Chapter 3 Classifications and Measures Psychometric Properties Questions
Chapter 3 Classifications and Measures Psychometric Properties Questions
Book: http://www.bud.ooo/download/9781506357355.pdf
Find answer from: Chapter 3 – Classifications and Measures
QUESTION 1
1.Which of these people did the authors indicate as someone who reiterated that hope, faith, and love are powerful?
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a. |
Karl Menninger |
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b. |
Aristotle |
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c. |
Martin Luther King, Jr. |
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d. |
John F. Kennedy |
0.5 points
QUESTION 2
1.If a therapist wanted to refer to a classification of strengths or positive outcomes, what would be the best option?
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a. |
the international classification of diseases |
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b. |
the search institute’s 40 developmental assets |
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c. |
the mental measurements yearbook |
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d. |
the diagnostic and statistical manual |
0.5 points
QUESTION 3
1.According to Clifton, what conditions must be in place for talent to manifest itself?
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a. |
It must be fostered through a combination of harsh and easy experiences. |
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b. |
Normal, healthy development and successful experiences in childhood and adolescence. |
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c. |
Financial security to allow for more opportunities to build talent. |
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d. |
Someone must be born with talents, as it is part of their genetics. |
0.5 points
QUESTION 4
1.How did Clifton derive the themes of talent listed in the Gallup classification system?
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a. |
through empirically based, semi-structured interviews |
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b. |
through qualitative, highly structured interviews |
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c. |
by polling individuals in semi-structured focus groups |
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d. |
by interviewing a random sample of college students |
0.5 points
QUESTION 5
1.Which of the following outcomes has a strong relationship with strengths-based development of employees?
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a. |
increased promotions |
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b. |
higher income |
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c. |
greater performance |
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d. |
decreased conflict |
0.5 points
QUESTION 6
1.Which of these best fits the reason why the authors of the VIA-IS chose to organize strengths under six overarching virtues?
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a. |
The strengths are not observable on their own, but rather as a whole. |
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b. |
to understand each virtue’s prevalence within six ethnic groups |
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c. |
The virtues are seen cross-culturally and throughout time. |
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d. |
to eliminate the strengths that fit outside of those virtues |
0.5 points
QUESTION 7
1.The question “What protects children from today’s problems?” was the inspiration for which measure?
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a. |
the Search Institute’s 40 Developmental Assets |
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b. |
the International Database of Strengths |
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c. |
the VIA Classification of Strengths |
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d. |
Gallup’s Clifton’s StrengthsFinder |
0.5 points
QUESTION 8
1.How do the psychometric properties of the Search Institute Profiles of Student Life: Attitudes and Behaviors differ from the other measures discussed in this chapter?
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a. |
There is strong test–retest reliability but weak construct validity. |
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b. |
The properties are noted to be the strongest of the measures. |
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c. |
There is little public information about the properties. |
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d. |
They have strong internal consistency. |
0.5 points
QUESTION 9
1.In the Search Institute’s Developmental Asset Scale, internal assets are come from young people’s ______.
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a. |
family environment |
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b. |
personal characteristics and behaviors |
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c. |
interactions with people and institutions |
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d. |
biological endowment |
0.5 points
QUESTION 10
1.Which of the following best describes the importance of gathering data on status, such as race or ethnicity, within the country of origin?
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a. |
The underprivileged group can better understand what strengths are necessary to become privileged. |
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b. |
It is useful for understanding which strengths are not beneficial to all people. |
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c. |
It would be the final step in establishing strengths based on privileged groups. |
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d. |
There needs to be consideration of differences between privileged and underprivileged groups. |
0.5 points
QUESTION 11
1.What do the authors indicate is needed to have a more competent cultural understanding of strengths?
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a. |
new measures of strengths that are nonverbal |
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b. |
researchers from different countries and cultures |
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c. |
assimilation for those who are not part of the dominant culture |
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d. |
studies on racial and ethnic minorities |
0.5 points
QUESTION 12
1.Which of these is a problem that the authors mentioned a researcher may encounter when administering a Likert-type scale to members of certain cultures?
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a. |
The numbers on the scale may be viewed as magnitudes instead of ordinal. |
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b. |
The members may try to please the researchers by choosing the highest values on the scale. |
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c. |
They might not be familiar with such a scale. |
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d. |
They may not choose responses on the extremes of the scale. |
0.5 points
QUESTION 13
1.Researchers have been shown to mistakenly believe that because their measure has linguistic equivalence it also has ______.
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a. |
subcultural equivalence |
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b. |
metric equivalence |
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c. |
conceptual equivalence |
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d. |
theoretical equivalence |
0.5 points
QUESTION 14
1.What does the use of strengths predict on an individual basis?
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a. |
the amount of value placed on personal items |
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b. |
who someone gets along with |
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c. |
changes and variance in subjective well-being |
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d. |
knowledge of similar strengths in others |
0.5 points
QUESTION 15
1.Which of these is a component of social well-being?
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a. |
integration |
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b. |
self-acceptance |
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c. |
personal growth |
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d. |
autonomy |
0.5 points
QUESTION 16
1.Which of the following is a dimension of psychological well-being?
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a. |
autonomy |
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b. |
coherence |
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c. |
acceptance |
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d. |
integration |
0.5 points
QUESTION 17
1.What is the difference in an individual that is said to be flourishing and an individual that is said to be languishing?
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a. |
The languishing individual has varying levels of well-being depending on their life circumstances, and the flourishing individual has high levels. |
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b. |
The flourishing individual has at least one high and one low level, and the languishing individual has low levels. |
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c. |
The languishing individual has high levels of well-being, and the flourishing individual has one high level and two low levels. |
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d. |
The flourishing individual has high levels of well-being, and the languishing individual has low levels. |
0.5 points
QUESTION 18
1.Regarding well-being, what would be the result of combining the subjective and objective views toward well-being?
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a. |
a new concept of well-being |
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b. |
choosing one as the dominant view |
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c. |
a more complete portrayal of mental health |
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d. |
a pseudoscientific view of well-being |
0.5 points
QUESTION 19
1.What is the type of love called agape?
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a. |
A platonic love which includes friends and acquaintances. |
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b. |
A friendly love that fosters camaraderie. |
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c. |
A spiritual love that signifies selflessness and altruism. |
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d. |
A romantic love that includes passion and intimacy. |
0.5 points
QUESTION 20
1.The authors suggest that developmental gains from early in school or work could be linked to ______.
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a. |
increased income |
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b. |
less disagreements |
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c. |
civic contributions |
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d. |
higher grades |
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