Multiple dimensions of health locus of control in a representative population sample: ordinal factor analysis and cross-validation of an existing three and a new four factor model

<p>Abstract</p> <p>Background</p> <p>Based on the general approach of locus of control, health locus of control (HLOC) concerns control-beliefs due to illness, sickness and health. HLOC research results provide an improved understanding of health related behaviour and patients' compliance in medical care. HLOC research distinguishes between beliefs due to Internality, Externality powerful Others (POs) and Externality Chance. However, evidences for differentiating the POs dimension were found. Previous factor analyses used selected and predominantly clinical samples, while non-clinical studies are rare. The present study is the first analysis of the HLOC structure based on a large representative general population sample providing important information for non-clinical research and public health care.</p> <p>Methods</p> <p>The standardised German questionnaire which assesses HLOC was used in a representative adult general population sample for a region in Northern Germany (N = 4,075). Data analyses used ordinal factor analyses in LISREL and Mplus. Alternative theory-driven models with one to four latent variables were compared using confirmatory factor analysis. Fit indices, chi-square difference tests, residuals and factor loadings were considered for model comparison. Exploratory factor analysis was used for further model development. Results were cross-validated splitting the total sample randomly and using the cross-validation index.</p> <p>Results</p> <p>A model with four latent variables (Internality, Formal Help, Informal Help and Chance) best represented the HLOC construct (three-dimensional model: normed chi-square = 9.55; RMSEA = 0.066; CFI = 0.931; SRMR = 0.075; four-dimensional model: normed chi-square = 8.65; RMSEA = 0.062; CFI = 0.940; SRMR = 0.071; chi-square difference test: p < 0.001). After excluding one item, the superiority of the four- over the three-dimensional HLOC construct became very obvious (three-dimensional model: normed chi-square = 7.74; RMSEA = 0.059; CFI = 0.950; SRMR = 0.079; four-dimensional model: normed chi-square = 5.75; RMSEA = 0.049; CFI = 0.965; SRMR = 0.065; chi-square difference test: p < 0.001). Results were confirmed by cross-validation. Results based on our large community sample indicated that western general populations separate health-related control-beliefs concerning formal and informal assistance.</p> <p>Conclusions</p> <p>Future non-clinical HLOC studies in western cultures should consider four dimensions of HLOC: Internality, Formal Help, Informal Help and Chance. However, the standardised German instrument needs modification. Therefore, confirmation of our results may be useful. Future research should compare HLOC structure between clinical and non-clinical samples as well as cross-culturally.</p

Psychische Anpassung und schulische Leistungen beim Wechsel von der Grundschule zur weiterführenden Schule

Ball J, Lohaus A, Miebach C. Psychische Anpassung und schulische Leistungen beim Wechsel von der Grundschule zur weiterführenden Schule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 2006;38(3):101-109.Der Schulwechsel von der Grundschule in die weiterführende Schule wird in der Literatur häufig als ein kritisches Lebensereignis beschrieben, da er mit einer Vielzahl von Neuanpassungen verbunden ist. In der vorliegenden Studie wird davon ausgegangen, dass sich in Abhängigkeit von den Schulnoten Unterschiede in der psychischen Anpassung (Youth Self Report) beim Übergang in die weiterführende Schule zeigen. Es wurden 370 Kinder am Ende der Grundschulzeit sowie zu Beginn und zum Ende des ersten Schuljahres in der weiterführenden Schule befragt. Hinsichtlich der Veränderung der Schulnoten vom Ende der vierten Klasse bis zum Ende der fünften Klassen wurden drei Gruppen gebildet (mit einer sehr negativen, einer moderat negativen und einer neutralen bis positiven Notenentwicklung). Insgesamt zeigen sich über den Schulwechsel hinweg eine Verschlechterung in den Schulnoten sowie eine Verbesserung der internalisierenden und externalisierenden Symptomatik. Dabei finden sich Unterschiede zwischen den Schülern mit unterschiedlicher Notenentwicklung in Abhängigkeit von dem besuchten Schultyp: Insbesondere für Gymnasiasten mit einer sehr negativen und ebenso mit einer neutralen bis positiven Notenentwicklung ließen sich am Ende der fünften Klasse mehr Probleme hinsichtlich der psychischen Anpassung nachweisen, wobei sich dieser Effekt in einer Zunahme der externalisierenden Symptomatik zeigte

Bindung und die Entwicklung von Sprache und Kognition als Voraussetzungen für den Bildungserwerb

Lohaus A, Korntheuer P, Lißmann I. Bindung und die Entwicklung von Sprache und Kognition als Voraussetzungen für den Bildungserwerb. In: Spiel C, ed. Bildungspsychologie. Göttingen: Hogrefe; 2010: 40-45

Psychophysiological effects of relaxation training in children

OBJECTIVES: This study compares the effects of progressive muscle relaxation and an imagery-based relaxation training on childrens' physiological and subjective responses in a randomized controlled trial. DESIGN: Sixty-four children aged 9 to 13 years were randomly allocated to either one of three experimental conditions: progressive muscle relaxation, imagery-based relaxation or a control condition (neutral story). There were five training sessions in each condition. METHOD: Heart rate (HR), skin conductance level (SCL), and skin temperature (ST) were measured continuously during a 5-minute baseline period, an 8-minute relaxation training period, and a 5-minute follow-up in each session. In addition, subjective ratings of mood and physical well-being were collected intermittently. RESULTS AND CONCLUSIONS: A physiological pattern indicating relaxation was most clearly associated with the imagery-based relaxation approach (decreases in HR and SCL), although ST remained unchanged. In contrast, progressive muscle relaxation led to an increase in HR during the training. The neutral story condition showed a similar trend as the imagery-based relaxation approach (although not reaching statistical significance). Furthermore, children's ratings of positive mood and physical wellbeing increased during baseline and training periods, but there were no differences between training conditions. The results indicate psychophysiological effects of relaxation instructions which, however, are not specific for systematic relaxation training

5th HUPO BPP Bioinformatics Meeting at the European Bioinformatics Institute in Hinxton, UK--Setting the analysis frame.

The Bioinformatics Committee of the HUPO Brain Proteome Project (HUPO BPP) meets regularly to execute the post-lab analyses of the data produced in the HUPO BPP pilot studies. On July 7, 2005 the members came together for the 5th time at the European Bioinformatics Institute (EBI) in Hinxton, UK, hosted by Rolf Apweiler. As a main result, the parameter set of the semi-automated data re-analysis of MS/MS spectra has been elaborated and the subsequent work steps have been defined

Essential role of Isd11 in mitochondrial iron–sulfur cluster synthesis on Isu scaffold proteins

Mitochondria are indispensable for cell viability; however, major mitochondrial functions including citric acid cycle and oxidative phosphorylation are dispensable. Most known essential mitochondrial proteins are involved in preprotein import and assembly, while the only known essential biosynthetic process performed by mitochondria is the biogenesis of iron–sulfur clusters (ISC). The components of the mitochondrial ISC-assembly machinery are derived from the prokaryotic ISC-assembly machinery. We have identified an essential mitochondrial matrix protein, Isd11 (YER048w-a), that is found in eukaryotes only. Isd11 is required for biogenesis of cellular Fe/S proteins and thus is a novel subunit of the mitochondrial ISC-assembly machinery. It forms a complex with the cysteine desulfurase Nfs1 and is required for formation of an Fe/S cluster on the Isu scaffold proteins. We conclude that Isd11 is an indispensable eukaryotic component of the mitochondrial machinery for biogenesis of Fe/S proteins

Results of distance-based linear models testing for relationships between a) sampling location, land-use type or abiotic soil properties and soil biota abundance or diversity patterns in marginal tests that relate each predictor group individually and in sequential tests that first extracted variation from location and land-use type (R² = 0.58) and b) abiotic soil properties and abundance or diversity patterns of individual soil biota groups in sequential tests that were first fitted for location and land-use type.

<p>Results of distance-based linear models testing for relationships between a) sampling location, land-use type or abiotic soil properties and soil biota abundance or diversity patterns in marginal tests that relate each predictor group individually and in sequential tests that first extracted variation from location and land-use type (R² = 0.58) and b) abiotic soil properties and abundance or diversity patterns of individual soil biota groups in sequential tests that were first fitted for location and land-use type.</p

Variables of a) abiotic soil properties, b) soil biota abundance/biomass/concentration and c) soil biota diversity, measurement unit, data range and method.

<p>Soils are classified according to <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0043292#pone.0043292-IUSS1" target="_blank">[44]</a>, for further details see material and methods or <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0043292#pone.0043292.s001" target="_blank">supporting information S1</a>.</p><p>Classification of groups for follow-up models after obtaining a significant overall model for the relationship between abiotic soil properties and soil biota abundance:</p>1<p>bacteri.</p>2<p>total biomass of saprotrophic fungi.</p>3<p>arbuscular mycorrhizal fungi.</p>4<p>yeasts.</p>5<p>soil fauna or diversity.</p>6<p>yeasts.</p>7<p>extracellular proteins.</p>8<p>soil fauna.</p><p>Abbreviations: Acidobact. = Acidobacteria, bact. = bacteria, tot. = total.</p