Personality, gender, and age in the language of social media: the open-vocabulary approach

We analyzed 700 million words, phrases, and topic instances collected from the Facebook messages of 75,000 volunteers, who also took standard personality tests, and found striking variations in language with personality, gender, and age. In our open-vocabulary technique, the data itself drives a comprehensive exploration of language that distinguishes people, finding connections that are not captured with traditional closed-vocabulary word-category analyses. Our analyses shed new light on psychosocial processes yielding results that are face valid (e.g., subjects living in high elevations talk about the mountains), tie in with other research (e.g., neurotic people disproportionately use the phrase ‘sick of’ and the word ‘depressed’), suggest new hypotheses (e.g., an active life implies emotional stability), and give detailed insights (males use the possessive ‘my’ when mentioning their ‘wife’ or ‘girlfriend’ more often than females use ‘my’ with ‘husband’ or 'boyfriend’). To date, this represents the largest study, by an order of magnitude, of language and personalit

The Development and Validation of the Emporium Model Motivation Scale (EMMS)

The purpose of this research study was to begin the development and validation of a new survey instrument; the Emporium Model Motivation Scale (EMMS). The instrument is designed to be used as part of a more holistic evaluation of non-traditional student-centered mathematics courses or programs redesigned using the Emporium Model (E-Model). EdResearch suggested that the design of the E-Model environment was better suited to help students become more autonomy-natured (Williams, 2016). The present research was rooted in Self-determination Theory (SDT), which asserted that all individuals had a natural desire to strive for autonomy, competence, and relatedness in their social environments (Ryan & Deci, 2000; 2017). The research study consisted of a random sample of n = 463 respondents from both a U.S. community college and 4-year public university. Results of an Exploratory Factor Analysis (EFA) produced four parsimonious factor solutions that showed potential to be valid, highly reliable with (ω ≥ .89) and replicable across other samples or populations. The factors were analyzed using Polychoric correlations, with Unweighted Least Squares (ULS) extraction and Promax rotation. Correlational analysis, MANOVA, ANOVA, and Standard Multiple Regression were performed with accurate and reliable standardized factor score estimates. Overall results revealed statistically significant differences between the two institutions of higher learning across levels of the EMMS factors. Further analyses revealed that age was a statistically significant predictor of the EMMS factors and that older respondents were more autonomous and receptive of the E-Model design for course instruction

Home learning environments and children’s language and literacy skills: a meta-analytic review of studies conducted in low- and middle-income countries

A robust finding from research in high-income countries is that children living in resource-poor homes are vulnerable to difficulties with language and literacy but less is known about this association in low- and middle-income (LMI) countries. We present a meta-analysis of 6,678 correlations from studies in 43 LMI countries. Overall, the results indicate a small but significant association (r = .08) between home language and literacy environment and children’s language and literacy skills. After examining a range of moderators, adult literacy practices and books at home had a significantly larger association with children’s language and literacy skills than did home tutoring. Studies using customized measures demonstrated a more marked association between home attributes and children’s outcomes (r = .14) than studies using a common measure across multiple sites (r = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children’s language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children’s educational success, a critical target for many LMI countries

Dominance Motivation, Goal Pursuit and Mania in Bipolar Disorder

The study aimed to test how progress on achievement and power goals, and perceptions of power, fluctuate with mania symptoms in Bipolar Disorder (BD), testing the Dominance Behavioural System (DBS) model. The DBS includes biological, psychological, and behavioural components that serve the goal of control over social and material resources needed for survival and reproduction (Johnson, Leedom, & Muhtadie, 2012c). Daily diary methodology was employed, with 29 individuals meeting the Diagnostic and Statistical Manual-Fourth Edition (DSM-IV) criteria for BD I or II as verified by the Structured Clinical Interview [SCID-I-RV] (First, Spitzer, Gibbon & Williams, 2002). Baseline measures of dominance motivation and ambitious goal setting were taken. Over fourteen days, participants reported daily on their goal progress, symptoms of mania, power, and anger. It was hypothesised there would be a positive relationship between symptoms of mania and dominance motivation. It was also hypothesised that for power but not achievement goals, ii) goal progress would be associated with perceptions of power, iii) symptoms of mania, and iv) that goal frustration would be associated with anger. Pearson’s correlations and multilevel modelling analyses found largely null results with the exception of a positive relationship between progress towards power goals and perceptions of power. Thus, the results did not provide support for the DBS model predictions for relationships between power goals and manic symptoms. Future studies could utilise further measures of dominance motivation and power, and study goal pursuit over a more protracted duration, including comparisons between BD, depressed groups, and healthy controls. Keywords Bipolar Disorder, Dominance Behavioural System, Goals, Powe

Motivational climate interventions in school based physical education: A meta Analysis

This article was published in the journal Psychology of Sport and Exercise [© Elsevier Ltd]. The definitive version is available at: http://dx.doi.org/10.1016/j.psychsport.2011.06.005Objective: The purpose of this study was to synthesize findings from motivational climate interventions employing Ames (1992a, 1992b) and Epstein’s (1988, 1989) TARGET framework within school-based physical education contexts. Design: The present study employed a quantitative research synthesis design. Meta-analysis uses empirical studies to summarize past research by drawing overall conclusions from separate investigations. This research design highlights important and unsolved issues related to motivational climate interventions within physical education. Methods: Standard meta-analytic procedures incorporating inclusion and exclusion criteria, literature search, coding procedures, and statistical methods were used to identify and synthesize 22 studies with 24 independent samples. Cohen’s (1988) criteria for effect sizes were used to interpret and evaluate results. Results: There was an overall small positive treatment effect (g ¼ 0.103) for groups exposed to mastery motivational climates. Outcome analyses identified the most consistent and largest overall treatment effects for behavioral outcomes (g ¼ 0.39e0.49) followed by affective outcomes (g¼ 0.27 to 0.59) and cognitive outcomes (g¼ 0.25 to 0.32). Moderator analyses were directed by study heterogeneity and identified several trends in intervention features and study features with the most substantial trend for participant features as elementary students had the largest overall treatment effect (g¼ 0.41). Conclusions: Outcome and moderator analyses identified several trends in methodological features, participant features, and study features that should be addressed in future physical education motivational climate interventions

Motivational climate interventions in physical education: a meta-analysis

Objective: The purpose of this study was to synthesize findings from motivational climate interventions employing Ames (1992a, 1992b) and Epstein’s (1988, 1989) TARGET framework within school-based physical education contexts. Design: The present study employed a quantitative research synthesis design. Meta-analysis uses empirical studies to summarize past research by drawing overall conclusions from separate investigations. This research design highlights important and unsolved issues related to motivational climate interventions within physical education. Methods: Standard meta-analytic procedures incorporating inclusion and exclusion criteria, literature search, coding procedures, and statistical methods were used to identify and synthesize 22 studies with 24 independent samples. Cohen’s (1988) criteria for effect sizes were used to interpret and evaluate results. Results: There was an overall small positive treatment effect (g ¼ 0.103) for groups exposed to mastery motivational climates. Outcome analyses identified the most consistent and largest overall treatment effects for behavioral outcomes (g ¼ 0.39e0.49) followed by affective outcomes (g¼ 0.27 to 0.59) and cognitive outcomes (g¼ 0.25 to 0.32). Moderator analyses were directed by study heterogeneity and identified several trends in intervention features and study features with the most substantial trend for participant features as elementary students had the largest overall treatment effect (g¼ 0.41). Conclusions: Outcome and moderator analyses identified several trends in methodological features, participant features, and study features that should be addressed in future physical education motivational climate interventions