In recent studies of the structure of affect, positive and negative affect have consistently emerged as two dominant and relatively independent dimensions. A number of mood scales have been created to measure these factors; however, many existing measures are inadequate, showing low reliability or poor convergent or discriminant validity. To fill the need for reliable and valid Positive Affect and Negative Affect scales that are also brief and easy to administer, we developed two 10-item mood scales that comprise the Positive and Negative Affect Schedule (PANAS). The scales are shown to be highly internally consistent, largely uncorrelated, and stable at appropriate levels over a 2-month time period. Normative data and factorial and external evidence of convergent and discriminant validity for the scales are also presented.

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Development and validation of brief measures of positive and negative affect: The PANAS scales.

IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE BRIEF TABLE OF CONTENTS: Chapter 1: Introduction Chapter 2: Designing Qualitative Research Chapter 3: Ethical Issues Chapter 4: A Dramaturgical Look at Interviewing Chapter 5: Focus Group Interviewing Chapter 6: Ethnographic Field Strategies Chapter 7: Action Research Chapter 8: Unobtrusive Measures in Research Chapter 9: Social Historical Research and Oral Traditions Chapter 10: Case Studies Chapter 11: An Introduction to Content Analysis Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup COMPREHENSIVE TABLE OF CONTENTS: Chapter 1: Introduction Quantitative Versus Qualitative Schools of Thought Use of Triangulation in Research Methodology Qualitative Strategies: Defining an Orientation From a Symbolic Interactionist Perspective Why Use Qualitative Methods? A Plan of Presentation Chapter 2: Designing Qualitative Research Theory and Concepts Ideas and Theory Reviewing the Literature Evaluating Web Sites Content versus Use Theory, Reality, and the Social World Framing Research Problems Operationalization and Conceptualization Designing Projects Data Collection and Organization Data Storage, Retrieval, and Analysis Dissemination Trying It Out Chapter 3: Ethical Issues Research Ethics in Historical Perspective From Guidelines to Law: Regulations on the Research Process Institutional Review Boards (IRBs) Ethical Codes Some Common Ethical Concerns in Behavioral Research New Areas for Ethical Concern: Cyberspace Informed Consent and Implied Consent Confidentiality and Anonymity Securing the Data Objectivity and Careful Research Design Trying It Out Chapter 4: A Dramaturgical Look at Interviewing Dramaturgy and Interviewing Types of Interviews The Data Collection Instrument Guideline Development Communicating Effectively A Few Common Problems in Question Formulation Pretesting the Schedule Long Versus Short Interviews Telephone Interviews Computer Assisted Interviewing Conducting an Interview: A Natural or an Unnatural Communication? The Dramaturgical Interview The Interviewer's Repertoire Know Your Audience Analyzing Data Obtained from the Dramaturgical Interview Trying It Out Chapter 5: Focus Group Interviewing What are Focus Groups? Working With a Group The Evolution of Focus Group Interviews Facilitating Focus Group Dynamics: How Focus Groups Work The Moderator's Guide Basic Ingredients in Focus Groups Analyzing Focus Group Data Confidentiality and Focus Group Interviews Recent Trends in Focus Groups: Online Focus Groups Trying It Out Chapter 6: Ethnographic Field Strategies Accessing a Field Setting: Getting In Reflectivity and Ethnography Critical Ethnography Becoming Invisible Other Dangers During Ethnographic Research Watching, Listening, and Learning How to Learn: What to Watch and Listen For Computers and Ethnography OnLine Ethnography Analyzing Ethnographic Data Other Analysis Strategies: Typologies, Sociograms, and Metaphors Disengaging: Getting Out Trying It Out Chapter 7: Action Research The Basics of Action Research Identifying the Research Question(s) Gathering the Information to Answer the Question(s) Analyzing and Interpreting the Information Sharing the Results with the Participants When to Use and When Not to Use Action Research The Action Researcher's Role Types of Action Research Photovoice and Action Research Action Research: A Reiteration Trying It Out Chapter 8: Unobtrusive Measures in Research Archival Strategies Physical Erosion and accretion: Human Traces as Data Sources Trying It Out Chapter 9: Social Historical Research and Oral Traditions What Is Historical Research? Life Histories and Social History What Are the Sources of Data for Historical Researchers? Doing Historiography: Tracing Written History as Data What Are Oral Histories? Trying It Out Chapter 10: Case Studies The Nature of Case Studies Theory and Case Studies The Individual Case Study Intrinsic, Instrumental, and Collective Case Studies Case Study Design Types Designing Case Studies The Scientific Benefit of Case Studies Case Studies of Organizations Case Studies of Communities Trying It Out Chapter 11: An Introduction to Content Analysis What is Content Analysis? Analysis of Qualitative Data Content Analysis as a Technique Content Analysis: Quantitative or Qualitative? Communication Components What to Count: Levels and Units of Analysis Category Development: Building Grounded Theory Discourse Analysis and Content Analysis Open Coding Coding Frames Stages in the Content Analysis Process Strengths and Weaknesses of the Content Analysis Process Computers and Qualitative Analysis Qualitative Research at the Speed of Light Trying It Out Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup Plagiarism: What It Is, Why It's Bad, and How to Avoid It Identifying the Purpose of the Writing: Arranging the Noodles Delineating a Supportive Structure: Visual Signals for the Reader Terms and Conditions Presenting Research Material A Word About the Content of Papers and Articles Write It, Rewrite It, Then Write It Again! A Few Writing Hints A Final Note

https://ndl.ethernet.edu.et/bitstream/123456789/9791/1/40.pdf.pdf

Qualitative Research Methods for the Social Sciences

Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced selfawareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress. Many philosophical, spiritual, and psychological traditions emphasize the importance of the quality of consciousness for the maintenance and enhancement of well-being (Wilber, 2000). Despite this, it is easy to overlook the importance of consciousness in human well-being because almost everyone exercises its primary capacities, that is, attention and awareness. Indeed, the relation between qualities of consciousness and well-being has received little empirical attention. One attribute of consciousness that has been much-discussed in relation to well-being is mindfulness. The concept of mindfulness has roots in Buddhist and other contemplative traditions where conscious attention and awareness are actively cultivated. It is most commonly defined as the state of being attentive to and aware of what is taking place in the present. For example, Nyanaponika Thera (1972) called mindfulness “the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception” (p. 5). Hanh (1976) similarly defined mindfulness as “keeping one’s consciousness alive to the present reality” (p. 11). Recent research has shown that the enhancement of mindfulness through training facilitates a variety of well-being outcomes (e.g., Kabat-Zinn, 1990). To date, however, there has been little work examining this attribute as a naturally occurring characteristic. Recognizing that most everyone has the capacity to attend and to be aware, we nonetheless assume (a) that individuals differ in their propensity or willingness to be aware and to sustain attention to what is occurring in the present and (b) that this mindful capacity varies within persons, because it can be sharpened or dulled by a variety of factors. The intent of the present research is to reliably identify these inter- and intrapersonal variations in mindfulness, establish their relations to other relevant psychological constructs, and demonstrate their importance to a variety of forms of psychological well-being.

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The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being

Research on dispositional optimism as assessed by the Life Orientation Test (Scheier & Carver, 1985) has been challenged on the grounds that effects attributed to optimism are indistinguishable from those of unmeasured third variables, most notably, neuroticism. Data from 4,309 subjects show that associations between optimism and both depression and aspects of coping remain significant even when the effects of neuroticism, as well as the effects of trait anxiety, self-mastery, and self-esteem, are statistically controlled. Thus, the Life Orientation Test does appear to possess adequate predictive and discriminant validity. Examination of the scale on somewhat different grounds, however, does suggest that future applications can benefit from its revision. Thus, we also describe a minor modification to the Life Orientation Test, along with data bearing on the revised scale's psychometric properties.

Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): a reevaluation of the Life Orientation Test

In Study 1, the Pain Catastrophizing Scale (PCS) was administered to 425 undergraduates. Analyses yielded a three component solution comprising (a) rumination, (b) magnification, and (c) helplessness. In Study 2, 30 undergraduate participants were classified as catastrophizers (n = 15) or noncatastrophizers (n = 15) on the basis of their PCS scores and participated in an cold pressor procedure. Catastrophizers reported significantly more negative pain-related thoughts, greater emotional distress, and greater pain intensity than noncatastrophizers. Study 3 examined the relation between PCS scores, negative pain-related thoughts, and distress in 28 individuals undergoing an aversive electrodiagnostic medical procedure. Catastrophizers reported more negative pain-related thoughts, more emotional distress, and more pain than noncatastrophizers. Study 4 examined the relation between the PCS and measures of depression, trait anxiety, negative affectivity, and fear of pain. Analyses revealed moderate correlations among these measures, but only the PCS contributed significant unique variance t o the prediction of pain intensity.

The Pain Catastrophizing Scale: Development and validation.

The STAI serves as an indicator of two types of anxiety, the state and trait anxiety, and measure the severity of the overall anxiety level.The STAI, which is appropriate for those who have at least a sixth grade reading level, contains four-point Likert items. The instrument is divided into two sections, each having twenty questions. Approximately 15 minutes are required for adults to complete the both STAI. The number on the scale is positively correlated to the anxiety related to in the question.

Manual for the State-Trait Anxiety Inventory

Cuestionario de ansiedad estado-rasgo: manual

Previous studies have identified several dimensions reflecting the concepts used by religious people in describing God. Semantic Differential research has also found adjectival factors which apply to numerous concepts, including that of God. The present study sought to identify replicable factors in the conceptualization of the deity from both areas of previous research. Adjectives of possible applicability to the concept of "God" were included in a hierarchical factor analysis. A general factor of the Traditional Christian concept appeared along with factors previously identified (Deisticness, Eternality, Evaluation, Kindliness, Omni-ness, and Wrathfulness) as well as several new dimensions (e.g., Irrelevancy and Potently Passive). The internal consistency of each scale resulting from the factor analysis was determined in another sample of subjects and indicated that most of the factors could be easily measured.

The conceptualization of God as seen in adjective ratings.

When the items of Mandler and Sarason's ( 1 ) Test Anxiety Questionnaire (TAQ) were facror analyzed ( 2 ) , seven factors were rotated to orthogonal simple structure. It was concluded \"that test anxiety as measured by the T A Q is not a single dimension\" and \"the application and evaluation of test anxiety as unitary create a potential for misinterpretation of test results\" ( 2 , p. 374) . However, the question of a single test-anxiety dimension in the T A Q was nor answered since the Varirnax rotation used by Sassenrath precluded the appearance of a general dimension or factor. His correlation matrix was therefore reanalyzed to determine if the T A Q contained a general factor. Seven factors were extracted from Sassenrath's correlarion matrix and rotated by Biquarrimin to oblique simple structure. Second and third order factors were also extracted and rotated by the Biquartimin procedure. The extent ro which each of the firsr-, second-, and third-order factors directly and independently correlated with each item was then determined. The seven first-order factors were essentially those found by Sassenrath. The two second-order factors were labeled \"Emotionality\" and \"Anxious Avoidance of Testing.\" The single third-order factor was loaded positively by every variable and was also the large$/ facror found by the analysis. This general factor was labeled \"Test Anxiety\" and considered to be the dimension which Mandler and Sarason were interested in measuring. The correlations between the primary factors and the resulting existence of the higherorder factors suggested that the different types of anxiety responses found in the first-order factors are not completely unrelated phenomena. It appears that they can be aroused as part of a total, wholistic response of the organism to the resting situation. Since a general factor does appear to exist in the TAQ, the raw scores can be interpreted as representing a unitary dimension of test anxiety. Inasmuch as the other factors are correlated with this dimension, they add to the validity of the TAQ. Otherwise, they add to the TAQ's reliability bur not to its validity. Unwanted factors, of course, occur in every test whose validity does not reach the maximum set by the test's reliability and primarily indicate that the test could be improved. Because of the small size of the general factor relative to the total test variance, the TAQ should probably be revised.

Richard L. Gorsuch

Papers

Manual for the State-Trait Anxiety Inventory

Cuestionario de ansiedad estado-rasgo: manual

The conceptualization of God as seen in adjective ratings.

The general factor in the test anxiety questionnaire

Anxiety, threat, and awareness in verbal conditioning.