Method effects associated with negatively and positively worded items on the 12-item General Health Questionnaire (GHQ-12): results from a cross-sectional survey with a representative sample of Catalonian workers.

OBJECTIVE: Recent studies into the factorial structure of the 12-item version of the General Health Questionnaire (GHQ-12) have shown that it was best represented by a single substantive factor when method effects associated with negatively worded (NW) items are considered. The purpose of the present study was to examine the presence of method effects, and their relationships with demographic covariates, associated with positively worded (PW) and/or NW items. DESIGN: A cross-sectional, observational study to compare a comprehensive set of confirmatory factor models, including method effects associated with PW and/or NW items with GHQ-12 responses. SETTING: Representative sample of all employees living in Catalonia (Spain). PARTICIPANTS: 3050 participants (44.6% women) who responded the Second Catalonian Survey of Working Conditions. RESULTS: A confirmatory factor analysis showed that the best fitting model was a unidimensional model with two additional uncorrelated method factors associated with PW and NW items. Furthermore, structural equation modelling (SEM) revealed that method effects were differentially related to both the sex and age of the respondents. CONCLUSION: Individual differences related to sex and age can help to identify respondents who are prone to answering PW and NW items differently. Consequently, it is desirable that both the constructs of interest as well as the effects of method factors are considered in SEM models as a means of avoiding the drawing of inaccurate conclusions about the relationships between the substantive factors.

Validez estructural de un cuestionario para medir comportamientos eficaces en los equipos de trabajo / Structural validity of a questionnaire to measure effective behaviors in work teams

Se presenta un estudio de la validez estructural del cuestionario planteado por Philip R. Harris (1995; traducción al castellano realizada por el Centro de Estudios Ramón Areces, 2001) orientado a evaluar la eficacia del comportamiento individual de las personas que trabajan en un equipo. El instrumento se aplicó a una muestra compuesta por 771 empleados pertenecientes a distintos equipos de trabajo existentes en diversas organizaciones dedicadas a la atención a la dependencia. La realización del análisis factorial exploratorio reveló una estructura factorial de tres dimensiones, etiquetadas como "habilidades comunicativas", "expresión emocional" y "aceptación", que explicaba el 63.2% de la varianza común total. El autor del cuestionario propuso una interpretación de los datos basada en las respuestas dadas a cada uno de los ítems del cuestionario por separado. Sin embargo, los resultados obtenidos en este estudio respaldan la obtención de puntuaciones en los tres factores extraídos, los cuales representan dimensiones relevantes en el estudio de las habilidades que los componentes de un equipo eficaces deben poseer

We present a study of the structural validity of the questionnaire proposed by Philip R. Harris (1995; Spanish translation by the Centro de Estudios Ramón Areces, 2001) aimed to assess the effectiveness of the individual behavior of people working in a team. The instrument was applied to a sample of 771 employees from different teams existing in several organizations dedicated to the care of dependent adults. The completion of the exploratory factor analysis revealed a three-dimensional factor structure that explained 63.2% of the total common variance. The three factors identified in the analysis were labelled Communication skills, Emotional expression and Acceptance. Philip R. Harris proposed an interpretation of the test responses for each one of the questionnaire items separately; however, our results support obtaining of scores on the three factors extracted, which represent relevant dimensions in the study of the skills that the components of an effective team should possess

Wording effects and the factor structure of the 12-item General Health Questionnaire (GHQ-12).

The 12-item version of the General Health Questionnaire (GHQ-12) has become a popular screening instrument with which to measure general psychological health in different settings. Previous studies into the factorial structure of the GHQ-12 have mainly supported multifactor solutions, and only a few recent works have shown that the GHQ-12 was best represented by a single substantive factor when method effects associated with negatively worded items were considered. Confirmatory factor analysis was applied to compare competing measurement models from previous research, including correlated traits-correlated methods and correlated traits-correlated uniquenesses approaches, to obtain further evidence about the factorial structure of the GHQ-12. This goal was achieved with data from 3,050 participants who completed the GHQ-12 included in the Catalonian Survey of Working Conditions (Catalonian Labor Relations and Quality of Work Department, 2012). The results showed additional evidence that the GHQ-12 has a unidimensional structure after controlling for method effects associated with negatively worded items. Furthermore, we found evidence for our hypothesis about the spurious nature of the 3-factor solution in Graetz's (1991) model after comparing its fit with that found for alternative models resulting from different combinations of the negatively worded items. An implication of our results is that future research about the factor structure of the GHQ-12 should take method effects associated with negative wording into account in order to avoid reaching inaccurate conclusions about its dimensionality.

Driver training interests of a Spanish sample of young drivers and its relationship with their self-assessment skills concerning risky driving behavior.

Poor driving self-assessment skills (e.g., over-confidence) have been pointed out as an important explanatory factor behind young drivers' accident involvement. This paper explores (1) what young drivers miss in their training as drivers in order to analyze whether an assessment of one's own driving skills plays an important role in their desire to improve as drivers, and (2) how these training interests are related to an estimate of their self-assessment skills concerning risky driving behavior. For this purpose, a study was conducted using a survey with a blocked sampling design of novice drivers. The survey solicited respondents' self-report about (1) the contents of training courses that they feel would improve their driving, (2) their risky driving behavior, and (3) their likelihood of being involved in a risky driving situation. From the initial sample invited to participate, of nearly 1300 people, we finally obtained complete data from 321 young Spanish drivers. Two main results were apparent from our data analysis: (1) the novice drivers were mainly interested in improving their ability to recognize their strengths and weaknesses as drivers (i.e., self-assessment skills); (2) a significant relationship was found between novice drivers' interests and their current self-assessment skills concerning risky driving behavior. Specifically, there was greater general interest expressed in post-license training by the under-confident self-assessors than the over-confident ones. These results provide a relevant input which should be taken into account when designing driver training programs for novice drivers. Moreover, the relationship between their training interests and their risky driving self-assessment skills introduces an additional factor to be considered in the implementation of these training programs.

Efectos de interacción en la predicción del abandono en los estudios de Psicología / Interaction effects in the prediction of university drop-out for psychology students

Numerosos trabajos han analizado el abandono de los estudios universitarios pero es escasa la información sobre la incidencia y los determinantes de este fenómeno en la titulación de Psicología. En este estudio se analiza la capacidad predictora sobre el abandono de un conjunto de variables sociodemográficas y educativas de los estudiantes que ingresaron en esta titulación en los años 2000 y 2001 en la Universidad de Valencia (N=785). Este análisis se basó en la comparación de modelos de regresión logística anidados, en que el modelo de partida incluía los efectos de interacción de primer orden de las variables consideradas. Como resultado más novedoso respecto a estudios previos, se constata que en la predicción del abandono aparece un efecto moderador de la modalidad de bachillerato cursada, tanto sobre la nota de acceso, como sobre el orden de preferencia manifestado en la preinscripción a la universidad. Estos resultados permiten plantear algunas hipótesis acerca de las consecuencias derivadas de la adscripción de la titulación de Psicología a la rama de Ciencias de la Salud y el consiguiente cambio en el tipo de formación requerida para acceder a esta titulación (AU)

Although there have been a number of studies which have analysed university dropout, there is little information on the incidence and determinants of this phenomenon in the degree of Psychology. In this study, we analyze the capacity of a set of sociodemographic and educational variables to predict university dropout. The data came from the students admitted to this degree at the University of Valencia in 2000 and 2001 (N = 785). The analysis was based on the comparison of nested logistic regression models in which the starting model included first order interaction effects of the variables under consideration. Compared to previous studies in this area, the most innovative result in the prediction of university dropout is the moderator effect of the high school curriculum on both the students high school average, and on the order of preference stated in the university enrolment. These results allow us to raise some hypotheses about the consequences of assigning the degree of Psychology to the branch of Health Sciences and the subsequent change in the type of training required to gain access to this degree (AU)

Classical item and test analysis with graphics: the ViSta-CITA program.

Current advances in test development theory have mostly been influenced by item response theory. Notwithstanding this, classical test theory still plays a major part in the development of tests for applied educational and behavioral research. This article describes ViSta-CITA, a computer program that implements a set of classical item and test analysis methods that incorporate innovative graphics whose aim is to provide deeper insight into analysis results. Such an aim is achieved through the SpreadPlot, a graphical method designed to display multiple, simultaneous, interactive views of the analysis results. It behaves on a dynamic basis, so that users' changes (e.g., selecting a subset of items) are automatically updated in the graphical windows showing the analysis results. Moreover, ViSta-CITA is freely available, and its code is open to modifications or additions by the user. Features such as these constitute useful tools for research and teaching purposes related to test development.

Further examination of the Organizational Culture Scale of Artifacts.

The construct validity of a 10-item scale oriented to measure traditional culture, the Organizational Culture Scale of Artifacts, was analyzed under the hypothesis of unidimensionality. Confirmatory factor analysis took into account the method effects associated with reverse-worded items. Based on the data from one-half of a sample of 926 participants (79.8% male; M age = 33.4 yr., SD = 12.8), working in different companies supported a unidimensional structure, with the elimination of two items from the scale. The resulting 8-item scale was reanalyzed, this time with the second half of the split sample. Support was found for the scale's unidimensionality with this second data set.

Post-license education for novice drivers: evaluation of a training programme implemented in Spain.

INTRODUCTION: This study evaluated the implementation of a second phase training program for novice drivers in Spain, which puts the primary focus of the training on the higher hierarchical levels of driver behavior. METHOD: Two hundred and sixty-three participants took part throughout the study, which was implemented as an experimental design with the test and control groups assessed before and after the one day safety training. Measurement of the impact of the training program focused on the participants' self-evaluation and self-reporting of some driving behavior indicators related to accident risk. RESULTS: Data analysis showed a change in the expected direction in the scale related to the skills for careful driving, but not for the other four scales considered. A feedback survey about the training course offered some important input for evaluating the organization, contents, tuition, and results of the three parts of the training program (discussion group, on-road and track training) as reported by the participants in the test group. CONCLUSIONS AND SUGGESTIONS: The results of the experiment show that using a one day driver safety course, it is possible to change some of the drivers' evaluations connected to safe driving style into safe direction. The follow-up period was exceptionally long (9 months) and the design (randomly divided experimental and control groups with before and after measurements) was reliable. More effort should be devoted to improving the on-road part of the training, which was often perceived as a typical driving lesson rather than a feedback drive. IMPACT ON INDUSTRY: The findings suggest consideration of a mandatory 2nd phase driver training programme as a means to raise awareness of the full range of risks encountered by novice drivers, and as already introduced in 5 EU countries: Austria, Estonia, Finland, Luxembourg and Switzerland.

Desarrollo de técnicas de visualización múltiple en el programa ViSta: ejemplo de aplicación al análisis de componentes principales / Multiple visualisation in data analysis: a ViSta application for principal component analysis

La visualización múltiple (VM) es una técnica gráfica de análisis de datos que cuenta con escasa difusión en la práctica a pesar de su potencial aplicado aparente. En este trabajo: (1) se describe la VM como técnica gráfica aplicada al contexto del análisis estadístico de datos; (2) se plantean una serie de principios relativos al diseño de una VM; (3) se muestra el esquema general de desarrollo de una VM en un entorno informático concreto, el sistema estadístico ViSta; (4) se ilustra este desarrollo a través de un ejemplo de VM aplicada al análisis de componentes principales; y, por último, (5) se discuten algunas cuestiones asociadas al desarrollo y aplicación de la VM como técnica gráfica

Multiple visualisation (MV) is a statistic graphical method barely applied in data analysis practice, even though it provides interesting features for this purpose. This paper: (1) describes the application of the MV graphical method; (2) presents a number of rules related to the design of an MV; (3) introduces a general outline for developing MVs and shows how MV may be implemented in the ViSta statistical system; (4) illustrates this strategy by means of an example of MV oriented to principal component analysis; and, finally, (5) discusses some limitations of using and developing MVs

Enhancing dynamic graphical analysis with the Lisp-Stat language and the ViSta statistical program.

Presented is a sample of computerized methods aimed at multidimensional scaling and psychometric item analysis that offer a dynamic graphical interface to execute analyses and help visualize the results. These methods show how the Lisp-Stat programming language and the ViSta statistical program can be jointly applied to develop powerful computer applications that enhance dynamic graphical analysis methods. The feasibility of this combined strategy relies on two main features: (1) The programming architecture of ViSta enables users to add new statistical methods as plug-ins, which are integrated into the program environment and can make use of all the functions already available in ViSta (e.g., data manipulation, editing, printing); and (2) the set of powerful statistical and graphical functions integrated into the Lisp-Stat programming language provides the means for developing statistical methods with dynamic graphical visualizations, which can be implemented as ViSta plug-ins.

Evaluación de la percepción de riesgo en la Educación Vial: desarrollo de una escala dirigida a escolares de Educación Primaria y Secudaria / Testing risk perception in road users education: development of a scale oriented to spanish compulsory education

La forma en que los sujetos perciben el riesgo asociado a situaciones de tráfico representa un factor relevante en la explicación de cómo esas situaciones se desenvuelven y, por tanto, un tópico a considerar en la Educación Vial en Enseñanza Primaria y Secundaria Obligatoria. A fin de favorecer la disponibilidad de materiales de apoyo que puedan ser útiles en este contexto educativo, este trabajo presenta el desarrollo de una escala orientada a medir la percepción de riesgo en situaciones de tráfico para niños en edad escolar (6-14 años). La validez de contenido y la nulidad de la escala en el entorno escolar fueron las dos principales directrices que guiaron el desarrollo de esta escala. El análisis de la misma basado en el juicio de expertos, así como en los datos empíricos procedentes de su administración a una muestra de 667 escolares españoles, determinó la configuración final y las propiedades psicométricas de esta escala (AU)

The perception of risk by people in traffic scenes is claimed as a relevant predictive variable of the way these scenes evolve and, therefore, an important content to be raised in Road Users Education, a subject in the Spanish school curriculum. In order to promote the availability of educational resources related to this subject, the aim of this work was focused in the development of a scale oriented to measure the risk perception of traffic scenes by school boys and girls (ages 6 to 14). The development of this scale was mainly guided by content validity and school usefulness issues. Item analysis based on judge opinions and empirical data coming from a sample of 667 Spanish children supported the psychometric development of the scale (AU)