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Naval Aviator Human Factors Questionnaire
The civilian aviation centric Cockpit Management Attitude Questionnaire ( CMAQ; Gregorich et al., 1990) was adapted for naval aviation. It was necessary to change some of the language to ensure that it would make sense to naval aviators. A draft questionnaire was distributed to a group of 20 experienced naval aviators for comment. The comments from these aviators were used to develop the Naval Aviator Human Factors (NAHF) questionnaire. The NAHF consisted of 31 questions pertaining to five categories:
- My stress: 6 items. This scale emphasizes the consideration of- and...
The Controlling Pain Vignettes Survey (CPVS)
Nurses are forced to make difficult decisions when presented with patients who are experiencing pain. Ethical dilemmas can also arise around issues such over-medication, under-medication, and opioid side effects to name a few. It is important to gain an understanding of how nurses make these decisions so that more insight can be gained into the factors influencing those decision making processes. This survey is the product of four separate studies, each investigating one specific factor which may be influential during nurses’ assessments of patient pain.
The IDEA: Inventory of the Dimensions of Emerging Adulthood
Arnett (2000) has proposed that the time of life roughly between ages 18-25 be considered a "distinct period" called emerging adulthood (EA). Essentially, this is a time when individuals tend to consider themselves too old to be adolescents, but not yet full-fledged adults. The Inventory of the Dimensions of Emerging Adulthood (IDEA) can be used to explore individual differences in self-identification with the processes of EA. Education of parents on the concept of EA could give parents added understanding of their children's life choices and delays in accomplishment of traditional adult...
Acceptance of Modern Myths About Sexual Aggression (AMMSA) scale
Although the construct was introduced during the era of second wave feminism, it was not until 1980 that Martha Burt published the first social scientific examination of rape myth acceptance.This scale design began with the standard definition that rape myths are ‘descriptive or prescriptive beliefs about rape … that serve to deny, downplay or justify sexual violence that men commit against women’ In rape myth methodology prior to the Acceptance of Modern Myths about Sexual Aggression (AMMSA), a minimum stipulation was that rape myths needed to be demonstrably false. Significantly however...
Sexual Behavior for Students at Public Middle Schools Questionnaire
The questionnaire included a large number of questions about sexuality, including questions on the following topics: existence of a boyfriend/girlfriend and age difference of that boy/girlfriend, knowledge about sexual topics, self-efficacy to avoid various sexual behaviors, norms about various sexual behaviors, perceptions of peer behaviors, opportunity to have sex, pressures to have sex, pre-coital sexual behaviors, various measures of sexual behavior, attempts to pressure someone else to have sex, and reasons to have and not to have sex.
HIV & Safer Sex: Self Efficacy Scale
Safer sex is first defined for participants as any combination of the following behavioral strategies:
A) Abstinence from vaginal and anal intercourse.
B) Condom Use with all vaginal and anal sexual partners.
C) Sexually exclusive relationship with only one partner in the past year who has tested negative for HIV antibodies.
Participants are then instructed to rate their level of confidence in having safer sex and temptation to have unprotected sex on a five-point Likert...
Affective Learning and Teacher Evaluation
Experts in Educational Psychology have determined that there are three general categories of learning: Cognitive, Affective, and Psychomotor. The results of research in instructional communication suggests that instructor communication behavior may have its strongest impact on affective learning, although certainly impacting the other categories as well. Hence, measurement of affective learning has received considerable attention in this field. The first measures of affective learning in instructional communication research were developed in the 1970s. These evolved over a...
Classroom Anxiety Measure
The Classroom Anxiety Measure (CAM) is based on Richmond's Situational Communication Apprehension Measure developed by McCroskey and Richmond (1982, 1985) to measure state communication apprehension in any context.
Fear of Physician (FOP)
Many people are fearful and/or anxious about communicating with their physician. It is believed that this fear/anxiety is in some part a function of the way the physician communicates with the patient. This Fear of Physician (FOP) instrument was developed to measure that feeling. The FOP is an extension of the 5-item state anxiety measure developed by Spielberger (1966).
Richmond Humour Assessment Instrument (RHAI)
The Richmond Humor Assessment Instrument (RHAI) is a 16-item self-report measure that uses a 5-point Likert format. The instrument was developed by Richmond (1999) to measure an individual's predisposition to reenact humour messages during an interaction. Researchers believe that teaching people to be humerous can help with stress and family problems, make them more popular, and they will have improved self-concepts.
