This article develops a conceptual framework and identifies six perspectives of fit—fit as moderation, fit as mediation, fit as matching, fit as gestalts, fit as profile deviation, and fit as covariation—each implying distinct theoretical meanings and requiring the use of specific analytical schemes. These six perspectives highlight the isomorphic nature of the correspondence between a particular concept and its subsequent testing scheme(s), but it appears that researchers have used these perspectives interchangeably, often invoking one perspective in the theoretical discussion while employing another in the empirical research. Because such research practices weaken the critical link between theory development and theory testing, this article argues for explicit links between theoretical propositions and operational tests.

The Concept of Fit in Strategy Research: Towards Verbal and Statistical Correspondence

Hedonic shopping motivations

Evidence for a morphological sex difference within the medial preoptic area of the rat brain.

Snyder's (1974) Self-Monitoring Scale exhibits a stable factor structure that does not correspond to the five-component theoretical structure he presents. Sets of face-valid items that better approximate the theoretical structure are described. Correlations between these sets of items and measures of other constructs reveal that four of the five components are positively related to social anxiety. Effective social interaction is supposedly the high self-monitor's forte, and social anxiety appears to be incompatible with this. The correlational results therefore question the entire theory and indicate the need for a narrower definition of the construct. Adopting such a definition from Snyder's review article (1979), we present a 13-item Revised Self-Monitoring scale which measures only sensitivity to the expressive behavior of others and ability to modify self-presentation. A 20-item Concern for Appropriateness scale is also described. This scale measures 2 variables that are directly associated with social anxiety--cross-situational variability and attention to social comparison information. Both scales have acceptable internal consistency, and both yield 2 subscale scores as well as a total score. Prospective users of either scale are advised to treat the 3 scores separately.

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Revision of the Self-Monitoring Scale.

This study is a comparison of the strategies employed in management research in two periods, 1995–97 and 1985–87. Through a content analysis of articles from the Academy of Management Journal, Admi...

Research Methodology In Management: Current Practices, Trends, And Implications For Future Research

1. Organizing Data and Some Simple Computations. 2. Confidence Intervals. 3. Correlation and Related Topics. 4. Analysis of Variance. 5. Supplemental Computations for Analysis of Variance. 6. Multivariate Analyses. 7. Nonparametric Tests, Miscellaneous Tests of Significance, and Indexes of Relationships. Appendices. Normal-Curve Areas. Critical Values of "Student's" t Statistic. Critical Values for Sandler's A Statistic. Values of the Chi-Square Statistic. Probabilities of the F Distribution. Fisher's z Transformation for Pearson's r Correlation Coefficient. Critical Values of Pearson's r Correlation Coefficient for Five Alpha Significance Levels. Critical Values of the U Statistic of the Mann-Whitney Test. Critical Values for Hartley's Maximum F Ratio Significance Test for Homogeneity of Variances. Significant Studentized Ranges for Duncan's New Multiple-Range Test. Significant Studentized Ranges for the Newman-Keuls' and Tukey Mulitple-Comparison Tests. Dunnett's Test: Comparison of Treatment Means with a Control. Critical Values of Wilcoxon's t Statistic for the Matched- Pairs, Signed-Ranks Test. Coefficients for Orthogonal Polynomials. Cumulative Probability Distribution for r', the Total Number of Runs Up or Down. Sample Size and Power.

Computational Handbook of Statistics

Computational handbook of statistics, 3rd ed.

Computational Handbook of Satistics

Three groups of 16 rats were trained in a T-maze which contained a large reward in one arm and a small reward in the other. A forced choice technique insured that all Ss entered each arm of the maze an equal proportion of the time. After the Ss had learned to correctly choose the large reward side, the Ss in Group 1 were given a 1 sec. mild shock (.2 ma) upon entering the large reward goal box, Group 2 a 1 sec. strong shock (1.2 ma) and Group 3 a.2 ma shock which was gradually increased by.1 ma on each succeeding block of six trials. The results indicated that: (1) During acquisition the Ss showed great reluctance to enter the arm containing small reward. (2) Presentation of shock to the Ss in Groups 2 and 3 suppressed the approach tendency to the large reward side. However, the Ss also refused to go to the arm containing small reward.

/pdf/suppression-of-a-learned-response-by-punishment-when-an-1ka51j9ipv.pdf

B. L. Kintz

Papers

Computational Handbook of Statistics

Computational handbook of statistics, 3rd ed.

Computational Handbook of Satistics

Suppression of a learned response by punishment when an alternative learned response is provided

Research in psychology : readings for the introductory course