Behavioral Integration of Individual Psychological Assessment Feedback: Assessor and Social Support.

IF 2.9 4区 心理学 Q1 PSYCHOLOGY
Simon Trudeau, Jean-Sébastien Boudrias, Annabelle Cournoyer
{"title":"Behavioral Integration of Individual Psychological Assessment Feedback: Assessor and Social Support.","authors":"Simon Trudeau,&nbsp;Jean-Sébastien Boudrias,&nbsp;Annabelle Cournoyer","doi":"10.1017/SJP.2021.34","DOIUrl":null,"url":null,"abstract":"<p><p>The present study investigates the role of perceived social support and development-focused feedback techniques on behavioral integration of feedback in the context of individual psychological assessment. We hypothesized that development-focused techniques would predict participants' motivational intention to act on feedback and tested whether perceived social support would mediate or moderate the relationship between motivational intention and behavioral outcomes. We performed structural equation modeling analyses on data collected at two time-points. Two hundred and forty (N = 240) participants completed questionnaires immediately after their feedback session (T1) and 138 of them completed questionnaires three months later (T2). The model results, χ2 = 230.09, p < .01, CFI = .97, TLI = .97, SRMR = .06, RMSEA = .03 90% CI [.02, .05], suggest that development-focused techniques predict motivational intention, social support mediates the relationship between motivational intention and developmental activities (R2 = .31), and social support also interacts with development-focused techniques to predict behavior change (R2 = .40). The relationship between social support and behavioral change is higher when the assessor uses few development-focused techniques (at -1 SD, b = .32, p < .001, 95% CI [.27, .36]). The study provides empirical insights about how behavioral change unfolds in an IPA feedback context and suggests that participants could benefit from obtaining social support to act on feedback. Assessors should focus on development during feedback and encourage the participant to seek social support to facilitate their subsequent professional development. Because the findings rely on self-reported data, future studies would benefit from including observed measures.</p>","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/SJP.2021.34","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Spanish Journal of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1017/SJP.2021.34","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
引用次数: 1

Abstract

The present study investigates the role of perceived social support and development-focused feedback techniques on behavioral integration of feedback in the context of individual psychological assessment. We hypothesized that development-focused techniques would predict participants' motivational intention to act on feedback and tested whether perceived social support would mediate or moderate the relationship between motivational intention and behavioral outcomes. We performed structural equation modeling analyses on data collected at two time-points. Two hundred and forty (N = 240) participants completed questionnaires immediately after their feedback session (T1) and 138 of them completed questionnaires three months later (T2). The model results, χ2 = 230.09, p < .01, CFI = .97, TLI = .97, SRMR = .06, RMSEA = .03 90% CI [.02, .05], suggest that development-focused techniques predict motivational intention, social support mediates the relationship between motivational intention and developmental activities (R2 = .31), and social support also interacts with development-focused techniques to predict behavior change (R2 = .40). The relationship between social support and behavioral change is higher when the assessor uses few development-focused techniques (at -1 SD, b = .32, p < .001, 95% CI [.27, .36]). The study provides empirical insights about how behavioral change unfolds in an IPA feedback context and suggests that participants could benefit from obtaining social support to act on feedback. Assessors should focus on development during feedback and encourage the participant to seek social support to facilitate their subsequent professional development. Because the findings rely on self-reported data, future studies would benefit from including observed measures.

个体心理评估反馈的行为整合:评估者与社会支持。
本研究探讨了知觉社会支持和以发展为重点的反馈技术在个体心理评估中对反馈行为整合的作用。我们假设以发展为中心的技术可以预测参与者根据反馈采取行动的动机意图,并测试感知到的社会支持是否会调解或调节动机意图与行为结果之间的关系。我们对两个时间点收集的数据进行结构方程建模分析。240名参与者在反馈后立即完成问卷(T1), 138名参与者在三个月后完成问卷(T2)。模型结果,χ2 = 230.09, p < 0.01, CFI = 0.97, TLI = 0.97, SRMR = 0.06, RMSEA = 0.03, 90% CI[。]研究表明,以发展为中心的技术可以预测动机意图,社会支持在动机意图与发展活动之间起中介作用(R2 = 0.31),社会支持还可以与以发展为中心的技术相互作用,预测行为改变(R2 = 0.40)。当评估者较少使用以发展为重点的技术时,社会支持与行为改变之间的关系更高(在-1 SD, b = .32, p < .001, 95% CI[。]27日,36)。本研究提供了关于行为改变如何在IPA反馈环境下展开的实证见解,并表明参与者可以从获得社会支持来根据反馈采取行动中受益。评核员应在反馈过程中以发展为重点,并鼓励参加者寻求社会支持,以促进他们日后的专业发展。由于研究结果依赖于自我报告的数据,未来的研究将受益于包括观察到的措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Spanish Journal of Psychology
Spanish Journal of Psychology Arts and Humanities-Language and Linguistics
CiteScore
3.60
自引率
0.00%
发文量
44
期刊介绍: The Spanish Journal of Psychology is published with the aim of promoting the international dissemination of relevant empirical research and theoretical and methodological proposals in the various areas of specialization within psychology. The first Spanish journal with an international scope published entirely in English.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信