Journal of Psychoeducational Assessment最新文献

{"title":"Perfectionism, Self-Image Goals and Compassionate Goals in Health and Mental Health: A Longitudinal Analysis","authors":"Taryn Nepon, Gordon L. Flett, Paul L. Hewitt","doi":"10.1177/07342829241239997","DOIUrl":"https://doi.org/10.1177/07342829241239997","url":null,"abstract":"This research focuses on ego-focused self-image goals as central to understanding the vulnerability inherent in perfectionism and the link that perfectionism has with poorer health and emotional well-being. The present study expands theory and research on perfectionism from a unique motivational perspective through a longitudinal investigation of perfectionism, the pursuit of self-image goals related to self-improvement, and mental and physical health among 187 university students. Our central finding was that trait and self-presentational perfectionism were associated longitudinally with self-image goals and poorer mental and physical health. Longitudinal analyses showed that perfectionistic self-presentation predicted subsequent self-image goals, controlling for initial self-image goals. Additionally, self-image goals were associated with worse mental and physical health and greater loneliness and social anxiety. Collectively, our results illustrate the benefits of assessing problematic personal goals in perfectionism and the need to revise existing motivational accounts by recognizing the important role ego-involved goals play in guiding much of what perfectionists do and how they act in their daily lives.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"23 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?","authors":"Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut, Eunice Blemahdoo","doi":"10.1177/07342829241240346","DOIUrl":"https://doi.org/10.1177/07342829241240346","url":null,"abstract":"In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III ( N = 181) to examine which WISC-V Index scores predicted children’s specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth’s essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"40 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Social Comparison Rumination Scale: Development, Psychometric Properties, and Associations With Perfectionism, Narcissism, Burnout, and Distress","authors":"Gordon L. Flett, Taryn Nepon, Paul L. Hewitt, Chang Su, Christa Yacyshyn, Kimberley Moore, Atieh Lahijanian","doi":"10.1177/07342829241238300","DOIUrl":"https://doi.org/10.1177/07342829241238300","url":null,"abstract":"In the current article, we describe the development and validation of the Social Comparison Rumination Scale. This measured was developed as a supplement to existing social comparison measures and to enable us to determine its potential relevance to perfectionism and other personality constructs. The Social Comparison Rumination Scale (SCRS) is a six-item inventory assessing the extent to which an individual is cognitively preoccupied and thinking repetitively about social comparison outcomes and information. Three studies with five samples of university students are described. Psychometric analyses established the SCRS consists of one factor assessed with high internal consistency and the measure is reliable and valid. Analyses showed that elevated levels of social comparison rumination are associated with trait perfectionism, perfectionistic automatic thoughts, perfectionistic self-presentation, ruminative brooding, burnout, depression, and fear of negative evaluation. Links were also established between social comparison rumination and both narcissism and dispositional envy. Overall, our findings support the further use of the SCRS and highlight the tendency of many people to think in deleterious ways about social comparisons long after the actual comparisons have taken place. We discuss social comparison rumination within the context of concerns about excessive social media use and young people being exposed to seemingly perfect lives that became a vexing cognitive preoccupation.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"2014 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perfectionism, Feelings of Not Mattering, and Suicide Ideation: An Integrated Test of the Perfectionism Social Disconnection Model and the Existential Model of Perfectionism","authors":"Marianne E. Etherson, Martin M. Smith, Andrew P. Hill, Simon B. Sherry, Thomas Curran, Gordon L. Flett, Paul L. Hewitt","doi":"10.1177/07342829241237421","DOIUrl":"https://doi.org/10.1177/07342829241237421","url":null,"abstract":"The Perfectionism Social Disconnection Model (PSDM) and the Existential Model of Perfectionism and Depressive Symptoms (EMPDS) are promising models of perfectionism and psychopathology. However, research examining suicide ideation within the PSDM is scarce, and no research has examined suicide ideation as an outcome in the EMPDS. Moreover, tests of the PSDM and EMPDS have been conducted separately and most research has examined the PSDM and EMPDS using cross-sectional or two-wave longitudinal designs, which do not provide a satisfactory test of mediation. In the current study, we addressed these limitations by testing whether perfectionism confers vulnerability to suicide ideation via feelings of mattering and anti-mattering (from the PSDM) and via difficulty accepting the past (from the EMPDS) in a three-wave longitudinal design in two independent samples of undergraduate students and community adults. Participants completed measures on three occasions over 6 weeks. Findings revealed that socially prescribed perfectionism indirectly predicted suicide ideation via difficulty accepting the past in both samples. In addition, in the undergraduate sample only, socially prescribed perfectionism indirectly predicted higher suicide ideation via anti-mattering, and self-oriented perfectionism indirectly predicted higher suicide ideation via mattering. Based on our findings, we advocate for future research to include suicide ideation in the PSDM and EMPDS, to integrate explanatory models, and to examine a mattering-specific EMPDS.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"5 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Criterion Validity of the Autism Spectrum Rating Scales Teacher Report","authors":"Amy Camodeca","doi":"10.1177/07342829241234697","DOIUrl":"https://doi.org/10.1177/07342829241234697","url":null,"abstract":"There is a need to investigate the diagnostic utility of autism diagnostic questionnaires in school-age children, who are increasingly being referred for autism assessment. Aside from the standardization sample, little research has been conducted on the Autism Spectrum Rating Scales, particularly regarding teacher reports. This study investigated the criterion validity of the Autism Spectrum Rating Scales-Teacher report for ages 6–18 (ASRS-T<jats:sub>6-18</jats:sub>) in a well-characterized community sample of 409 children (autism [AUT] n = 122; non-autism [NOT] n = 287; [Formula: see text] age = 9.91) evaluated with the Autism Diagnostic Observation Schedule-2, a well-validated autism diagnostic measure. Significant mean differences with small to moderate effect sizes ( d = 0.28–0.56) were observed for all scores except Self-Regulation, Adult interaction, and Attention. Logistic Regression and Receiver Operating Characteristic analyses conducted for the Summary, ASRS, and two Treatment scales (Peer and Social-Emotional Reciprocity) indicated low ORs (&lt;|1.08|) and AUCs in the poor range (&lt;.67). Total and Unusual Behavior emerged as comparatively stronger scales with covariates (age and IQ); other scales were generally similar with/without control variables. Sensitivity and specificity could not be optimized. The suggested 60 t-cutpoint had fair or good sensitivity (76.23–83.61) for all examined scales except Unusual Behavior (68.03). However, specificity was poor (46.93–54.36), with high false positive rates (45.64%–63.07%). In complex community samples, the ASRS-T<jats:sub>6-18</jats:sub> behaves more like a screener as opposed to a diagnostic measure.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"16 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived Pressure for Perfection Within Friendships Triggers Conflict Behaviors, Depressive Symptoms, and Problematic Drinking: A Longitudinal Actor–Partner Interdependence Model","authors":"Andy J. Kim, Simon B. Sherry, Sean P. Mackinnon, Ivy-Lee Kehayes, Martin M. Smith, Sherry H. Stewart","doi":"10.1177/07342829241230710","DOIUrl":"https://doi.org/10.1177/07342829241230710","url":null,"abstract":"Friendships are important for the mental well-being of emerging adults. Socially prescribed perfectionism, where individuals feel pressured to be perfect by others, can be destructive, leading to conflict with others, depressive symptoms, and problematic drinking. However, its impact on friendships is not well-explored. This study examined 174 emerging adult friendship dyads using a 4-wave, 4-month dyadic design. Data were analyzed using longitudinal actor–partner interdependence models. Using a novel friend-specific measure of socially prescribed perfectionism, we found that an individual’s perceived expectation to be perfect from a friend was positively associated with increased conflict between friends, as well as with higher levels of depressive symptoms and problematic drinking in the individual. Findings lend credence to longstanding theoretical accounts and case histories suggesting socially prescribed perfectionism leads to harmful individual and relational outcomes and extends them to the specific context of friendships.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"297 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement","authors":"Kristy L. Brann, C. Anthony, Stephen N. Elliott, Ashley Flora, Courtney A. DiOrio","doi":"10.1177/07342829231223856","DOIUrl":"https://doi.org/10.1177/07342829231223856","url":null,"abstract":"When conducting universal social and emotional learning (SEL) screening, schools need clear decision-making guidelines for selecting informants. The current study examined informant profiles for screening SEL functioning using latent profile analysis with the student and teacher forms of the SSIS SEL Brief Scales for 536 students in grades 3–7. Teacher and student models each had three profiles emerge with roughly similar meanings of the profiles (Developing, Competent, and Advanced profiles), although a larger percentage of students were identified in the developing profile for the student rater. Profile categories aligned for 42% of students, with the most disagreement according between the Competent and Advanced SEL categories. For the teacher and student combined model, five profiles emerged (Competent-Developing, Developing-Competent, Competent-High Competent, Competent-Competent, and Advanced-Competent), with one profile indicating informant agreement. We explore gender and grade setting covariates and discuss implications for multi-informant research and practice.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"12 18","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How The Challenge Initiative Adapted and Used Pause and Reflect Responsive Feedback Sessions for Adaptive Management in Nigeria.","authors":"Nneoma Anieto, Lekan Ajijola, Victor Igharo, Sarah Jane Holcombe, Lisa Mwaikambo","doi":"10.9745/GHSP-D-22-00209","DOIUrl":"10.9745/GHSP-D-22-00209","url":null,"abstract":"<p><strong>Background: </strong>The Challenge Initiative (TCI) supports state governments to effectively and sustainably scale up family planning and reproductive health (FP/RH) programming in Nigeria. Given the limited evidence on successful scale-up of health interventions, TCI has established responsive feedback (RF) approaches to regularly review and reflect upon its strategies to quickly adapt and document lessons for scaling FP/RH interventions. One of the RF components adopted was pause and reflect (P&R) exercises to facilitate adaptive management.</p><p><strong>Methods: </strong>TCI conducted quarterly P&R exercises to identify what works, adapt strategies where needed, and document lessons learned. These exercises were typically conducted as focus group discussions where staff members deliberated on a topic, strategy, or action and discussed how best to refine, diffuse, or discard it. About 10-15 staff participated in each session, including country office technical advisors, state program managers, and technical leads.</p><p><strong>Results: </strong>TCI has conducted 4 P&R exercises to date. The first P&R focused on identifying effective strategies for scaling up FP/RH interventions and led to the recognition of TCI's coaching strategy and FP in-reaches as evidence-based approaches. The second P&R focused on how to improve TCI's Reflection and Action to Improve Self-reliance and Effectiveness tool to effectively measure governments' capacity to implement FP/RH interventions. The third P&R on graduation activities of TCI's first phase states revealed best practices for planning graduation activities for its second phase states. The fourth P&R on TCI's coaching strategy showed that geographies require a more structured coaching plan to effectively manage their coaching interventions. Implementation of identified actions from the P&R exercises contributed to noticeable improvements in programming.</p><p><strong>Conclusion: </strong>The P&R exercise has contributed to improvements in adaptive management in TCI programming in Nigeria and is recommended for use by implementing partners, government officials, and other community stakeholders as a useful RF tool.</p>","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"7 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10727466/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87190673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada","authors":"Meng Qi Wu, Violet V. Cieslik, Safoura Askari, Allyson F. Hadwin, Moira Hood","doi":"10.1177/07342829231221851","DOIUrl":"https://doi.org/10.1177/07342829231221851","url":null,"abstract":"Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents’ SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents’ SRL practices and academic challenges.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"62 8","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stage Fright Scale – Children & Youth: Development and Validation of a New Questionnaire","authors":"Kamil Jaros, Aleksandra Gajda","doi":"10.1177/07342829231219785","DOIUrl":"https://doi.org/10.1177/07342829231219785","url":null,"abstract":"Stage fright is a natural and very common phenomenon that affects everyone who must present themselves in public. However, it has a negative impact on the health and voice emission of children and adolescents, which is why it is important to study and measure it. Unfortunately, there are no appropriate tools for examining public presentation anxiety intended for children and adolescents, and that would also include the context of voice production. The main aim of this study was to describe stage fright and to present the stages of creating a tool based on the three-factor theory of stage fright constructs. The text describes the steps of developing the questionnaire, Confirmatory Factor Analysis, reliability, and convergent and discriminant validity. The results of the conducted analyses confirmed the three-factor structure of the tool and suggest that the Stage Fright Scale – Children & Youth is a reliable and consistent questionnaire for measuring stage fright in children and adolescents.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"14 7","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}