Development and validation of the Gamblers\u27 Beliefs Questionnaire

The Gamblers\u27 Beliefs Questionnaire (GBQ) is a self-report measure of gamblers\u27 cognitive distortions. GBQ test items were constructed on the basis of theory, empirical evidence, and expert review. Four hundred three adults completed the initial set of items, and 21 items were selected to make up the final GBQ. The factor structure of the GBQ consisted of 2 closely related factors: Luck/Perseverance and Illusion of Control. The full scale showed good internal consistency (a = .92) and adequate test-retest reliability (r = .77). Problem and pathological gamblers scored higher than nonproblem gamblers on the GBQ and its factors. GBQ scores were moderately correlated with the duration of gambling sessions among problem and pathological gamblers, and there was no relationship between GBQ scores and social desirability

The gambling self-efficacy questionnaire: An initial psychometric evaluation

Instruments to assess individuals\u27 self-efficacy for the control of addictive behaviors have been useful for monitoring behavior change, predicting maintenance of treatment gains, and identifying potential relapse situations. The Gambling Self-Efficacy Questionnaire (GSEQ) was developed to assess perceived self-efficacy to control gambling behavior. A demographically diverse sample of 309 adult gamblers completed an initial set of 42 items, of which 16 were selected to form the final version of the GSEQ. The GSEQ showed high internal consistency (α = .96) and good test-retest reliability (r = .86). A factor analysis provided some support for a unitary factor structure. As expected, GSEQ scores were negatively correlated with reports of problematic gambling behavior. Participants experiencing problems related to their gambling behavior scored significantly lower on the GSEQ than those who were not experiencing gambling problems. This psychometric examination of the GSEQ supported its potential utility for treatment planning and outcome evaluation with problem gamblers

A smartphone ecological momentary assessment/intervention "app" for collecting real-time data and promoting self-awareness.

We have designed a flexible ecological momentary assessment/intervention smartphone (EMA/EMI) "app". We examine the utility of this app for collecting real-time data, and assessing intra-subject variability, by using it to assess how freshman undergraduates spend their time. We also explore whether its use can promote greater self-awareness. Participants were randomly divided into an experimental group, who used the app, and a control group, who did not. We used the app to collect both randomized in-the-moment data as well as end-of-day data to assess time use. Using a posttest survey we asked participants questions about how they spent time throughout the school semester. We also asked the experimental group about their experience with the app. Among other findings, 80.49% participants indicated that they became more aware of how they spent their time using the app. Corroborating this report, among the experimental group, end-of-semester self-assessment of time spent wasted, and time spent using electronics recreationally, predicted semester GPA at a strength comparable to high school GPA and ACT score (two of the best single predictors for first semester college GPA), but had no correlation among controls. We discuss the advantages and limitations of using apps, such as ours, for EMA and/or EMI

Participants’ estimates for how they spent their last 20 minutes at check-in points during the day.

<p>Per week group means for percent of last 20 minutes spent on each activity (Average), and average within-subject standard deviation (Ave SD) for each assessment week.</p

Participants’ estimates for hours of time spent each day.

<p>Group means (Average) and average within-subject standard deviation (Ave SD) for each assessment week.</p

Experimental (app) and Control Group Demographics.

<p>Notes: ¹The mean family incomes for both groups were skewed by high income outliers. The median family income for the experimental/app group was $72,500 and the median income for the control group was$80,000.</p>2<p>For those reporting SAT scores, a formula was used to derive equivalent ACT scores.</p

Intra-subject change in estimated time spent on academics at check-in across test weeks.

<p>Average estimated time spent on academics over the 20 minutes prior to check-in was significantly greater in weeks 8 and 14 than in week 3 (<i>p</i> = 0.05). Each participant’s average estimate during each week is represented by a colored line.</p

Screen captures of (A) iHabit’s visual check-in notification, (B) a representative check-in question, and (C) a representative end-of-day question.

<p>Screen captures of (A) iHabit’s visual check-in notification, (B) a representative check-in question, and (C) a representative end-of-day question.</p

Means and standard deviations for posttest estimations of percentage of time (A) spent recreationally using electronics and (B) wasted throughout the semester.

<p>The app group estimated spending more time using electronics recreationally and wasting more time than controls (<i>p</i><.05; statistical significance denoted by an asterisk).</p