An examination of least-squares regression modeling of catastrophe theory.

Although catastrophe theory appears to have substantial heuristic value in many areas of psychology, its acceptance has, to some extent, been hampered by the lack of a well-developed analytic framework. Two recent articles by S. J. Guastello (1987, 1988) suggest that a change-score least-squares regression model provides a method for testing catastrophe theory models. This article reviews these regression analysis procedures. The problems in the approach are detailed, then demonstrated with computer-generated data sets. The results show that such regression approaches cannot adequately distinguish between data that has arisen from a true catastrophe model and data from a true linear model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can racial differences in cognitive test performance be reduced by presenting problems in a social context?

It is well documented that African Americans tend to score lower on cognitive ability tests than White Americans. The cause of this performance difference is still being hotly debated and actively researched. Recently, J. E. Helms (1992) argued that cognitive ability tests fail to adequately assess African American intelligence because they do not account for the emphasis placed on social relations and the effect of social context on reasoning in the African American culture. To evaluate this argument, racial subgroup performance differences on Wason conditional reasoning items presented in the standard abstract form and in a social relationship form were examined. Contrary to Helms's argument, results indicate that presenting Wason conditional reasoning items in a social context did not reduce the difference between African American and White American Performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alternative procedures for testing regression slope homogeneity when group error variances are unequal.

The test for regression slope homogeneity across groups (e.g., sex, race, and treatments) is used in such varied settings as the analysis of covariance, the study of aptitude by treatment interactions, and bias detection in differential prediction research. The accuracy of this test requires the seldom-considered assumption of equality of within-group error variances. This research studies the effect of violating that assumption on the power of the F test for regression slope equality and finds that the test may be substantially affected when sample sizes are equal and severely affected when sample sizes are unequal. Alternative procedures based on R. A. Alexander's (see record 1994-39680-001) normalized-t approximation, G. S. James's (1951) second-order approximation, the Welch-Aspin approximation, and the chi-square test are described and evaluated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of impression management tactics in structured interviews: A function of question type?

This study investigated impression management tactic use during structured interviews containing both experience-based and situational questions. Specifically, the authors examined whether applicants' use of impression management tactics depended on question type. Results from 119 structured interviews indicated that almost all of the applicants used some form of impression management. Significantly more assertive than defensive impression management tactics were used, and among assertive tactics, applicants tended to use self-promotion rather than ingratiation. However, different question types prompted the use of different impression management tactics. Ingratiation tactics were used significantly more when applicants answered situational questions, whereas self-promotion tactics were used significantly more when applicants answered experience-based questions. Furthermore, the use of self-promotion and ingratiation tactics was positively related to interviewer evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating effects of performance ambiguity on the relationship between self-efficacy and performance.

Recent research (e.g., Vancouver & Kendall, 2006; Vancouver, Thompson, Tischner, & Putka, 2002; Vancouver, Thompson, & Williams, 2001) has challenged the conventional view of self-efficacy as a positive influence on performance, finding a negative within-person relationship between self-efficacy and performance. In the current study, performance ambiguity is examined as a potential boundary condition for this negative self-efficacy effect. As hypothesized, self-efficacy was negatively related to subsequent performance under conditions of high ambiguity but was positively related to performance when performance ambiguity was low. Additionally, the study evaluates key mediating processes underlying the relationship between self-efficacy and performance, finding support for the role of performance perceptions and effort allocation. The results of this study help to establish the scope of the phenomenon and suggest potential means of inhibiting the negative self-efficacy effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determining relative importance of predictors with the observational design.

A recent comparison of typical extreme-groups designs and observational designs (G. H. McClelland and C. M. Judd, see record 1994-00225-001) showed that extreme-groups designs have greater power to detect interactions than do observational designs and that extreme-groups designs provide estimates of unstandardized parameter values that have smaller standard errors than do estimates provided by observational designs. In this study, this discussion is taken a step further by investigation of the advantages and disadvantages associated with inferences drawn from extreme-groups and observational designs for the estimation of standardized effects. Observational designs, through accurate estimation of predictor variances, are concluded to be superior for the purposes of standardized parameter estimation. Finally, various ways of adapting extreme-groups designs to better justify inferences concerning population distributions are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Climate perceptions matter: A meta-analytic path analysis relating molar climate, cognitive and affective states, and individual level work outcomes.

Although workplace climate has been extensively studied, the research has not led to firm conclusions as to its relationship with individual level work outcomes. The authors used C. Ostroffs (1993) taxonomy to organize dimensions labeled as workplace climate and then used meta-analytic techniques to test a path analytic model. The model posited that climate affects individual level outcomes through its impact on underlying cognitive and affective states. An extensive literature search yielded 51 empirical studies with 70 samples. The results suggest that the 3 higher order facets of climate (affective, cognitive, and instrumental) affected individual level outcomes of job performance, psychological well-being, and withdrawal through their impact on organizational commitment and job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Multiple-Goal, Multilevel Model of Feedback Effects on the Regulation of Individual and Team Performance.

When working as a member of a team, individuals must make decisions concerning the allocation of resources (e.g., effort) toward individual goals and team goals. As a result, individual and team goals, and feedback related to progress toward these goals, should be potent levers for affecting resource allocation decisions. This research develops a multilevel, multiple-goal model of individual and team regulatory processes that affect the allocation of resources across individual and team goals resulting in individual and team performance. On the basis of this model, predictions concerning the impact of individual and team performance feedback are examined empirically to evaluate the model and to understand the influence of feedback on regulatory processes and resource allocation. Two hundred thirty-seven participants were randomly formed into 79 teams of 3 that performed a simulated radar task that required teamwork. Results support the model and the predicted role of feedback in affecting the allocation of resources when individuals strive to accomplish both individual and team goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What to do? The effects of discrepancies, incentives, and time on dynamic goal prioritization.

This study examined factors that influence the dynamic pursuit of multiple goals over time. As hypothesized, goal-performance discrepancies were significantly related to subsequent time allocation. Greater distance from a given goal resulted in greater time subsequently allocated to that goal. In addition, the incentives offered for goal attainment determined the relative influence of discrepancies for each goal. When the incentives for each goal were equivalent, progress toward each goal exhibited equal influence, with greater time allocated to whichever goal was furthest from completion at the time. However, with an incentive available for only 1 of the 2 goals, time allocation was largely determined by progress toward the rewarded goal. Likewise, when incentives for each task differed in their approach-avoidance framing, progress toward the avoidance-framed goal was a stronger predictor of subsequent allocation than was progress toward the approach-framed goal. Finally, the influence of goal-performance discrepancies differed as a function of the time remaining for goal pursuit. The implications for future work on dynamic goal prioritization and the provision of performance incentives are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A Motivated Action Theory Account of Goal Orientation.

Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the current goal orientation literature is in a state of conceptual and methodological disarray. This presentation reviews the goal orientation literature and identifies numerous conceptual ambiguities, including definitional inconsistencies, dimensional inconsistencies, and inconsistencies in the conceptualization of stability. These conceptual ambiguities result in a confusing array of goal orientation measures and manipulations and ultimately an incoherent empirical database. A dynamic self-regulation model of goal orientation, termed motivated action theory, is presented to integrate the various conceptual perspectives and to provide guidelines for future goal orientation research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)