Browsing by Author "Beal, Daniel"

Now showing 1 - 4 of 4
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    Affect -cognition reliance: Measurement and validation
    (2009) Naemi, Bobby Darius; Beal, Daniel
    The goal of this study is to examine individual differences in the use of affective and cognitive information when forming attitudes, or affect-cognition reliance (ACR). An empirical measure of this construct is developed through the use of latent class modeling and multilevel modeling. The proposed measure of ACR is compared with existing personality measures and validated in an applied context by focusing on judgments of job applicants through resume ratings. Results indicate that the multilevel measure of ACR has a coherent nomological network in terms of convergent validity with personality measures and also interacts with resume quality to predict resume ratings, which bears implications for real world hiring situations.
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    Can't get it out of my head: The role of gender in the relations between ruminative styles, negative affect, and stress behaviors
    (2010) Raley, Amber Brooke; Beal, Daniel
    Rumination is a common mental experience that has received relatively little attention with respect to its precise dimensionality. The current research identifies seven such dimensions in the newly developed Survey of Ruminative Styles (SRS). Two of the ruminative styles (Distraction and Social Disclosure) were used differentially based on gender with females endorsing these styles more than males. Surprisingly, previously documented gender differences indicating females' greater tendency towards ruminative thought and brooding (e.g., Nolen-Hokesema and colleges) were not replicated in this analysis. The various ruminative styles also demonstrated differential validity as predictors of negative and positive affect and stress behaviors.
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    Emotion perception and reactions to tests: Affective influences on test performance
    (2010) Cruz, Pablo; Beal, Daniel
    The two studies presented here examine the impact of non-cognitive factors on test reactions and test performance. It is well-established that test anxiety can adversely affect test outcomes, particularly in high-stakes testing situations, but what is less well understood are the moderators that can influence that impact. These studies examined the test-takers' distal appraisals of a testing situation, as well as their ability to process emotional information, and the effects of these factors on proximal test reactions and test performance. It was found that in these studies the positive role of test-taker confidence was more pronounced than the negative influence of test-taker anxiety, and that the ability of emotional perceptiveness had the effect of focusing attention on appropriate signals in the environment to allow the test-taker to have more accurate assessments of their own performance and to discourage the test-taker from using information from other items to influence their reactions to the items they are currently dealing with.
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    Measuring and predicting extreme response style: A latent class approach
    (2006) Naemi, Bobby Darius; Beal, Daniel
    The purpose of this study was to explore various ways to predict and measure extreme response style, or overuse of endpoint categories in rating scales. Data was collected from a total of 913 regular participants and 240 peer participants, who completed an online battery of self-report and peer report questionnaires respectively. In addition to verifying the stability and generality of extreme responding, extreme response style was related to two personality predictors: intolerance of ambiguity and decisiveness. Both main effects and interactive effects with speed of survey completion were uncovered. Extreme response style was measured with several simple proportional methods, which were all shown to tap a latent factor of response extremity, and a latent class method, which did not achieve significant relationships with the personality predictors.