Basics of qualitative research: Grounded theory procedures and techniques

This article defines the construct of self-compassion and describes the development of the Self-Compassion Scale. Self-compassion entails being kind and understanding toward oneself in instances of pain or failure rather than being harshly self-critical; perceiving one's experiences as part of the larger human experience rather than seeing them as isolating; and holding painful thoughts and feelings in mindful awareness rather than over-identifying with them. Evidence for the validity and reliability of the scale is presented in a series of studies. Results indicate that self-compassion is significantly correlated with positive mental health outcomes such as less depression and anxiety and greater life satisfaction. Evidence is also provided for the discriminant validity of the scale, including with regard to self-esteem measures.

https://self-compassion.org/wp-content/uploads/publications/empirical.article.pdf

The Development and Validation of a Scale to Measure Self-Compassion

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Counseling psychologists often work with clients to increase their well-being as well as to decrease their distress. One important aspect of well-being, highlighted particularly in humanistic theories of the counseling process, is perceived meaning in life. However, poor measurement has hampered research on meaning in life. In 3 studies, evidence is provided for the internal consistency, temporal stability, factor structure, and validity of the Meaning in Life Questionnaire (MLQ), a new 10-item measure of the presence of, and the search for, meaning in life. A multitrait-multimethod matrix demonstrates the convergent and discriminant validity of the MLQ subscales across time and informants, in comparison with 2 other meaning scales. The MLQ offers several improvements over current meaning in life measures, including no item overlap with distress measures, a stable factor structure, better discriminant validity, a briefer format, and the ability to measure the search for meaning.

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The Meaning in Life Questionnaire: Assessing the Presence of and Search for Meaning in Life

We examined the internal and external validity of the Narcissistic Personality Inventory (NPI). Study 1 explored the internal structure of the NPI responses of 1,018 subjects. Using principal-components analysis, we analyzed the tetrachoric correlations among the NPI item responses and found evidence for a general construct of narcissism as well as seven first-order components, identified as Authority, Exhibitionism, Superiority, Vanity, Exploitativeness, Entitlement, and Self-Sufficiency. Study 2 explored the NPI's construct validity with respect to a variety of indexes derived from observational and self-report data in a sample of 57 subjects. Study 3 investigated the NPI's construct validity with respect to 128 subjects' self and ideal self-descriptions, and their congruency, on the Leary Interpersonal Check List. The results from Studies 2 and 3 tend to support the construct validity of the full-scale NPI and its component scales.

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A Principal-Components Analysis of the Narcissistic Personality Inventory and Further Evidence of Its Construct Validity

The study developed 2 measures of belongingness based on H. Kohut's (1984) self psychology theory. The Social Connectedness Scale and the Social Assurance Scale were constructed with a split-sample procedure on 626 college students. Internal reliability estimates for the 2 scales were.91 and.82, respectively. Test-retest correlations revealed good test stability over a 2-week period (rs = .96 and .84, respectively). Cross-validation for the 2 measures was achieved with confirmatory factor analysis with an incremental fit index greater than .90. Scale functions are described and results are discussed in light of current research and theory

Measuring belongingness: The Social Connectedness and the Social Assurance scales.

Social connectedness and its relationship with anxiety, self-esteem, and social identity was explored in the lives of women. Social connectedness was negatively related to trait anxiety and made a larger unique contribution to trait anxiety than social support or collective self-esteem. Women with high connectedness also reported greater social identification in high, as compared with low, cohesion conditions. Women with low connectedness exhibited no difference in either condition. Social connectedness was also positively related to state self-esteem across both conditions but did not have an effect on state anxiety. Future research in gender and cultural differences, self-evaluation process, and intervention strategies are discussed in light of the findings.

The relationship between social connectedness and anxiety, self-esteem, and social identity.

We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed.

Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

The relationships between personality traits and performance are often assumed to be linear. This assumption has been challenged conceptually and empirically, but results to date have been inconclusive. In the current study, we took a theory-driven approach in systematically addressing this issue. Results based on two different samples generally supported our expectations of the curvilinear relationships between personality traits, including Conscientiousness and Emotional Stability, and job performance dimensions, including task performance, organizational citizenship behavior, and counterproductive work behaviors. We also hypothesized and found that job complexity moderated the curvilinear personality–performance relationships such that the inflection points after which the relationships disappear were lower for low-complexity jobs than they were for high-complexity jobs. This finding suggests that high levels of the two personality traits examined are more beneficial for performance in high- than low-complexity jobs. We conclude by discussing the implications of these findings for the use of personality in personnel selection.

Too much of a good thing: curvilinear relationships between personality traits and job performance.

The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.

Steven B. Robbins

Papers

Measuring belongingness: The Social Connectedness and the Social Assurance scales.

The relationship between social connectedness and anxiety, self-esteem, and social identity.

Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

Too much of a good thing: curvilinear relationships between personality traits and job performance.

Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes.