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Title: Examining the factor structure of the riverside situational Q-SORT.
Creator: Jones, Ashley Bell, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Situations are important in relation to behavior and personality (Lewin, 1946, 1951; Ross & Nisbett, 1991; Zimbardo, 2007). However, historical studies of situations have suffered from disagreement about their structure. The Riverside Situational Q-sort (RSQ: Wagerman & Funder, 2009) was developed as a tool to comprehensively measure situation characteristics. Because the RSQ is still relatively new, the factor structure of the RSQ has yet to be examined. Identifying the factor structure of...
Show moreSituations are important in relation to behavior and personality (Lewin, 1946, 1951; Ross & Nisbett, 1991; Zimbardo, 2007). However, historical studies of situations have suffered from disagreement about their structure. The Riverside Situational Q-sort (RSQ: Wagerman & Funder, 2009) was developed as a tool to comprehensively measure situation characteristics. Because the RSQ is still relatively new, the factor structure of the RSQ has yet to be examined. Identifying the factor structure of the RSQ is important in order to provide an interpretation of the dimensions of situations and to make the first step in creating a smaller measure of situation characteristics that takes less time for participants to complete. Using a variety of factor extraction methods, 9 factors appeared consistently: Adversity, Social Negativity, Obligation, Cognitive/Intellectual, Mate Attraction, Sensuous, Positivity, and Competition. This study provides in-depth insight into the characteristics of situations based on a quantitative measure from an adult sample.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004127
Subject Headings: Personality and situation., Personality assessment., Ethnopsychology.
Format: Document (PDF)

Title: The implications of self-selection for the adaptiveness of the fundamental attribution error.
Creator: Wilson, Lili Milian, Florida Atlantic University, Monson, Thomas C.
Abstract/Description: The fundamental attribution error (FAE) refers to the social perceiver's tendency to emphasize dispositional rather than situational information when determining the causes for an actor's behavior (Ross, 1977). The present study challenges previous FAE research by suggesting that highly constrained experimental circumstances, not representative of real-world occurrences in which self-selection variables play a major role, are perhaps responsible for these findings. Subjects were given...
Show moreThe fundamental attribution error (FAE) refers to the social perceiver's tendency to emphasize dispositional rather than situational information when determining the causes for an actor's behavior (Ross, 1977). The present study challenges previous FAE research by suggesting that highly constrained experimental circumstances, not representative of real-world occurrences in which self-selection variables play a major role, are perhaps responsible for these findings. Subjects were given behavioral information and asked to make attributions based on a target's level of agreeableness and predict their intentions concerning future interactions. The data indicates that limited information can still lead to accurate identification of true scores. Attributions for behaviors that were exhibited under both low and high situational constraint were useful in detecting a target's underlying trait. They also form a foundation for guiding future interactions. Together, these findings support the notion that the FAE serves as an adaptive and appropriate strategy.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14927
Subject Headings: Attribution (Social psychology), Personality assessment
Format: Document (PDF)

Title: Basic or Fabulous? Developing a Life Complexity Scale.
Creator: Goldsztajn Farelo, David, Nowak, Andrzej, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: A Life Complexity Scale (LCS) and Life Diversity Scale (LDS) were developed to assess the richness and diversity of experiences in individuals. In study 1, three hundred and fifty mTurk workers completed the LCS and other standard measurements of personality to assess the scales validity and correlation. Exploratory Factor Analysis and Structural Equation Modeling were used to look into the structure of the scale. Four factors were selected according to Scree plot solution and theoretical...
Show moreA Life Complexity Scale (LCS) and Life Diversity Scale (LDS) were developed to assess the richness and diversity of experiences in individuals. In study 1, three hundred and fifty mTurk workers completed the LCS and other standard measurements of personality to assess the scales validity and correlation. Exploratory Factor Analysis and Structural Equation Modeling were used to look into the structure of the scale. Four factors were selected according to Scree plot solution and theoretical framework including: complexity, basic, uncertainty, and complicated. In study 2, four hundred mTurk workers completed the LDS along with other measurements of personality, depression, and social support. Exploratory Factor Analysis and Structural Equation Modeling were used to explore the structure of the scale finding a single factor solution. The results indicate that both scales have good reliability LCS (Omega total = 1.02) and LDS (Omega total = .8). The associations with other personality traits are explored and recommendations for future research are signaled.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013208
Subject Headings: Personality--Research, Personality assessment, Personality tests--Data processing, Personality tests--Design and construction
Format: Document (PDF)

Title: The DIAMONDS at Work: Applying the DIAMONDS Dimensions to Occupations.
Creator: Bell, Steven, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Just as people can be described by traits, situations can be described by the “Situational Eight” DIAMONDS (Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, Sociality) (Rauthmann et al., 2014). Based upon the common occurrence of situations in combinations unique to different occupations the current study sets out to (1) map the DIAMONDS dimensions into the workplace and (2) examine the relationships between the DIAMONDS dimensions and other measures of work contexts ...
Show moreJust as people can be described by traits, situations can be described by the “Situational Eight” DIAMONDS (Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, Sociality) (Rauthmann et al., 2014). Based upon the common occurrence of situations in combinations unique to different occupations the current study sets out to (1) map the DIAMONDS dimensions into the workplace and (2) examine the relationships between the DIAMONDS dimensions and other measures of work contexts (Skill, Abilities, Knowledge, etc.). Through the use of a modified version of the S8* (Rauthmann & Sherman, 2014), the DIAMONDS dimensions were correlated with scored responses of either individuals in the profession, or professional experts, on important worker characteristics and occupational requirements for 954 individually identified occupations (n = 954) compiled by O*NET (National Center for O*NET Development, 2016).
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004913
Subject Headings: Social psychology., Personality assessment., Personality and occupation., Career development--Psychological aspects., Occupations--Psychological aspects.
Format: Document (PDF)

Title: Emotional and Behavioral Effects within the Triadic Family System: Actor-Partner Interdependence between Parents and Preschoolers.
Creator: Montena, Alexandra L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of...
Show moreThe purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004912, http://purl.flvc.org/fau/fd/FA00004912
Subject Headings: Parent and child., Child rearing., Attachment behavior., Developmental psychology., Education, Preschool--Parent participation., Personality assessment.
Format: Document (PDF)

Title: Personality and perceptions of situations from the thematic apperception test: quantifying alpha and beta press.
Creator: Serfass, David G., Sherman, Ryne A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Theoretical models posit that the perception of situations consists of two components: an objective component attributable to the situation being perceived and a subjective component attributable to the person doing the perceiving (Murray, 1938; Rauthmann, 2012; Sherman, Nave & Funder, 2013; Wagerman & Funder, 2009). In this study participants (N = 186) viewed three pictures from the Thematic Apperception Test (TAT; Murray, 1938) and rated the situations contained therein using a new measure...
Show moreTheoretical models posit that the perception of situations consists of two components: an objective component attributable to the situation being perceived and a subjective component attributable to the person doing the perceiving (Murray, 1938; Rauthmann, 2012; Sherman, Nave & Funder, 2013; Wagerman & Funder, 2009). In this study participants (N = 186) viewed three pictures from the Thematic Apperception Test (TAT; Murray, 1938) and rated the situations contained therein using a new measure of situations, the Riverside Situational Q-Sort (RSQ; Wagerman & Funder, 2009). The RSQ was used to calculate the overall agreement among ratings of situations and to examine the objective and subjective properties of the pictures. These results support a twocomponent theory of situation perception. Both the objective situation and the person perceiving that situation contributed to overall perception. Further, distinctive perceptions of situations were consistent across pictures and were associated with the Big Five personality traits in a theoretically meaningful manner. For instance, individuals high in Openness indicated that these pictures contained comparatively more humor (r = .26), intellectual stimuli (r = .20), and raised moral or ethical issues (r = .19) than individuals low on this trait.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004059
Subject Headings: Discourse analysis, Narrative, Ethnopsychology, Personality assessment, Statistical hypothesis testing
Format: Document (PDF)

Title: Evaluating the effects of data collection methodology on the assessment of situations with the riverside situational q-sort.
Creator: Frascona, Richard, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The practice of evaluating situations with the Riverside Situational Q-Sort (RSQ:Wagerman & Funder, 2009) is relatively new. The present study aimed to investigate the theoretical framework supporting the RSQ with regards to the potential confounds of emotional state and the use of Likert-type ratings. Data were collected from a sample of Florida Atlantic University students (N = 206). Participants were primed for either a positive or negative mood state and asked to evaluate a situation with...
Show moreThe practice of evaluating situations with the Riverside Situational Q-Sort (RSQ:Wagerman & Funder, 2009) is relatively new. The present study aimed to investigate the theoretical framework supporting the RSQ with regards to the potential confounds of emotional state and the use of Likert-type ratings. Data were collected from a sample of Florida Atlantic University students (N = 206). Participants were primed for either a positive or negative mood state and asked to evaluate a situation with the RSQ in either the Q-Sort or Likert-type response format. Results suggested that response format has a significant influence on RSQ evaluations, but mood and the interaction between mood and response format do not. Exploratory analyses were conducted to determine the underlying mechanisms responsible.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004195, http://purl.flvc.org/fau/fd/FA00004195
Subject Headings: Sampling (Statistics), Statistical hypothesis testing--Methodology., Personality assessment--Methodology., Discourse analysis, Narrative., Riverside Situational Q-Sort.
Format: Document (PDF)

Title: The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
Creator: Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
Subject Headings: African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
Format: Document (PDF)

Title: Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty.
Creator: Hubertz, Martha J., Bjorklund, David F., Monson, Thomas C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more...
Show moreAcademic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004381
Subject Headings: Cheating (Education), College discipline, College students -- Attitudes, College students -- Conduct of life, Personality assessment, Plagarism, Professional ethics, Social ethics
Format: Document (PDF)

Title: The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
Creator: Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
Subject Headings: United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
Format: Document (PDF)

Title: Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Creator: Casey, Deborah A., Florida Atlantic University, Floyd, Deborah L.
Abstract/Description: The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences....
Show moreThe purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12208
Subject Headings: Academic achievement--Psychological aspects, Resilience (Personality trait), Prediction of scholastic success, Curriculum-based assessment, Community colleges--Curricula--Evaluation
Format: Document (PDF)

Title: An analysis of personality and the effect of peer influence on deviant behavior during adolescence.
Creator: Taylor, Kasey, Youstin, Tasha, Florida Atlantic University, College of Design and Social Inquiry, School of Criminology and Criminal Justice
Abstract/Description: Criminologists have long since documented a connection between peer deviance and personal deviance. Some theories suggest that this connection is due to a learning process where individuals may adopt the attitudes, beliefs, and behaviors of those with whom they have significant interactions, such as friends. While individuals may be susceptible to learning anti-social behavior from peers, it is unclear if certain personality characteristics may affect this relationship. The purpose of this...
Show moreCriminologists have long since documented a connection between peer deviance and personal deviance. Some theories suggest that this connection is due to a learning process where individuals may adopt the attitudes, beliefs, and behaviors of those with whom they have significant interactions, such as friends. While individuals may be susceptible to learning anti-social behavior from peers, it is unclear if certain personality characteristics may affect this relationship. The purpose of this study is to determine if differences in specific personality characteristics, such as self-esteem, introversion and extroversion, can have a moderating effect on the pressures to participate in the use of drugs and alcohol that are projected on to individuals during their adolescent years. The findings of the current study can lead to new pathways in substance use prevention and personality assessment in conjunction with risk assessment for juveniles during their middle and high school years.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004470, http://purl.flvc.org/fau/fd/FA00004470
Subject Headings: Adolescent psychology, Criminal behavior, Prediction of, Developmental psychology, Interpersonal relations in adolescence, Peer influence in adolescence, Peer motivation in adolescence, Personality assessment
Format: Document (PDF)

Personality assessment (4)	+ -
Personality assessment. (3)	+ -
Academic achievement--Psychological aspects (1)	+ -
Achievement in education. (1)	+ -
Adolescent psychology (1)	+ -

African American students -- Education (1)	+ -
Attachment behavior. (1)	+ -
Attribution (Social psychology) (1)	+ -
Career development--Psychological aspects. (1)	+ -
Cheating (Education) (1)	+ -
Child rearing. (1)	+ -
College discipline (1)	+ -
College students -- Attitudes (1)	+ -
College students -- Conduct of life (1)	+ -
Community colleges--Curricula--Evaluation (1)	+ -
Criminal behavior, Prediction of (1)	+ -
Curriculum-based assessment (1)	+ -
Developmental psychology (1)	+ -
Developmental psychology. (1)	+ -
Discourse analysis, Narrative (1)	+ -
Discourse analysis, Narrative. (1)	+ -
Education, Preschool--Parent participation. (1)	+ -
Education, Primary. (1)	+ -
Educational counseling (1)	+ -
Educational counseling. (1)	+ -
Ethnopsychology (1)	+ -
Ethnopsychology. (1)	+ -
Interpersonal relations in adolescence (1)	+ -
Motivation in education (1)	+ -
Occupations--Psychological aspects. (1)	+ -

Florida Atlantic University (11)	+ -
Charles E. Schmidt College of Science (7)	+ -
Department of Psychology (7)	+ -
Sherman, Ryne A. (4)	+ -
Brigman, Greg (2)	+ -

College of Education (2)	+ -
Department of Counselor Education (2)	+ -
Monson, Thomas C. (2)	+ -
Bell, Steven (1)	+ -
Bjorklund, David F. (1)	+ -
Casey, Deborah A. (1)	+ -
Cohen, Laura J (1)	+ -
College of Design and Social Inquiry (1)	+ -
Floyd, Deborah L. (1)	+ -
Frascona, Richard (1)	+ -
Goldsztajn Farelo, David (1)	+ -
Hubertz, Martha J. (1)	+ -
Jones, Ashley Bell (1)	+ -
Jones, Nancy Aaron (1)	+ -
Mack, Clifford Henry Jr. (1)	+ -
Montena, Alexandra L. (1)	+ -
Nowak, Andrzej (1)	+ -
School of Criminology and Criminal Justice (1)	+ -
Serfass, David G. (1)	+ -
Taylor, Kasey (1)	+ -
Wilson, Lili Milian (1)	+ -
Youstin, Tasha (1)	+ -

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