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presentación diapos, Apuntes de Psicología

Universitat de València (UV)Psicología
Prof. Estrella Durà

Asignatura: Personalidad y diferencias individuales, Profesor: Estrella Durà, Carrera: Psicologia, Universidad: UV

Tipo: Apuntes

2013/2014

Subido el 25/04/2014

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OPTIMISM, COPING
AND HEALTH
Assessment and implications of
generalized outcomes expectancies
Michael F. Scheier
Carnegie-Mellon University
Charles S. Carver
University of Miami
HEALTH PSYCHOLOGY, 1985, 4 (3) 219-247
Copyright © 1985, Lawrence Erlbaum Associates, Inc
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OPTIMISM, COPING

AND HEALTH

Assessment and implications of

generalized outcomes expectancies

Michael F. Scheier Carnegie-Mellon University Charles S. Carver University of Miami HEALTH PSYCHOLOGY, 1985, 4 (3) 219- Copyright © 1985, Lawrence Erlbaum Associates, In c

MAIN ASPECTS

  • (^) A scale which measure dispositional optimism
  • (^) Trans-situational consistency
  • (^) Outcome variables: morale, life satisfaction, and psychological well-being  effects and transient states
  • (^) Optimism determine our actions and our health

General model of behavioural self- regulation

  • (^) Goal-directed behaviour is guided by a hierarchy of closed-loop negative feedback systems.
  • (^) Discrepancy between present behaviour and the goal or standard.
  • (^) Assessment process yields an outcome expectancy.

Differences Other studies ● Laboratory ● One specific domain of behaviour Our study ● Natural behaviours ● More than a single task-specific expectancy ● Generalized outcome expectancies ● Dispositional optimism ● We need a new scale

Study 1: The life orientation test (LOT) ► Steps to construct the optimism scale:  (^) 1.The first step was to generate a pool of items.  (^) 2.Then was to generate an equal number of positively worded and negatively worded statements.  (^) 3.Finally did not imply any specific basis for the expectancy.

  • (^) Initially, 16 items administrates to a group. Later factor analysis was performance. Two major factors emerged from this analysis: -The first was comprised of items worded in a negative direction. -The second worded in a positive direction.  (^) But this version needed a revision for several reasons.(some of the items were rewritten) ► (^) Final version: The scale became more uniforms in its focus. It was administrate to independent samples.

Final Psychometric Properties ► SCALE FORMAT AND INSTRUCTIONS FOR ADMINISTRATION  Final version was composed by : Eight items + four filler items that were included in order to disguise the purpose of the test.  8items: *Four are keyed in the positive direction. *Four are keyed in the negative direction.  The respondents had to answer according to the grade of agreement with the question: ● 4=strongly agree ● 3=agree ● 2=neutral ● 1=disagree ● 0=strongly disagree

Norms

  • (^) To provide norms for men and women , means and standard deviations were compute separately.
  • (^) Norms for age ,class and occupational group ingare clearly needed if the scale is to be used on a wider basis.
CONVERGENT AND DISCRIMINANT VALIDATION
  • (^) Objective: establish convergent and discriminant validity for the LOT
  • (^) Gave the LOT to undergraduates
  • (^) With different scales

Questions about the finding

in Table 4

  • (^) As we don`t have hard and
fast rules that determine the
redundancy of each test, its
independency becomes
unwarranted when other
measures are available.

Two analyses

Expectancies: hoped

that the LOT would

be relatively

independent of:

  • (^) Social desirability
  • (^) Private and public

self-conscious.

  • (^) As can be seen in

Table 4:

  • LOT is relatively

independent of both

private and public

self-conscious.

STUDY 3

  • Examining the role played by optimism and
dispositional with impediments encountered in the
course of goal-directed activities.
  • (^) It is tested in 3 ways
By measuring persistence
By measuring actual performance
By measuring the strength and type of the
affective actions

METHOD… 79 undergraduated men

  • (^) Subjects 62 undergraduated women
  • (^) Procedure:  (^) Each subject complete a set of questionnaires - 4 weeks prior to the end of semester - on the subject´s final day of classes  (^) Divided in groups of 11 to 38 people.

RESULTS

  • (^) Relationship between chronic optimism and symptoms at the same point.
  • (^) ACROSS THE TIME Optimism was a prospective predictor of reports of physical well- being Physical well-being DID NOT seem to lead to a sense of optimism over time.
  • (^) Conclusion: the more optimistic you are, the less bothered you feel by the development of physical symptoms.