and a Nonclinical Sample

The Swedish version of the Quality of Life Inventory (QOLI) was cross-culturally validated with a crime victim sample (N = 53) with posttraumatic stress disorder (PTSD) and a nonclinical group (N = 100) with no lifetime and current psychiatric disorder from the general population in the Stockholm county of Sweden. The QOLI showed excellent internal consistencies in the clinical and the nonclinical sample. In addition, PTSD participants displayed a significantly lower self-perceived quality of life in 13 out of 16 domains of life than the nonclinical individuals. Furthermore, the QOLI was inversely correlated with interview and self-report measures of PTSD symptoms, depression, and anxiety. Overall, the results support the utility of the Swedish QOLI version as a potentially useful measure of self-perceived quality of life in Swedish clinical and nonclinical samples. The results are discussed in relation to the Swedish cross-cultural validation of the QOLI, methodological limitations and future directions.     

Cross‐cultural validation of factor structure in the Japanese Counselor Burnout Inventory

This article describes the cross‐cultural validation of the Counselor Burnout Inventory (CBI; Lee, Baker, Cho, Heckathorn, Holland, Newgent, Ogle, Powell, Quinn, Wallace & Yu, 2007 ) on a sample of professional counselors and psychotherapists in Japan. Confirmatory factor analysis was performed to examine the validity of the CBI with three models: a one‐factor model, a five‐factor model, and a second‐order model. The results showed that the five‐factor model was a better fit and more parsimonious than both the one‐factor model and the second‐order factor model. Additionally, the internal consistency reliability for the CBI subscale scores proved equivalent to that found for other populations (e.g. American and Korean). The results suggest that counselor burnout is not a unidimensional construct but a multidimensional construct. Implications and recommendations for future research are provided.     

Development and validation of the Achievement Goal Scale for Youth Sports

ObjectiveThe objective was to develop and validate an achievement goal scale for young athletes that was aligned with the 2 (mastery/ego)×2 (approach/avoidance) achievement goal framework.MethodA total of 1675 male and female athletes ranging in age from 9 to 14 years participated in the AGSYS scale development and validation phases. Items having a readability level of grade 4 (age 9) or below were written and evaluated in a series of studies to assess the reliability, factorial validity, and construct validity of the Mastery and Ego scales.DesignBoth correlational and experimental methods were used to assess reliability and validity.ResultsExploratory and confirmatory factor analyses demonstrated factorial validity in samples of 9–10-, 11–12-, and 13–14-year-old athletes, and the subscales correlated in a predicted fashion with one another, with other sport and academic goal orientation measures and with several other theoretically relevant variables, including coach-initiated motivational climate, competitive trait anxiety, sport enjoyment, motivation, and self-esteem. Scores also changed significantly in response to a motivational climate coach intervention.ConclusionThe Achievement Goal Scale for Youth Sports (AGSYS) appears to be a reliable and valid measure of achievement goal approach orientations in children between the ages of 9 and 14 years. We were not successful in developing corresponding avoidance goal orientation scales that were not highly correlated, raising the possibility that children do not cognitively differentiate between mastery-avoidance and ego-avoidance orientations.     

Work-based learning: Development and validation of a scale measuring the learning potential of the workplace (LPW)

The current study presents a multi-dimensional scale measuring the learning potential of the workplace (LPW), which is applicable across various occupational settings. Based on a comprehensive literature review, we establish four theoretically relevant dimensions of work-based learning, which together constitute the learning potential of the workplace. The psychometric characteristics of our instrument were examined among a sample of Dutch employees working in different organizations (N = 1013). In this study, we tested the factorial structure and validity of the LPW-scale by conducting Confirmatory Factor Analyses, testing for measurement invariance and determining the scale's reliability. Subsequently, the LPW-instrument was cross-validated using SEM (AMOS 20.0). Furthermore, convergent, divergent, and construct validity were investigated. The results empirically supported the theory based four-factor structure of the LPW-scale and provided solid evidence for the sound psychometric properties of the study's instrument.     

I am so Happy ’Cause Today I Found My Friend: Friendship and Personality as Predictors of Happiness

Relying on the theoretical model of [Lyubomirsky et al. 2005, Review of General Psychology, 9, pp. 111–131], the present study investigated the relationship between personality, number of friends, best friendship quality and happiness among 423 young adults (n = 300 women). The main interest was to examine whether friendship contributed to happiness while controlling for personality. Friendship variables accounted for 58% of the variance in happiness. Results revealed that friendship quality predicted happiness above and beyond the influence of personality and number of friends, but friendship conflict was not a significant predictor. Additional analyses revealed that the companionship and self-validation features of friendship quality were predictive of happiness while controlling for gender and personality. The findings were discussed in the light of theory and empirical research and suggestions were made for future research. An erratum to this article can be found at     

关系-表征复杂性模型的检验

目前有关问题难度的观点多是不全面的,在综合前人研究的基础上提出了关系-表征复杂性模型。在该模型里,区分了问题难度和问题解决难度两个概念,二者的本质分别是关系复杂性和表征复杂性;关系复杂性包括水平复杂性和等级复杂性,表征复杂性相应地包括表征广度和表征深度。以172名小学高年级学生为被试,以长方形面积问题方面的三种测验收集的数据对该模型的内部和外部效度进行了检验,结果表明它能够有效解释问题（解决）难度,区分优、中、差三类学生所能达到的表征复杂性。这说明该模型有理论价值