Assessment, Statistics, and Research

  Measure name: Adult Decision-Making Competence ADMC Overview: The Adult Decision-Making Competence measure consists of a set of seven decision-making tasks designed to assess different aspects of decision-making.   Response Type: The responses vary with the task. Scale items : The Adult Decision-Making Competence measure includes the following seven tasks. The numbers in parentheses are Cronbach alphas and test-retest values. Resistance to Framing (.62, .58) Recognizing Social Norms (.64, .46) Under/Overconfidence (.77, .47) Applying Decision Rules (.73, .77) Consistency in Risk Perception (.72, .51) Resistance to Sunk Costs (.54, .61) Path Independence (.75, .28) See Appendix A of the 2007 article for a lengthy list of sample items for the 7 task categories mentioned above.   Reliability: Cronbach’s Alpha and test-retest values were reported in Table 2 of the 2007 article referenced below. See the values next to the 7 tasks above. Validity: The 200

  Scale name: College Student Stress Scale Scale overview: The College Student Stress Scale is an 11-item self-report assessment of college students’ response to items about distress, feeling anxious, or questioning their ability.   Response Type: Items are rated on a scale of frequency of occurrence from 1 = Never   to 5 = Very Often. Scale instructions and items For the following items, report how often each has occurred this semester using the following scale Never Rarely Sometimes Often Very Often 1 2 3 4 5   Examples (See the reference for the wording of the 11 items.) Item 1. asks about personal relationships Item 2. asks about family   Reliability: Cronbach’s alpha = .87 in a sample of 185 college students (Feldt & Koch, 2011) Validity: Findings from a follow-up study revealed strong convergent validity with the Perceived Stress Scale ( r = .80).

  Scale name: Attitudes and Experiences of Evangelical Christians with Mental Distress Scale overview: Lloyd and Waller (2020) used nine items to assess the relationship of spiritual etiology to mental distress in a British sample ( n = 446).   Response Type and items: The 9-questions were organized into three groups. Respondents were presented with different response options depending on the question. 1. Spiritualization of Mental Distress 1-4 Example: Has your current or previous church or related teaching taught that mental distress was the result of demons, spirits or generational curses? Response options were yes, no, or unsure. 2. Views on secular/psychological treatments 5 – 7. Example: 5. Do you believe psychological treatments, such as therapy, can be successful in treating mental distress? Response options were yes, no, or unsure. Questions 6-7 asked about church support. 3. Interaction with the Church community 8-9 Example: Overall, how do you feel abo

 Frugal models or simple rules are prediction models using only a few variables. The approach is based on findings that in behavioural research many predictors are correlated with each other thus, a few variables with minimal to zero intercorrelations may be more powerful and simpler to understand and use. Please check out my website     www.suttong.com    and see my books on    AMAZON         or   GOOGLE STORE Also, consider connecting with me on     FACEBOOK     Geoff W. Sutton         TWITTER    @Geoff.W.Sutton     You can read many published articles at no charge:   Academia    Geoff W Sutton       ResearchGate    Geoffrey W Sutton    

 Cross-validated correlation refers to validating relationships between studied variables in a new sample. Please check out my website     www.suttong.com    and see my books on    AMAZON         or   GOOGLE STORE Also, consider connecting with me on     FACEBOOK     Geoff W. Sutton         TWITTER    @Geoff.W.Sutton     You can read many published articles at no charge:   Academia    Geoff W Sutton       ResearchGate    Geoffrey W Sutton    

  READING EXPERIMENTAL RESEARCH: QUESTIONS TO GUIDE YOUR ANALYSIS Geoffrey W. Sutton, Ph.D.   Use the following questions to help you read psychological experiments. With experience, the questions should become a natural part of your analysis.   Who are the authors? When was the study published? Where do the authors write? How do you contact the lead author? Which journal published the article? How was the research funded? What might the above situation suggest about the research? What was studied (variables)? Why was it studied (need, importance)? What theory or theories provide the context for the study? What have previous studies found? What was expected (purpose, hypotheses)? Whom (describe the participants)? Age Gender Ethnicity Other key variables How did the authors operationally define their variables? How to (what procedures were followed)? How did they control for possible confounding effects (internal validity)? How were

  Scale name: Self-Censorship Orientation (SCO) Scale overview: The Self-Censorship Orientation (SCO) is a 14-item scale designed to measure self-censorship, which the authors define as “intentionally and voluntarily withholding information from others in absence of formal obstacles.” Authors: Keren Sharvit et al. See the 2018 reference for the list of authors. Response Type: Items are rated on a scale of agreement from 1 = disagree to 4 = agree and 5 = undecided. Subscales and items   The authors identified two factors or subscales. 1. Self-censorship “ The first dimension, labeled “self-censorship”, reflects the tendency to conceal information that is seen as threatening.” (p. 347) Example: 1 I f I would encounter problematic conduct among my group members, I would feel responsible to bring that information to light. 2. Disclosure “ The second dimension, labeled “disclosure”, reflects the tendency to disseminate critical information.” Example: 9. People who