Psychometric Issues in Organizational Stressor Research: A Review and Implications for Sport Psychology     

Rachel Arnold  David Fletcher 《Measurement in physical education and exercise science》2013,17(2):81-100

Organizational stressors can potentially elicit a number of undesirable consequences for sport performers. It is, therefore, imperative that psychologists better understand the demands that athletes encounter via their exploration and assessment. However, although researchers have identified a wide range of organizational stressors in competitive sport, they have yet to develop a measure or indicator to assess them. In contrast, scholars in other psychology subdisciplines have designed measures of organizational-related stressors, which have the potential to inform the advancement of stress research in sport. The purpose of this article is, therefore, to review psychometric issues in organizational stressor research and discuss the implications for sport psychology. The narrative is divided into four main areas: conceptual and theoretical issues, item development issues, measurement and scoring issues, and analytical and statistical issues.  相似文献   

Should Individuals Think Like Their Group? A Descriptive-to-Prescriptive Tendency Toward Group-Based Beliefs     

Steven O. Roberts  Arnold K. Ho  Susan A. Gelman 《Child development》2021,92(2):e201-e220

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The pig-pet,pork or sacrifice?     

Arthur Arnold 《Children‘s Literature in Education》1988,19(2):80-85

Prior to early retirement, Arthur Arnold was Head of Community and Teaching Studies at Bradford College in the U. K. His book,Children, Animals and Books—The Historical and Social Significance of Animals in Children's Literature, is forthcoming (Croom Helm). He has also written novels for teenagers. Mr. Arnold's article in defense of the wolf appears inCLE, Summer, 1986.  相似文献   

Combined online and in‐class pretesting improves exam performance in general psychology     

Arnold Lewis Glass  Gary Brill  Margaret Ingate 《教育心理学》2008,28(5):483-503

This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces.  相似文献