Disengagement Responses Research Articles

Unique associations between strategies of coping with COVID-19-related stress and internalizing symptoms in a clinical sample of adolescents

AbstractYouth internalizing symptoms increased significantly during COVID-19, suggesting a need for more knowledge on how to prevent youth mental health problems during future widespread societal health crises. This cross-sectional study examined coping strategies and how these were associated with internalizing problems in a clinical sample of youth during COVID-19. Youth (13–19 years) referred to mental health treatment for internalizing problems were assessed 6–18 months into the pandemic. Participants (N = 160, mean age = 15.8 years, SD = 1.2; 80% female, 5% non-binary) completed the Response to Stress Questionnaire, assessing COVID-19 stress, coping strategies, and involuntary stress responses. Internalizing symptoms were evaluated by the Spence Children’s Anxiety Scale and the Short Mood and Feelings Questionnaire. Results showed that coping strategies were associated with internalizing symptoms, after controlling for sex, age, and COVID-19-related stress. Youth using primary control coping had lower levels of anxiety whereas those using secondary control coping strategies had fewer depressive symptoms and fewer involuntary disengagement responses. Secondary control coping (i.e., adapting to the situations) was the most frequent strategy. The highest COVID-19 stressors reported were insecurity about the future, and having to change, postpone or cancel important plans/events. Thus, in a clinical sample of youth, unique associations were found between the type of coping strategy and levels of anxiety and depressive symptoms. During future pandemics and societal health crises, measures to reduce unpredictability in everyday life and insecurity about the future should be implemented, followed by interventions to support adaptive coping strategies.

Predicting Recovery Pathways in Jewish Ultra-Orthodox Intimate Partner Violence Survivors: A Structural Equation Modeling Approach.

Cultural and religious norms, as well as trauma-related cognitions and recovery actions, are known to impact the well-being of survivors of intimate partner violence (IPV). Although acknowledged as a key component, there is scant research on the recovery trajectories of women who have experienced IPV, in particular on survivors from collectivistic societies such as the Jewish Ultra-Orthodox (JUO) community in Israel. A mediation model examined the recovery process of 261 Israeli JUO survivors. In particular, it tested whether the normalization of violence and women's endorsement of Jewish religious norms that justify violence would be directly and negatively associated with women's well-being and positively associated with psychopathology. Additionally, it examined whether women's normalization of violence and support of religious norms would positively predict women's negative trauma-related cognitions. In turn, these cognitions were expected to negatively predict women's engagement in recovery actions, help-seeking behaviors, and faith-based responses but positively predict disengagement responses. The model further posited that women's engagement in steps toward recovery, help-seeking behaviors, and faith-based responses would positively predict women's well-being and negatively predict psychopathology. In contrast, women's disengagement responses would negatively predict women's well-being and positively predict their psychopathology. Bootstrap results indicated that supporting religious norms positively predicted women's trauma-related cognitions, which then negatively predicted women's recovery actions, help-seeking behaviors, and faith-based responses but positively predicted women's disengagement responses. Women's recovery actions and faith-based responses positively predicted women's well-being, while disengagement responses positively predicted women's psychopathology. Contrary to expectations, help-seeking behaviors positively predicted psychopathology.

Coping Responses in the Context of Family Stress Moderate the Association Between Childhood Anxiety and Adolescent Depressive Symptoms.

Anxiety and depressive symptoms are common and highly interrelated. A relatively consistent temporal pattern of anxious and depressive symptoms has emerged from previous studies, such that the development of anxiety tends to precede and predict the development of depression rather than the other way around. Whether high levels of childhood anxiety predict depressive symptoms in late adolescence may depend, in part, on the ways in which children cope with stressful events. Accordingly, the present study used latent intercept models to examine involuntary and voluntary coping responses to familial stress as potential moderators of the association between childhood anxiety and adolescent depressive symptoms. Two hundred twenty-seven participants completed questionnaires measuring demographic variables as well as anxiety, depressive symptoms, and coping responses at a minimum of one time point over four waves of data collection (T1 Mage = 10.26years, T2 Mage = 15.77years, T3 Mage = 16.75years, T4 Mage = 17.68years). We found that childhood anxiety was positively associated with adolescent depressive symptoms when children reported higher levels of involuntary responses to family stress (e.g., rumination or physiological arousal) in conjunction with either lower levels of voluntary engaged responses (e.g., problemsolving or emotion regulation) or higher levels of voluntary disengaged responses (e.g., avoidance or denial). These results shed light on the conditions under which childhood anxiety is associated with adolescent depressive symptoms and underscore the need for continued longitudinal and developmental research on this topic.

The Effects of Personalized Nudges on Cognitively Disengaged Student Behavior in Low-Stakes Assessments.

In educational settings, students rely on metacognitive processes to determine whether or not to exert effort. We investigated ways to minimize cognitively disengaged responses (i.e., not-fully-effortful responses) during a low-stakes mathematics assessment. Initially, we established theory-driven time thresholds for each item to detect such responses. We then administered the test to 800 eighth-graders across three conditions: (a) control (n = 271); (b) instruction (n = 267); and (c) nudge (n = 262). In the instruction condition, students were told to exert their best effort before starting the assessment. In the nudge condition, students were prompted to give their best effort following each first-attempt response that was both incorrect and not-fully-effortful. Therefore, students had multiple opportunities to adjust their level of effort. Nudges, but not effort instruction, significantly reduced students' not-fully-effortful responses. Neither the nudges nor the effort instruction significantly impacted performance. In a post-test survey, most students reported that they received nudges whenever they did not know the answer (55%). Overall, these findings suggest that while nudges reduce cognitively disengaged responses, most students appear to strategically modulate their level of effort based on self-monitoring their knowledge and response effort.

Incorporating test-taking engagement into the item selection algorithm in low-stakes computerized adaptive tests

In low-stakes assessment settings, students’ performance is not only influenced by students’ ability level but also their test-taking engagement. In computerized adaptive tests (CATs), disengaged responses (e.g., rapid guesses) that fail to reflect students’ true ability levels may lead to the selection of less informative items and thereby contaminate item selection and ability estimation procedures. To date, researchers have developed various approaches to detect and remove disengaged responses after test administration is completed to alleviate the negative impact of low test-taking engagement on test scores. This study proposes an alternative item selection method based on Maximum Fisher Information (MFI) that considers test-taking engagement as a secondary latent trait to select the most optimal items based on both ability and engagement. The results of post-hoc simulation studies indicated that the proposed method could optimize item selection and improve the accuracy of final ability estimates, especially for low-ability students. Overall, the proposed method showed great promise for tailoring CATs based on test-taking engagement. Practitioners are encouraged to consider incorporating engagement into the item selection algorithm to enhance the validity of inferences made from low-stakes CATs.

Identifying Disengaged Responding in Multiple-Choice Items: Extending a Latent Class Item Response Model With Novel Process Data Indicators.

Disengaged responding poses a severe threat to the validity of educational large-scale assessments, because item responses from unmotivated test-takers do not reflect their actual ability. Existing identification approaches rely primarily on item response times, which bears the risk of misclassifying fast engaged or slow disengaged responses. Process data with its rich pool of additional information on the test-taking process could thus be used to improve existing identification approaches. In this study, three process data variables-text reread, item revisit, and answer change-were introduced as potential indicators of response engagement for multiple-choice items in a reading comprehension test. An extended latent class item response model for disengaged responding was developed by including the three new indicators as additional predictors of response engagement. In a sample of 1,932 German university students, the extended model indicated a better model fit than the baseline model, which included item response time as only indicator of response engagement. In the extended model, both item response time and text reread were significant predictors of response engagement. However, graphical analyses revealed no systematic differences in the item and person parameter estimation or item response classification between the models. These results suggest only a marginal improvement of the identification of disengaged responding by the new indicators. Implications of these results for future research on disengaged responding with process data are discussed.

Comparison of disengagement levels and the impact of disengagement on item parameters between PISA 2015 and PISA 2018 in the United States

BackgroundExaminees may not make enough effort when responding to test items if the assessment has no consequence for them. These disengaged responses can be problematic in low-stakes, large-scale assessments because they can bias item parameter estimates. However, the amount of bias, and whether this bias is similar across administrations, is unknown. This study compares the degree of disengagement (i.e., fast and non-effortful responses) and the impact of disengagement on item parameter estimates in the Programme for International Student Assessment (PISA) across the 2015 and 2018 administrations.MethodWe detected disengaged responses at the item level based on response times and response behaviors. We used data from the United States and analyzed 51 computer-based mathematics items administered in both PISA 2015 and PISA 2018. We compared the percentage of disengaged responses and the average scores of the disengaged responses for the 51 common items. We filtered disengaged responses at the response- and examinee-levels and compared item difficulty (P+ and b) and item discrimination (a) before and after filtering.ResultsOur findings suggested that there were only slight differences in the amount of disengagement in the U.S. results for PISA 2015 and PISA 2018. In both years, the amount of disengagement was less than 5.2%, and the average scores of disengaged responses were lower than the average scores of engaged responses. We did not find any serious impact of disengagement on item parameter estimates when we applied response-level filtering; however, we found some bias, particularly on item difficulty, when we applied examinee-level filtering.ConclusionsThis study highlights differences in the amount of disengagement in PISA 2015 and PISA 2018 as well as the implications of the decisions made for handling disengaged responses on item difficulty and discrimination. The results of this study provide important information for reporting trends across years.

Relationship between Antenatal Mental Health and Facial Emotion Recognition Bias for Children's Faces among Pregnant Women.

The importance of identification of facial emotion recognition (FER) bias for a child’s face has been reinforced from the perspective of risk screening for future peripartum mental health problems. We attempted to clarify the relationship of FER bias for children’s faces with antenatal depression and bonding failure among pregnant women, taking into consideration their broad social cognitive abilities and experience in child raising. This study had a cross-sectional design, and participants were women in their second trimester of pregnancy. Seventy-two participants were assessed by the Edinburgh Postnatal Depression Scale (EPDS), the Mother-to-Infant Bonding Questionnaire (MIBQ), and a series of social cognitive tests. FER bias for a child’s face was assessed by Baby Cue Cards (BCC), and a larger number of disengagement responses suggest greater sensitivity to a child’s disengagement facial expressions. In a regression analysis conducted using EPDS as the dependent variable, a larger number of disengagement responses to the BCC (β = 0.365, p = 0.001) and the primipara status (β = −0.263, p = 0.016) were found to significantly contribute to antenatal depressive symptoms. Also, more disengagement responses to the BCC also significantly contributed to bonding failure as measured by the MIBQ (β = 0.234, p = 0.048). Maternal sensitivity to the child’s disengagement cues was associated with antenatal depressive symptoms and bonding failure more than the other social cognitive variables. The effects of FER bias on postpartum mental health and abusive behavior needs to be clarified by further longitudinal studies.

The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement

AbstractBackgroundItem response times in computerized assessments are frequently used to identify rapid guessing behaviour as a manifestation of response disengagement. However, non‐rapid responses (i.e., with longer response times) are not necessarily engaged, which means that response‐time‐based procedures could overlook disengaged responses. Therefore, the identification of disengaged responses could be improved by considering additional indicators of disengagement. We investigated the extent to which decreases in individuals' item solution probabilities over the course of a test reflect disengaged response behaviour.ObjectivesTo disentangle different types of possibly disengaged responses and better understand non‐effortful test‐taking behaviour, we augmented responses‐time‐based procedures for identifying rapid guessing with strategies for detecting disengaged responses on the basis of performance declines in non‐rapid responses.MethodsWe combined item response theory (IRT) models for rapid guessing and test‐taking persistence to examine the capability of response times and item positions to capture response disengagement. We used a computerized assessment in which science items were randomly distributed across positions for each student. This allowed us to estimate individual differences in test‐taking persistence (i.e., the duration for which the initial level of performance is maintained) while accounting for rapid responses.Results and ConclusionsResponse times did not fully explain disengagement; item responses reflected test‐taking persistence even when rapid responses were accounted for. This interpretation was supported by a strong correlation of test‐taking persistence with decreases in self‐reported test‐taking effort. Furthermore, our results suggest that IRT models for test‐taking persistence can effectively account for the undesirable impact of low test‐taking effort even when response times are unavailable.

Therapists’ Emotional Reactions to Patients with Obsessive–Compulsive Disorder: The Role of Therapists’ Orientation and Perfectionism

Therapist’s emotional response towards patients with obsessive–compulsive disorder (OCD) is under-investigated. This aspect might provide valuable information about therapists’ difficulties during sessions and support supervisory practice, since a proportion of OCD patients drop out due to issues related to the therapeutic relationship. In a sample of therapists, we explored the effects of therapists’ orientation (cognitive behavioural versus psychodynamic) and perfectionistic traits on their emotional responses towards patients with OCD, controlling for other variables potentially related to emotional response towards patients (i.e., therapists’ gender/age and patient’s comorbid personality disorders). Ninety-four therapists (74 women and 20 men; mean age = 42.07 ± 10.17 years), of which 47 (50%) had a cognitive behavioural therapy (CBT) and 47 (50%) a psychodynamic orientation matched on gender and age, completed the Therapist Response Questionnaire and Frost Multidimensional Perfectionism Scale. Therapists with a CBT orientation reported less negative emotional responses, i.e., lower overwhelmed/disorganized, hostile/angry, criticised/devalued, parental/protective and special/over-involved emotions towards patients than therapists with a psychodynamic orientation. Therapists with higher perfectionistic traits (i.e., parents’ expectations/evaluation) had higher hostile/angry reactions, those with higher concerns over mistakes and doubts about actions had more intense criticised/devalued emotions, while those with stronger concerns with precision, order and organization had lower disengagement responses. The present study is the first investigation which sheds some light on the emotional responses of therapists towards OCD patients. Therapists’ CBT orientation and lower perfectionistic traits might be associated with better emotions. Therapists’ emotional responses, their psychotherapeutic orientation and levels of perfectionism should be considered during supervisory practice.

A Multilevel Mixture IRT Framework for Modeling Response Times as Predictors or Indicators of Response Engagement in IRT Models.

Disengaged item responses pose a threat to the validity of the results provided by large-scale assessments. Several procedures for identifying disengaged responses on the basis of observed response times have been suggested, and item response theory (IRT) models for response engagement have been proposed. We outline that response time-based procedures for classifying response engagement and IRT models for response engagement are based on common ideas, and we propose the distinction between independent and dependent latent class IRT models. In all IRT models considered, response engagement is represented by an item-level latent class variable, but the models assume that response times either reflect or predict engagement. We summarize existing IRT models that belong to each group and extend them to increase their flexibility. Furthermore, we propose a flexible multilevel mixture IRT framework in which all IRT models can be estimated by means of marginal maximum likelihood. The framework is based on the widespread Mplus software, thereby making the procedure accessible to a broad audience. The procedures are illustrated on the basis of publicly available large-scale data. Our results show that the different IRT models for response engagement provided slightly different adjustments of item parameters of individuals’ proficiency estimates relative to a conventional IRT model.

The Continuity of Students’ Disengaged Responding in Low-stakes Assessments: Evidence from Response Times

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

A Method for Identifying Partial Test-Taking Engagement

ABSTRACT Effort-moderated (E-M) scoring is intended to estimate how well a disengaged test taker would have performed had they been fully engaged. It accomplishes this adjustment by excluding disengaged responses from scoring and estimating performance from the remaining responses. The scoring method, however, assumes that the remaining responses are not affected by disengagement. A recent study provided evidence that the responses used in E-M scoring can sometimes reflect less-than-full, or partial engagement. In these instances, E-M scores will be less trustworthy because they can still be distorted by disengagement. This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously.

Influence of socio-environmental risks on natural resource dependent socio-ecological systems in Central Himalaya

The fragile landscape of Himalaya harbors a wide range of natural resource dependent communities. However, they are the primary receivers for any adverse social and environmental changes. The study explored the impact of climate variability, disaster, migration, and wildlife on resource utilization pattern of two natural resource dependent Socio-Ecological Systems (SESs) in the Central Himalaya. Integrated SES framework-based household survey and non-parametric statistical tests (Pearson's Chi-square test of homogeneity and Mann–Whitney U tests) were used to draw the conclusions. Results indicated that resource dependency and socio-environmental risks are heterogeneously distributed in the SESs. Climate change and wildlife intrusion were the most widespread risks causing agricultural decline, forest, and water degradation. Whereas the impact of migration and disasters were localized. However, an overall negative impact of risks on resource dependency was ubiquitously perceived. Diverse coping, disengagement, and adaptive responses were observed that indicated resilience of resource dependent SESs in the Central Himalaya.

Do state governments have the right to kill civilians to defeat international terrorism? Views from US, Israel and South Africa

PurposeThis study aim to examine the themes of moral disengagement (MD) and engagement in reasoning regarding a putative governmental right to kill innocent civilians when fighting terrorism.Design/methodology/approachIn total, 147 participants from Israel, 101 from the USA and 80 from South Africa provided quantitative rating scale responses and qualitative explanations about such a putative right. Qualitative responses were coded for presence or absence of indices of MD and engagement.FindingsIn ANOVAs by gender and country, men scored higher than women on rating scale scores indicating support for the right; there were no significant national differences on these scores. Chi-square analyses with the coded qualitative responses indicated more men than women gave morally disengaged responses, proportionately more South Africans than Israelis provided morally disengaged responses and proportionately more South Africans and Americans than Israelis provided morally engaged responses. Pearson correlation analyses indicated that MD was positively correlated with rating scale scores and moral engagement was negatively related to rating scale scores in all three countries.Research limitations/implicationsRegarding limitations, it is difficult to know how the omission of qualitative explanations of rating scale responses by many participants influenced the statistical findings – or how to interpret the more restricted level of qualitative responses in Israel and South Africa as compared to the USA.Social implicationsPrograms designed to counteract MD have the potential for helping reduce support for war and its inhumanities across diverse nations.Originality/valueThis is the first study on MD to compare American, Israeli and South African perspectives on the justifiability of human rights violations in the war on terror. The findings go beyond earlier studies in finding gender differences in MD that occurred across three very different nations in three very different parts of the world.

The Impact of Test-Taking Disengagement on Item Content Representation

ABSTRACTIn achievement testing there is typically a practical requirement that the set of items administered should be representative of some target content domain. This is accomplished by establishing test blueprints specifying the content constraints to be followed when selecting the items for a test. Sometimes, however, students give disengaged responses to some of their test items, which raises the issue of the degree to which the set of engaged responses maintain the intended content representation. The current investigation reports the results of two studies focused on rapid-guessing behavior. The first study showed evidence that differential rapid guessing often resulted in test events with meaningfully distorted content representation. The second study found that the differences in test taking engagement across content categories were primarily due to differences in the reading load of items. Implications for test-score validity are discussed along with suggestions for addressing the problem.

Responses to academic stress mediate the association between sleep difficulties and depressive/anxiety symptoms in Chinese adolescents

Objective: Sleep difficulties are pervasive in Chinese adolescents, which exert aversive influence on their emotional health. However, the underlying mechanisms of this effect remain unclear. This study addressed whether stress responses mediate the concurrent and prospective relationship between sleep difficulties and depressive/anxiety symptoms in Chinese adolescents. Method: 17,946 adolescents (14–18 years-old) were administrated the Pittsburgh Sleep Quality Index, the Center for Epidemiologic Studies Depression Scale, Revised Children's Manifest Anxiety Scale and the Responses to Stress Questionnaire. Further, 710 of them finished the one-year follow-up assessments. Structural equation models were conducted to determine the concurrent and prospective mediation effects of stress responses and the moderated effect of gender and age. Results: Involuntary engagement and disengagement responses, as well as engagement coping, significantly mediated the cross-sectional relationship between sleep difficulties and depressive/anxiety symptoms. Moreover, sleep difficulties at baseline predicted enhanced involuntary engagement responses but reduced the use of engagement coping strategies one year later, resulting in an elevated level of depressive/anxiety symptoms. Finally, females and younger adolescents with greater sleep difficulties were more likely to generate maladaptive stress responses. Limitations: First, sleep difficulties were only measured using self-reported approaches. Second, potential confounding variables (e.g., socioeconomic status) were not adjusted for. Third, our study only focused on typically-developing youth samples rather than clinical samples. Conclusions: Our findings highlight the important role of stress responses in the relationship between sleep difficulties and depressive/anxiety symptoms. The findings might also shed some light on the psychological intervention of sleep difficulties and mood disorder in adolescent populations.

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

ABSTRACT Disengaged responding is a phenomenon that often biases observed scores from achievement tests and surveys in practically and statistically significant ways. This problem has led to the development of methods to detect and correct for disengaged responses on both achievement test and survey scores. One major disadvantage when trying to detect disengaged responses on surveys is that, unlike on achievement tests, there are no correct answers. As a result, validating decision rules for detection methods is problematic. In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.

Personality Organization, Personality Styles, and the Emotional Reactions of Treating Clinicians.

This study explores the relationship between clinicians' emotional reactions and patients' level of personality organization and personality style assessed according to the Psychodynamic Diagnostic Manual-2 (Lingiardi & McWilliams, 2017). Level of personality pathology was positively associated with helpless and overwhelmed responses and negatively with positive responses. Parental and disengaged responses were associated with schizoid, anxious and dependent personalities. Parental and criticized responses were associated with narcissistic personalities; their depressed versions were positively associated with parental reactions, but negatively with positive reactions. Parental and overwhelmed responses were associated with counter-dependent and passive-aggressive dependent personalities; the latter also with criticized reactions. Disengaged responses were associated with depressive personalities, particularly with their introjective subtypes, obsessive-compulsive and somatizing personalities. Overwhelmed reactions were associated with relational self-defeating and hysterical/histrionic personalities, the latter also with sexualized reactions. Sexualized and helpless reactions were connected to hypomanic personalities. Findings show that emotional reactions can be useful for understanding personality features.

Different coping strategies amongst individuals with grandiose and vulnerable narcissistic traits

ObjectiveThis study explored the relationships between coping with stress responses and grandiose and vulnerable narcissist traits. MethodA community sample of 170 adults (113 female) participated in this study. A cross-sectional design was employed that utilized self-report measures of trait anxiety, social desirability, coping with stress responses, and pathological narcissism. ResultsRegression models indicated that both grandiose and vulnerable narcissism traits are significantly associated with, in opposing directions, behavioural disengagement responses to stress when controlling for trait anxiety and social desirability. Vulnerable narcissism traits were significantly associated with the use of denial as coping with stress response when controlling for the same factors. ConclusionThese findings provide further evidence of the discriminant validity of the Pathological Narcissism Inventory and inform our understanding of the differences that grandiose and vulnerable narcissistic traits have on coping.