Thorleif Lund

Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.

The Qualitative-Quantitative Distinction: Some Comments.

The purpose of this article is to critically examine some stated discrepancies between qualitative and quantitative research by taking actual studies as a starting point. It is argued that in ordinary empirical research within psychology and education, both approaches should be considered based on critical realism, and that the ordinary validity system of Campbell and coworkers is applicable in each case. The overall conclusion is that the differences between the two traditions are often considerable exaggerated, that they do not represent two paradigms but one, and that they therefore should be combined correspondingly within a common frame in empirical research.

Combining Qualitative and Quantitative Approaches: Some Arguments for Mixed Methods Research

One purpose of the present paper is to elaborate 4 general advantages of the mixed methods approach. Another purpose is to propose a 5-phase evaluation design, and to demonstrate its usefulness for mixed methods research. The account is limited to research on groups in need of treatment, i.e., vulnerable groups, and the advantages of mixed methods are illustrated by the help of the 5-phase evaluation design. The basic idea is that the total set of relevant attributes and changes for such a vulnerable group should be taken into consideration in all phases, and that the mixed methods approach will provide an optimal treatment, will give a more complete description and understanding of the treatment effects, and will facilitate generalization to professional work.

Linda versus World Cup: Conjunctive Probabilities in Three‐event Fictional and Real‐life Predictions

Conjunction errors in probability judgments have been explained in terms of representatives, non-normative combination procedures, and linguistic, conversational, or conceptual misunderstandings. In two studies, a three-event variant of the classical Linda scenario (Tversky and Kahneman, 1983) was contrasted with estimates of Norway’s chances in three coming World Cup soccer matches. Conjunction errors occurred even in the latter, real-life prediction task, but much less frequently than in the fictional Linda case. Magnitude of the conjunction effect was found to be dependent upon type of constituent (fictional versus dispositional), unequal versus equal probabilities of constituent events, prediction of positive versus negative outcomes, and, for real-life predictions only, umber of constitutent events. Fictional probability ratings were close to but lower than representativenss ratings, giving evidence for a representativeness and adjustment-for-uncertainty strategy, whereas probabilities of real-life events were given a causal model interpretation.

Self-concept, Attributional Style and Depression

The purpose of the present study was to investigate how self-concept and attributional style are related to depression in a student group. On the basis of an inventory, 166 advanced teacher students were scored on general and academic self-esteem, attribution for positive and negative events, and depression. The two self-esteem variables were found to constitute important predictors of depression, while the contributions of the attributional variables were of minor importance. In addition, pessimistic attributions to both positive and negative events resulted in higher depression than pessimistic attributions to either kind of events, and to neither kind of events. Finally, factor analysis resulted in interpretable solutions.

The Concept of Expectancy: A central factor in various personality dispositions

The hypothesis that the concept of expectancy is a central common core of various personality dispositions was investigated among 228 students of general education and physical education. The participants were scored on the following personality dispositions: global and academic self-concept, optimistic-pessimistic attributional style, motive to seek success, motive to avoid failure, cognitive anxiety, and self-handicapping tendencies. Marital status and geographical location/area of study of respondents were chosen as discriminative variables. The hypothesis was supported in that factor analysis gave a general bipolar expectancy factor, and cluster analysis resulted in two clusters, one corresponding to a positive expectancy and the other to a negative expectancy.

Conjunction errors in the prediction of referendum outcomes: Effects of attitude and realism

Abstract Most studies of so-called ‘conjunction’ errors in probabilistic thinking have asked people to estimate the probabilities of hypothetical, or fictional events. In a previous study, we found conjunction errors to occur, although less frequently, in a real-life prediction task (concerning Norways chances in three upcoming World Cup soccer games). In the present study, Norwegian voters were asked to evaluate the chances of a final YES or NO to the European Union in the 1994 referendums in Finland, Sweden, and Norway, separately and in combination. Despite the familiarity of the issue, a large majority committed conjunction errors, e.g. by rating YES in both Sweden and Norway equally or more likely than YES in Norway. The results indicate that conjunction errors are not reduced by realism and familiarity, at least not for events that are seen as causally determined. They are, however, affected by outcome valence. We found as predicted fewer conjunction errors with negative than with positive events. Pro-EU subjects committed fewest errors with NO-conjunctions, whereas anti-EU subjects produced fewer errors with YES-conjunctions.

A generalizability study of the Norwegian version of KINDLR in a sample of healthy adolescents

PurposeThe aim in the present study was to illustrate generalizability theory by exploring some psychometric aspects of the Norwegian version of KINDLR (KINDL-N). This questionnaire is a measure of quality of life in adolescents. It consists of 24 items arranged in six subscales or aspects, corresponding to six domains of adolescents’ health-related quality of life.MethodA total of 239 healthy adolescents completed the questionnaire. The analysis was performed in line with generalization theory, and this analysis yields among other things so-called generalizability and dependability coefficients, which are analogous to reliability coefficients in classical test theory. The preferred design was a mixed two-facet design, with the six aspects as a fixed facet and the items nested within aspects as a random facet. For comparison, a random two-facet design and a one-facet design were also analyzed.ResultsThe generalizability and dependability coefficients for KINDL-N are satisfactory, but the coefficients can be markedly improved by increasing the length of the instrument while keeping it to a manageable size. The mixed two-facet design resulted in somewhat higher coefficients than a one-facet design and much higher coefficients than a random two-facet design.ConclusionIf the items within a questionnaire are arranged in distinct subscales, a two-facet design analyzed by generalizability theory gives more sophisticated results than classical test theory. Moreover, the results may depend considerably on whether a mixed or random two-facet design is chosen. Hence, the choice of an appropriate measurement design in line with the intended use of the questionnaire is essential.

A Metamodel of Central Inferences in Empirical Research

The purpose of the present paper is to emphasise the importance of inferences in an empirical study and to demonstrate how the inferences depend on a wider context. For that purpose a metamodel of central inferences is proposed, where each inference is characterised according to three dimensions: relevance, legitimacy, and validity. The relevance of an inference is a function of the research problem and general aim of the study, as well as of the philosophy of science; its legitimacy is given by the philosophy of science, whereas its validity is determined by the empirical methods and data within the study as well as by knowledge outside the study. Moreover, the metamodel includes combinations of the relevant inferences, together with the validities of such combinations, as answers to the research problem. The metamodel is meant to be an appropriate frame for both quantitative and qualitative research.

The concept of general expectancy in various personality dispositions

It is argued that the concept of general expectancy is a central common core of personality dispositions related to achievement areas. This hypothesis of common core was investigated with factor analysis and cluster analysis. 166 advanced teacher students participated, and were scored on the following relevant personality dispositions motive to seek success, motive to avoid failure, global and academic self-esteem, self-efficacy, attributional style, depression, and defensiveness. The hypothesis was supported in that factor analysis gave a general bipolar expectancy factor, and cluster analysis resulted in two clusters, one corresponding to positive expectancy and the other to negative expectancy.