Adaptive Subscales Research Articles

Analysis of Acculturative Stress and Sociocultural Adaptation Among International Students at a Non-Metropolitan University

This quantitative descriptive study analyzed levels of acculturative stress and sociocultural adaptation among international students at a non-metropolitan university in the United States related to certain demographic characteristics. Surveys were used to measure international students’ levels of acculturative stress and sociocultural adaptation, including five subscales of sociocultural adaptation (N = 413). Demographic questions included gender, age, and country of origin, length of stay in the United States, degree level, and English language comfort. Results indicated a negative correlation between students’ levels of sociocultural adaptation and acculturative stress. Particularly, increased competency among the five sociocultural adaptation subscales (interpersonal communication, academic/work performance, personal interests and community involvement, ecological adaptation, and language proficiency) decreased levels of acculturative stress among the students.

Analysis of Acculturative Stress and Sociocultural Adaptation Among International Students at a Non-Metropolitan University

This quantitative descriptive study analyzed levels of acculturative stress and sociocultural adaptation among international students at a non-metropolitan university in the United States related to certain demographic characteristics. Surveys were used to measure international students’ levels of acculturative stress and sociocultural adaptation, including five subscales of sociocultural adaptation (N = 413). Demographic questions included gender, age, and country of origin, length of stay in the United States, degree level, and English language comfort. Results indicated a negative correlation between students’ levels of sociocultural adaptation and acculturative stress. Particularly, increased competency among the five sociocultural adaptation subscales (interpersonal communication, academic/work performance, personal interests and community involvement, ecological adaptation, and language proficiency) decreased levels of acculturative stress among the students.

Predicting career adaptability through self-esteem and social support: A research on young adults

The purpose of this study is to investigate the relationship between career adaptability and self-esteem, and analyze the moderating role of social support in this relationship on a sample of 313 young adults. The results of the study confirm that career adaptability is significantly predicted by self-esteem. Moreover, findings suggest that (1) self-esteem enhances career adaptability, (2) perceived social support positively predicts career adaptability, and (3) perceived social support plays a moderating role in the relationship between perceptions of self-esteem and career adaptability sub-scales. Self-esteem and social support positively predict young adults’ career adaptability above and beyond the effects of demographics.

The Effectiveness of Psychoeducational Interventions in Reducing the Care Burden of Family Members Caring for the Elderly in Turkey: A Randomized Controlled Study

ObjectiveTo examine the effectiveness of psychoeducational intervention that is based on the McGill Model of Nursing in reducing the burden of caregivers and improving self-efficacy and adaptive coping in people who provide care for the older person. MethodsThis study was conducted using a pre- and post-test control group and repeated measures experimental design in a family health center service area located in Istanbul. This study was conducted with 33 caregivers in each group. The data were collected using the questionnaire form, the Zarit Burden Interview, the General Self-Efficacy Scale and the Cognitive Emotion Regulation Questionnaire. ResultsAccording to the findings of the study, the post-test Zarit Burden Interview points of the intervention group trained for according to McGill Model of Nursing will decrease compared with the control group after the intervention hypothesis was accepted; the post-test General Self-Efficacy Scale and adaptive subscales of the Cognitive Emotion Regulation Questionnaire scores will increase after the intervention hypothesis was also accepted. ConclusionIt was found that the psychoeducational intervention based on the McGill Nursing Model was efficient.

Making Mistakes: Emotional Adaptation and Classroom Learning

BackgroundWe studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation.Purpose of StudyOur aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms.ParticipantsParticipants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support.Research DesignStudents’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively.FindingsFindings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning.ConclusionsThe stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

Empirical Mode Decomposition Based Multiscale Analysis of Physiological Signal

We presents a refined multiscale Shannon entropy for analyzing electroencephalogram (EEG), which reflects the underlying dynamics of EEG over multiple scales. The rationale behind this method is that neurological signals such as EEG possess distinct dynamics over different spectral modes. To deal with the nonlinear and nonstationary nature of EEG, the recently developed empirical mode decomposition (EMD) is incorporated, allowing a decomposition of EEG into its inherent spectral components, referred to as intrinsic mode functions (IMFs). By calculating the Shannon entropy of IMFs in a time-dependent manner and summing them over adaptive multiple scales, it results in an adaptive subscale entropy measure of EEG. Simulation and experimental results show that the proposed entropy properly reveals the dynamical changes over multiple scales. Keywords—EEG, subscale entropy, Empirical mode decomposition, Intrinsic mode function.

The effect of overt and covert narcissism on self-esteem and self-efficacy beyond self-esteem

Past literature has suggested a dual nature of trait based narcissism, comprising overt and covert forms. While several studies have examined the two subtypes in relation to self-esteem, very few studies have examined narcissistic subtypes and self-efficacy. 115 Psychology undergraduates filled in self-report measures of overt narcissism, covert narcissism, self-esteem and self-efficacy. Results demonstrated no significant relationship between overt and covert narcissism, suggesting two distinct subtypes. Overt and covert forms of narcissism were found to significantly contribute to self-efficacy beyond self-esteem. Further, overt narcissism positively predicted both self-esteem and self-efficacy beyond self-esteem. Conversely, covert narcissism was found to negatively predict self-esteem and self-efficacy beyond self-esteem. Overt narcissism subscale associations were also computed, with Power being associated with higher self-efficacy but not self-esteem, suggesting Power to be a more adaptive subscale. The Special Person subscale was associated with higher self-esteem but not self-efficacy, suggesting it forms the maladaptive core of overt narcissism. Exhibitionism was not associated with either self-esteem or self-efficacy. Results appear congruent with past literature, and have given an additional insight into the implications of trait based narcissism regarding self-efficacy. Findings appear to suggest trait based overt narcissism is a more adaptive construct to individual self-concept than covert narcissism.

Perceptions of the African American Experience (PAAX): A New Measure of Adaptive Identities Among African American Men and Women

Differential treatment based on race impacts the adoption of prosocial or maladaptive behaviors and attitudes of African Americans, which in turn influences their perceived wellbeing. In essence, the African American experience is shaped by intrapersonal, interpersonal, and institutional social determinants. As such the nature of the African American experience is predicated on the identity formulated and the associated lifestyle adopted by African Americans. To empirically verify this proposition, the newly developed Perceptions of African American Experience (PAAX) scale was tested. The PAAX includes 2 maladaptive and two adaptive subscales that define 4 identities among African American men and women. The maladaptive identities, Depreciated and Vulnerable coping styles, are theoretically connected to risk, unhealthy social determinants and anti-social outcomes. The adaptive identities, Transcendent and Integrated coping styles, involve resiliency characteristics resulting in both healthy and prosocial outcomes. It was hypothesized that the 4 PAAX subscales would show acceptable psychometric properties for internal consistency and validity, but that the 2 higher order dimensions, Risk and Resilience, would emerge with factor analytic approaches. An item analysis demonstrated it is feasible to maintain subscale integrity while retaining only those items from the 4 hypothesized subscales, which produces acceptable internal consistencies. A higher order confirmatory factor analytic approach was then used. The confirmatory factor analysis supported the hypothesis that for African Americans the 4 adaptive identities load on 2 underlying dimensions, Risk and Resilience. Implications for the future study of the PAAX scale among clinical populations as well as with other racially diverse groups are highlighted.

Adaptive Subscale Entropy Based Quantification of EEG

Adaptive Subscale Entropy Based Quantification of EEG

Effects of Cognitive-Behavioral Therapy on Improving Anxiety Symptoms, Behavioral Problems and Parenting Stress in Taiwanese Children with Anxiety Disorders and Their Mothers

The aims of this intervention study were to examine the effects of individual cognitive-behavioral therapy (CBT) based on the modified Coping Cat Program on improving anxiety symptoms and behavioral problems in Taiwanese children with anxiety disorders and parenting stress perceived by their mothers. A total of 24 children with anxiety disorders in the treatment group completed the 17-session individual CBT based on the modified Coping Cat Program, and 26 children in the control group received the treatment as usual intervention. The Taiwanese version of the MASC (MASC-T), the Child Behavior Checklist for Ages 6-18 (CBCL/6-18) and the Chinese version of the Parenting Stress Index (C-PSI) were applied to assess the severities of anxiety symptoms, behavioral problems and parenting stress, respectively. The effects of CBT on improving anxiety symptoms, behavioral problems and parenting stress were examined by using linear mixed-effect model with maximum likelihood estimation. The results indicated that the CBT significantly improved the severities of MASC-T Physical Symptoms and Social Anxiety subscales, CBCL/6-18 DSM-oriented Anxiety Problem subscale, and C-PSI Child domains Mood and Adaptability subscales. Individual CBT based on the modified Coping Cat Program can potentially improve anxiety symptoms in Taiwanese children with anxiety disorders and some child domains of parenting stress perceived by their mothers.

The relationships between perfectionism, religious motivation, and mental health utilisation among latter-day saint students

The present study examined the influence of perfectionism and religious motivation on help-seeking and attitudes towards mental health services (ATMHS) in a Latter-Day Saint sample of 119 undergraduates. Increased levels of perfectionism significantly predicted more negative ATMHS. Higher intrinsic religious motivation was significantly and positively related to help-seeking from religious sources, but not from mental health professionals. Intrinsic religious motivation was also related to perfectionism, but only for adaptive subscales. The implications for focusing utilisation interventions towards religious populations are discussed.

Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder

Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.

The relationship between spontaneity and inhibition

Inhibition has both positive and negative connotations; positive in that it can ward off distractions and interferences helping to effectively focus on the task at hand, and negative in that it prevents self-disclosure. The present investigation includes two studies. The first explored the relationship between spontaneity, as measured by the Revised Spontaneity Assessment Inventory (SAI-R [Kipper, D. A., & Shemer, H. (2006). The Spontaneity Assessment Inventory-Revised (SAI-R): Spontaneity, well-being and stress. Journal of Group Psychotherapy, Psychodrama & Sociometry, 59, 127–136]) and positive inhibition as reflected in the impact of the Stroop effect ( Stroop, 1935) using the Press Test [Beahr, M. E, & Corsini, R. J. (2000). The Press Test information guide. Minneapolis, MN: NCS Pearson]. The participants in both studies were students at Roosevelt University, Chicago. As predicted, the results show that spontaneity correlated positively with the performance on the third part of the Press Test, which measures the ability to ward off distractions and is related to the executive functions of the brain. The second study investigated the relationship between spontaneity and emotional inhibition using the SAI-R and The Emotional Control Questionnaire: ECQ [Roger, D., & Najarian, B. (1989). The construction and validation of a new scale for measuring emotion control. Personality and Individual Differences, 10, 845–853]. As predicted there was a negative correlation between spontaneity and the maladaptive inhibition subscales. There was a positive correlation only on one of the two adaptive subscales.

Team Role Preference and Cognitive Styles

While exploring the relationships between the strength of an individual’s team roles and his or her cognitive styles, this study examines the convergent validity of the Team Role Self-Perception Inventory (TRSPI) with Kirton’s Adaption-Innovation Inventory (KAI). Data were obtained from two samples of 109 managers and 114 students. Results from students were compared to those obtained by Fisher, Macrosson, and Wong (1998) to explore differences arising from the use of Cattell, Eber, and Tatsuoka's (1970) 16 Personality Factor Questionnaire (16PF) and the TRSPI. Data from managers were used to examine convergence between team role preferences and cognitive styles. The TRSPI showed convergent validity with Kirton’s cognitive styles. KAI subscale correlations were more coherent than those obtained by Fisher et al. probably due to misinterpretation of innovative and adaptive subscale scores. Cognitive style differences were found in the two samples. Future research and practical implications for team-building interventions and team performance are discussed.

WHAT HELPS MIDDLE-AGED WIDOWS WITH THEIR PSYCHOLOGICAL AND SOCIAL ADAPTATION SEVERAL YEARS AFTER THEIR LOSS?

This study examines the factors contributing to middle-aged widows' adaptation to their husbands' death due to physical illness, 1 to 5 years after the initial loss. Ninety-three widows and 93 married women, who served as controls, filled out questionnaires assessing their experience of stress and strain, their Sense of Coherence level, the social support they received, as well as measures of psychological and social adaptation. Results show that several years after their husbands' death, many widows still perceive life events and hassles as significantly more intense experiences than do their married counterparts. Moreover, they report a significantly lower Sense of Coherence, diminished social support and a lower level of mental health, as compared with married women. Multiple regression revealed that Sense of Coherence was the most significant contributor to adaptation variables, especially to mental health. Social support contributed significantly to the 2 social adaptation subscales. The discussion emphasizes the importance of Sense of Coherence to adaptation.

The relationship between adaptive behavior and intelligence for special needs students

This study employed the technique of factor analysis to study the relationship between social system adaptive behavior, as measured by the Adaptive Behavior Inventory for Children, and intelligence, as measured by the Wechsler Intelligence Scale for Children-Revised, in a sample of 100 special needs students, ages 6–11. The results clearly supported the existence of two distinct factors among the WISC-R and ABIC subscales, with each factor composed primarily of either intelligence or adaptive behavior subscales. Thus, the data supported the discriminant validity of the two measures. Implications for the evaluation of special needs students are discussed.

Diagnosing boredom, confusion, and adaptation in school children.

An instrument was developed to determine if middle-school children could be diagnosed as being in a bored, confused, or adaptive state of mind. Boredom and confusion were viewed as maladaptive states. Reliability was demonstrated for the boredom, confusion, and adaptation subscales. Indications of validity were obtained for the three subscales. Boredom, confusion, and adaptation subscale scores were correlated with standardized achievement test scores and with teacher grades in academic subject areas for 136 sixth and seventh grade students. Confusion scores correlated significantly and negatively with eight of nine standardized achievement test scores, and with two of four teacher grades in academic subject areas. All correlations obtained were in the expected directions. Implications for interventions, especially in the diagnosis of confusion, are discussed.