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Multidimensional Model (multidimensional + model)
Selected AbstractsA META-ANALYSIS OF TEAMWORK PROCESSES: TESTS OF A MULTIDIMENSIONAL MODEL AND RELATIONSHIPS WITH TEAM EFFECTIVENESS CRITERIAPERSONNEL PSYCHOLOGY, Issue 2 2008JEFFERY A. LePINE Drawing from Marks, Mathieu, and Zaccaro (2001), we proposed that narrowly focused teamwork processes load onto 3 higher-order teamwork process dimensions, which in turn load onto a general teamwork process factor. Results of model testing using meta-analyses of relationships among narrow teamwork processes provided support for the structure of this multidimensional theory of teamwork process. Meta-analytic results also indicated that teamwork processes have positive relationships with team performance and member satisfaction, and that the relationships are similar across the teamwork dimensions and levels of process specificity. Supplemental analyses revealed that the 3 intermediate-level teamwork processes are positively and strongly related to cohesion and potency. Results of moderator analyses suggested that relationships among teamwork processes and team performance are somewhat dependent on task interdependence and team size. [source] Community college supervisors and their subordinates: A quantitative investigation of personality temperament and leader-member exchangeJOURNAL OF LEADERSHIP STUDIES, Issue 2 2010Tacy Holliday Community college leadership is facing a crisis fueled by leaders retiring and student enrollment that outpaces budget growth. The purpose of this study was to better understand the leadership dynamics of community college supervisors and direct subordinates by examining the relationship bgetween leader-member exchange (LMX) and personality temperament. Data from the Supervisor Leader-Member Exchange Multidimensional Model (SLMX-MDM) survey was used to determine LMX total within four subscales: affect, loyalty, contribution, and professional respect. Participants' temperaments were determined by the Keirsey Temperament Sorter II (KTS-II). Research questions focused on whether differences in LMX existed among groups of supervisor,subordinate dyads that were categorized according to temperament similarity: 1) identical temperament (e.g., both supervisor and subordinate are SJ), 2) one letter (e.g., SP and SJ), or 3) no letters in common (e.g., NF and SP). The 50 participating dyads were selected through proportionate stratified sampling. Results from one-way ANOVAs showed significant differences among groups with respect to total LMX, contribution, and professional respect. [source] Investigation of the Multidimensional Model of Job Insecurity in China and the USAAPPLIED PSYCHOLOGY, Issue 4 2006Cynthia Lee Il y a plus d'une décennie, Ashford, Lee, and Bobko (1989) ont développé un outil de mesure standard permettant évaluer des niveaux individuels d'insécurité au travail. Les années suivantes, des chercheurs se sont demandé si la totalité des mesures composant cet instrument était nécessaire. Nous avons donc examiné l'utilité des différentes dimensions du test multidimensionnel de l'Insécurité au travail de Ashford et al. (1989) aux Etats Unis et en Chine, en éprouvant et élargissant les conclusions antérieures. Nos résultats suggèrent qu'éliminer les dimensions "caractéristiques du travail" et "impuissance" de l'instrument multidimensionnel initial est prématuré dans les deux cultures. D'autres recherches s'avèrent donc nécessaires pour déterminer l'utilité de cet outil dans sa version complète. Les implications de nos résultats sont discutées. Over a decade ago, Ashford, Lee, and Bobko (1989) developed a standard measure for those interested in assessing levels of individual job insecurity. In ensuing years, some researchers have questioned whether the entire measure is necessary. We examined the usefulness of the components of Ashford et al.'s (1989) multidimensional measure of job insecurity in both the United States and China, as well as replicating and extending prior findings regarding antecedents and consequences. Our results suggest that the call to eliminate job features or powerlessness from the fully composite measure of job insecurity is premature in both cultures. We call for more research on the utility of the fully operationalised measure. Implications of our findings are discussed. [source] A comparison of various authoritarianism scales in Belgian FlandersEUROPEAN JOURNAL OF PERSONALITY, Issue 2 2007Alain Van Hiel Abstract The present study compared in a Flemish adult sample (N,=,480) four recently developed authoritarianism scales as well as the widely used Right-Wing Authoritarianism (RWA) scale. Results revealed that all these measures were strongly related and that they showed relationships of comparable magnitude with various indicators of right-wing ideology such as conservatism and racism, as well as with political party preferences. Analyses confirmed the superior fit of a multidimensional model for the scales that are assumed to have an explicit underlying multidimensional structure, but it was also revealed that there was little consensus on what these dimensions exactly mean. Finally, the results indicated serious problems of overlap between cultural conservatism and authoritarianism for some of the scales. Having relied exclusively on an empirical method for comparing the utility of these scales, the use of other criteria for a final assessment of the authoritarianism scales is elaborated upon. Copyright © 2007 John Wiley & Sons, Ltd. [source] Formulation of the DETECT Population Parameter and Evaluation of DETECT Estimator BiasJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 3 2006Louis A. Roussos The development of the DETECT procedure marked an important advancement in nonparametric dimensionality analysis. DETECT is the first nonparametric technique to estimate the number of dimensions in a data set, estimate an effect size for multidimensionality, and identify which dimension is predominantly measured by each item. The efficacy of DETECT critically depends on accurate, minimally biased estimation of the expected conditional covariances of all the item pairs. However, the amount of bias in the DETECT estimator has been studied only in a few simulated unidimensional data sets. This is because the value of the DETECT population parameter is known to be zero for this case and has been unknown for cases when multidimensionality is present. In this article, integral formulas for the DETECT population parameter are derived for the most commonly used parametric multidimensional item response theory model, the Reckase and McKinley model. These formulas are then used to evaluate the bias in DETECT by positing a multidimensional model, simulating data from the model using a very large sample size (to eliminate random error), calculating the large-sample DETECT statistic, and finally calculating the DETECT population parameter to compare with the large-sample statistic. A wide variety of two- and three-dimensional models, including both simple structure and approximate simple structure, were investigated. The results indicated that DETECT does exhibit statistical bias in the large-sample estimation of the item-pair conditional covariances; but, for the simulated tests that had 20 or more items, the bias was small enough to result in the large-sample DETECT almost always correctly partitioning the items and the DETECT effect size estimator exhibiting negligible bias. [source] Comparing Multidimensional and Unidimensional Proficiency Classifications: Multidimensional IRT as a Diagnostic AidJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 3 2003Cindy M. Walker This research examined the effect of scoring items thought to be multidimensional using a unidimensional model and demonstrated the use of multidimensional item response theory (MIRT) as a diagnostic tool. Using real data from a large-scale mathematics test, previously shown to function differentially in favor of proficient writers, the difference in proficiency classifications was explored when a two-versus one-dimensional confirmatory model was fit. The estimate of ability obtained when using the unidimensional model was considered to represent general mathematical ability. Under the two-dimensional model, one of the two dimensions was also considered to represent general mathematical ability. The second dimension was considered to represent the ability to communicate in mathematics. The resulting pattern of mismatched proficiency classifications suggested that examinees found to have less mathematics communication ability were more likely to be placed in a lower general mathematics proficiency classification under the unidimensional than multidimensional model. Results and implications are discussed. [source] Replicability and stability of the multidimensional model of the Edinburgh Postnatal Depression Scale in late pregnancyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 3 2007J. JOMEEN phd ma rm rgn The Edinburgh Postnatal Depression Scale (EPDS) is a widely used screening tool for post-natal depression (PND). Recent factor analytic investigations of the EPDS have suggested the instrument may be useful in the prediction of PND as the instrument appears to be multidimensional, thus facilitating sub-scale development for this purpose. The psychometric properties of the EPDS were evaluated in women in the third trimester of pregnancy. Confirmatory factor analyses found support for the multidimensionality of the instrument; however, there was clear variability in model fit to data suggesting previous reports of the stability of the underlying factor structure of this instrument may be over-optimistic. The potential for development of the EPDS as a predictive screening measure of PND is likely to be optimistic because of variability in the factor structure of the instrument over the course of pregnancy and in the post-natal period. [source] The relationship of freshmen's physics achievement and their related affective characteristicsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2007Almer (Abak) Gungor Abstract The purpose of this study was to determine the best-fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self-efficacy in physics, self-concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036,1056, 2007 [source] The social mind-body: Anthropological contributions to the study of the selfNURSING & HEALTH SCIENCES, Issue 1 2005Denize Saint Arnault phd Self is formed because of the interaction between the body and the society. Culture defines the range of options for being a human within a certain time, place and group. The self is developed within the sociocultural context, which tells us what we should be, how we should interact with society, what we should feel and what those feelings mean, as well as how our body should look, be used and be cared for. This multidimensional model of culture allows us to define the dimensions of the self, and explain how the culturally derived self understands, reacts to and acts upon the individual body within a social context. The view of the self posited here allows us to research the experiential connection between the mind, the body and the society. [source] Oral and general health behaviours among Chinese urban adolescentsCOMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 1 2008Poul Erik Petersen Abstract,,, Objectives:, The objectives of this study were to measure the association of general and oral health-related behaviours with living conditions and to explore the interrelationships between general and oral health-related behaviours in Chinese urban adolescents. Methods:, A cross-sectional survey of 2662 adolescents was conducted in eight Chinese provincial capitals. The response rate was 92%. The study population was selected through multistage cluster sampling and comprised three age groups: 11, 13 and 15 years. Data on oral and general health, lifestyles as well as living conditions were collected by means of self-administered structured questionnaires. Several additive indices were constructed from answers to the questions on specific behaviour, and participants were categorized according to scores on each component of health-related behaviour for statistical analyses by frequency distributions, regression analyses and factor analyses. Results:, Oral health-related behaviours among adolescents were associated with socioeconomic status of parents, school performance and peer relationships. The odds of a dental visit was 0.63 in adolescents of poorly educated parents and the corresponding figure for regular oral hygiene practices was 0.62. Odds of tobacco use was 3 for adolescents with poor performance in school while odds of consuming sugary foods/drinks was 1.3. Adolescents with high levels of preventive oral health practices also demonstrated general health-promoting behaviours. In factor analysis of general and oral health-related behaviours, three factors were isolated: (a) risk behaviours (loadings 0.48,0.66), (b) health-promoting behaviours (loadings 0.60,0.64) and (c) help-seeking behaviours (loadings 0.56,0.67). Conclusion:, The findings support a multidimensional model of health behaviour. Several approaches and multiple methods should be applied in oral health education in order to modify behaviours that affect oral health. [source] | ||||||||||||||||