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You searched for subject:(Measure of attitude). Showing records 1 – 3 of 3 total matches.

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1. Kosinski, Thierry. Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives.

Degree: Docteur es, Psychologie, 2014, Lille 3

L’effet de Conditionnement Evaluatif (CE) correspond au changement de valence émotionnelle d’un stimulus initialement neutre (Stimulus Conditionnel, SC), suite à son association avec un stimulus affectif (Stimulus Inconditionnel, SI). Dans cette thèse, nous abordons le sujet du CE avec une approche fonctionnelle en trois axes. Après une présentation générale de l’effet de CE, nous proposons, dans chacun des axes, la description et l’opérationnalisation de nouvelles procédures expérimentales pour chacune des étapes typiques d’une expérience de CE (Apprentissage, Mesure et Modification).Dans l’axe 1, nous proposons une nouvelle procédure d’apprentissage, utilisant des mouvements en tant que stimuli affectifs. L’axe 2 porte sur la mesure de l’effet de CE, nous y présentons la Semi Implicit Task (SIT) destinée à évaluer l’attitude envers un stimulus. Enfin, l’axe 3 s’intéresse à la modification de l’effet de CE, nous présentons des méthodologies destinées à modifier les affects acquis par des stimuli, avec et sans recours à des interventions verbales.Tout au long de ce travail, pour chacune des méthodologies proposées, les implications théoriques et les applications pratiques, particulièrement en psychothérapie, sont discutées. Dans la dernière partie de cette thèse, nous partageons différentes réflexions théoriques relatives à la fonction et la conceptualisation de l’effet de CE, et présentons quelques perspectives de recherches cliniques.

Evaluative Conditioning (EC) is a change in liking of a neutral stimulus (conditioned stimulus, CS) resulting from its association with an emotional stimulus (Unconditioned stimulus, US). In the present thesis we investigate EC using a functional approach. After a general presentation of EC, we focus on both describing and operationalizating new experimental procedures corresponding to each typical phase of an EC experiment: Learning, Measurement and Modification.First, we describe a new learning procedure using motion as USs. Second, we investigate a new measure of EC that we have called the Semi Implicit Task that assess attitude toward CSs. Finally, we investigate the modification of acquired valences with methodologies based on interventions with and without the use of verbal information.Within this general perspective, we discuss both theoretical implications and practical applications of EC. Regarding the second point, we shed light on potential applications in the domain of clinical psychology.

Advisors/Committee Members: Rusinek, Stéphane (thesis director), Molet, Mikaël (thesis director).

Subjects/Keywords: Conditionnement évaluatif; Attitude; Méthodologie; Psychologie clinique; Mouvements; Mesure de l'attitude; Evaluative conditioning; Attitude; Methodology; Clinical psychology; Motions; Measure of attitude

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APA (6th Edition):

Kosinski, T. (2014). Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2014LIL30041

Chicago Manual of Style (16th Edition):

Kosinski, Thierry. “Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives.” 2014. Doctoral Dissertation, Lille 3. Accessed September 22, 2020. http://www.theses.fr/2014LIL30041.

MLA Handbook (7th Edition):

Kosinski, Thierry. “Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives.” 2014. Web. 22 Sep 2020.

Vancouver:

Kosinski T. Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives. [Internet] [Doctoral dissertation]. Lille 3; 2014. [cited 2020 Sep 22]. Available from: http://www.theses.fr/2014LIL30041.

Council of Science Editors:

Kosinski T. Conditionnement évaluatif : apports méthodologiques et réflexion cliniques : Evaluative conditioning : methodological considerations and clinical perspectives. [Doctoral Dissertation]. Lille 3; 2014. Available from: http://www.theses.fr/2014LIL30041

2. Chen, Pei-Hua. Item Order Effects on Attitude Measures.

Degree: PhD, Quantitative Research Methods, 2010, U of Denver

The purpose of this dissertation was to examine the effects of altered item order on attitude measures for both computerized adaptive and conventional survey formats. Based on items modified from a dissertation/thesis completion survey (Green & Kluever, 1997) with three scales, three survey versions were generated with items ordered by difficulty as hard-to-easy (H-E), easy-to-hard (E-H), and five medium trait level items presented first followed by randomly ordered items (M-R) for conventional survey format. Significant differences in item difficulty and item discrimination were found for two of the three scales. Differences in scale reliability were detected for the procrastination and responsibility scales. Also, significant correlations between scale total score and scale attitude strength were discovered with each survey version. Further, two computerized adaptive survey version were generated. One began with items at medium and the other at extremely high trait levels. Results showed significant differences in number of items administered to achieve a set level of precision for two scales and significant differences in reaction time were found for one scale between the two versions. The version of item starting at the extreme trait level required more items, and took longer to respond to. Further, significant differences in the estimated person parameter were found for one scale between the two survey versions. Based on the results of both survey formats indicating item order effects pose a problem for assessing attitude. Advisors/Committee Members: Kathy E. Green, Ph.D..

Subjects/Keywords: Attitude measure; Computerized adaptive testing; Item order effect; Categorical Data Analysis; Design of Experiments and Sample Surveys; Quantitative, Qualitative, Comparative, and Historical Methodologies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen, P. (2010). Item Order Effects on Attitude Measures. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/778

Chicago Manual of Style (16th Edition):

Chen, Pei-Hua. “Item Order Effects on Attitude Measures.” 2010. Doctoral Dissertation, U of Denver. Accessed September 22, 2020. https://digitalcommons.du.edu/etd/778.

MLA Handbook (7th Edition):

Chen, Pei-Hua. “Item Order Effects on Attitude Measures.” 2010. Web. 22 Sep 2020.

Vancouver:

Chen P. Item Order Effects on Attitude Measures. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2020 Sep 22]. Available from: https://digitalcommons.du.edu/etd/778.

Council of Science Editors:

Chen P. Item Order Effects on Attitude Measures. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/778


Georgia Southern University

3. Norton, Nancy Bland. Georgia Norms for the Teacher Motivation Diagnostic Questionnaire.

Degree: EdD, 1992, Georgia Southern University

One purpose of this study was to establish Georgia norms for the Teacher Motivation Diagnostic Questionnaire (TMDQ), an instrument designed to assess four specific aspects of teacher motivation. The four aspects included (a) Principal Expectations, the beliefs teachers have about how much principals value student achievement, (b) Future Utility, how much teachers believe improvement in student achievement would benefit them, (c) Self-Concept of Ability, how much confidence teachers have that they can improve student achievement, and (d) Attitude Toward Principal, the attitudes teachers have about the principal. Another purpose of the study was to determine if there were statistically significant differences in the means of the Georgia sample and the means of a national sample. Two mailings were used for collecting data. For the first mailing questionnaires were sent to 200 randomly selected public elementary and secondary schools in Georgia. At the request of the principal, teachers in each school were asked to complete the questionnaire, as well as some background questions. A second mailing utilized the same procedures. Raw score data were converted into normative scores, which included means, standard deviations, percentile ranks, and z scores. A multivariate analysis of variance (MANOVA) was used to determine if a statistically significant difference existed. Results revealed that in all four aspects of teacher motivation as measured by the TMDQ, the means of the Georgia sample were statistically significantly higher than the national sample. Advisors/Committee Members: Malcom Katz, Ralph Kimbrough.

Subjects/Keywords: ETD; Georgia; Motivation; Teacher motivation; Questionnaires; Attitude measure; Teacher attitudes; Teacher administrator relationship; Self efficacy; Employer employee relationship; Education; Educational Administration and Supervision; Academic Units, Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, Legacy ETDs, Student Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Norton, N. B. (1992). Georgia Norms for the Teacher Motivation Diagnostic Questionnaire. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd_legacy/472

Chicago Manual of Style (16th Edition):

Norton, Nancy Bland. “Georgia Norms for the Teacher Motivation Diagnostic Questionnaire.” 1992. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2020. https://digitalcommons.georgiasouthern.edu/etd_legacy/472.

MLA Handbook (7th Edition):

Norton, Nancy Bland. “Georgia Norms for the Teacher Motivation Diagnostic Questionnaire.” 1992. Web. 22 Sep 2020.

Vancouver:

Norton NB. Georgia Norms for the Teacher Motivation Diagnostic Questionnaire. [Internet] [Doctoral dissertation]. Georgia Southern University; 1992. [cited 2020 Sep 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd_legacy/472.

Council of Science Editors:

Norton NB. Georgia Norms for the Teacher Motivation Diagnostic Questionnaire. [Doctoral Dissertation]. Georgia Southern University; 1992. Available from: https://digitalcommons.georgiasouthern.edu/etd_legacy/472

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