Psychology Of Success 6th Edition Denis Waitley - Solutions

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What are your response rates? If you are getting low response rates, consider the quality of information you use to introduce the questionnaire. Give thought to a possibility of having a focus group to gather suggestions for improving that part of the survey process.Is the instrument too long? Is
If it is an online survey, have you checked to see what happens when the respondent clicks on the link? Does the link work no matter what browser the person uses (e.g., Google Chrome or Safari)? Does it work no matter what device the person uses (e.g., computer, smartphone, tablet)?
If you have conducted a follow-up of nonrespondents (which you should do!), you can do a comparison between respondents and nonrespondents.
You can also do comparisons between those who responded on the first wave, second wave, and so on.
How much data is missing? Is there a pattern to the items that are left unanswered?You do need to make decisions about how to handle missing data. If some respondents answered some but not all of the questions, can these responses be used anyway? Be sure to instruct data entry people and the
Sometimes it is helpful, with quantitative data particularly, to take a clean copy of the questionnaire and fill in raw numbers for frequency counts, percentages, and measures of central tendency where appropriate.
Look for interesting findings that suggest extremes, trends, or patterns in the data.
Were the results cross-validated with a separate, independent sample?
What is the reliability of the criterion variable (compared with the test used to make the prediction)? Is there a restricted range for the criterion variable?
Were the participants sensitized by taking a posttest?
Was there an interaction of history and treatment effects?
What was the influence of the type of measurement used for the dependent variable?
What was the influence of the time period that elapsed between the treatment and the administration of the dependent variable?
Were steps taken to ensure the treatment was implemented as planned?
What was the influence of the strength of the treatment?
Was it ethical to deny treatment to the control group?
Is a causal relationship assumed between the independent (predictor) variables and the dependent (response) variable? What unexpected or uncontrollable factors might have influenced the results? What competing explanations are explored?
How comparable are the groups in causal comparative studies?
Did the authors address group similarities and differences?
How did the authors operationally define who belonged in each group—for example, based on ethnicity or race or on disability? How did they address the issue of selfreporting versus actual self-identity? How were issues related to multiracial people addressed?
How did the authors address the fallacy of homogeneity?
How did the authors avoid the post hoc fallacy?
After the initial groups were defined, were subgroup analyses conducted, based on age, race/ethnicity, disability, grade level, sex, socioeconomic status, or similar variables?
Could a third variable cause both the independent (predictor) and dependent (criterion)variables?
For correlational studies, what was the rationale for choosing and entering explanatory or predictor variables? What was the percentage of variance explained by the explanatory or predictor variables?
If a predictive relationship was studied, was the predictor variable the only criterion used to select participants in the study? Would combining the predictor variable with other screening criteria improve its predictive validity? (A predictive validity coefficient of about 0.8 is needed for an
Is it possible to do cross-tabulations for subgroup analyses? Does this reveal anything about the quality of the survey as perceived by people with different characteristics?
Is it eyewitness or hearsay evidence?
Did the researcher use negative case analysis?
Did the researcher use triangulation?
Did the researcher provide sufficient thick description?
Did the researcher do a dependability audit?
Did the researcher do a confirmability audit?
Did the researcher display conflicts and value differences?
Did the individuals and groups become more informed or sophisticated about their experiences?
Did the researcher establish links with the community that indicated that a level of trust had been established?
Did the researcher seek out those who are silent and marginalized?
Was the researcher critically reflexive?
Were arrangements made to give back to the community and to share the perquisites of privilege?
Did the evaluation stimulate action? How did the research process and outcomes enhance social justice and human rights?
Find a qualitative study (e.g., Sample Study 1.2 or 1.3, or find a study by doing a literature search) and explain what the researchers did or could do to improve the quality of their study. Structure your answer using the following categories:a. Credibilityb. Transferabilityc. Dependabilityd.
Select two qualitative studies from the literature. Compare the authors’ handling of the following dimensions:a. Motivation for conducting the researchb. Data collection strategiesc. Credibility building/validityd. Ethics
Using the same qualitative studies you selected for Question 2, answer these questions:a. How and why do these texts differ? How do they relate to the theoretical readings you are currently doing?b. Do you think the authors are justified in their methods or presentations? Why? Why not?c. How will
To what extent does the study add fresh information, fill gaps in the existing record, and/or provide fresh insights and perspectives?
To what extent is the information reliable and valid?
Did the researcher use peer debriefing and member checks? Did the researcher prepare a statement of beliefs and share those with the peer debriefer?
Did the researcher maintain sufficient involvement at the site to overcome distortions, uncover people’s constructions, and understand the context’s culture and thus avoid premature closure?
Were treatment procedures standardized, formalized in written form, and monitored to ensure that they were implemented according to plan? Could an argument be made that the experimental procedures needed to be modified to meet the needs of the individuals in the study (response-guided
Was a multiple-baseline design used, in that the treatment was applied to several behaviors, people, and settings? How diverse was the population to which the treatments were applied?Could the effect be attributable to the uniqueness of the individual in the study?
Were immediate and large effects of the interventions visible in the data following intervention? If not, was the behavior one that might justify small, delayed results?
Were the target behaviors representative of problems of long duration that were unlikely to change without direct intervention?
What was the independent variable? Was it a direct intervention specifically designed as part of the study?
How many observations were made in each phase of the experiment? Were they sufficient to establish a stable pattern of responding?
What was (were) the dependent variable(s)? How was (were) it (they) operationally defined? Was (were) the dependent variable(s) operationally defined in terms of measures of objective data that could be counted with a high degree of accuracy and reliability?
Display the data using tables and graphs. Look for patterns in the data that suggest misunderstanding or acquiescence.
What dependent measures were used? Were multiple dependent measures or a single dependent measure used?
Were targeted and nontargeted responses measured in the study? Could discriminant validity be established in that the treatment was successful in appropriate situations but not in others? Was transfer-appropriate processing evidenced?
Were the data visually or statistically analyzed or both? What was done in visual analysis to reduce the effect of subjectivity and bias? Were the appropriate statistics used?
Was randomization used as a part of the design? Would response-guided experimentation preclude the use of randomization in the design?
Were ethical issues considered in the choice of the design? Would ethical concerns preclude the use of a reversal design?
If a reversal design was used, was the intervention discontinued for a sufficient period of time? Was the intervention then reinstated with the same desired results?
Was a baseline for behaviors established prior to intervention? Was the baseline period sufficient to indicate a stable level of responding?
Were the people doing the behavioral observations trained? What was the level of reliability for the various behaviors? Was the level of reliability tested within all the phases of the experiment?
Was social validation established for the quality of the research from the perspective of its social importance, the social significance of the goals, and the appropriateness of the procedures? Who was involved in rating the social validity? Were the people with the least power involved in the
If the treatment consisted of more than one component, did the researcher attempt to dismantle the joint effects? How would dismantling the joint effects affect the integrity of the intervention?
Define success.
List several personal qualities that help people to be happy.
Define psychology and cite its four major goals.
Explain the relationship between thoughts, feelings, and actions.
Define self, self-image, and identity.
Describe the components of identity.
Define self-awareness and cite its benefits.
Explain the factors that influence people’s values.
Define personality and list the“big five” personality traits.
Compare and contrast skills, knowledge, and interests.
Explain how personality, skills, and interests relate to career choice.
Explain the importance of setting goals.
List the characteristics of wellset goals.
Distinguish between short-term and long-term goals.
Cite common obstacles to reaching your goals.
Recognize the causes and symptoms of stress.
Describe several strategies for relieving stress.
Explain ways to deal with anger constructively.
Define self-esteem and explain its importance.
Describe how childhood experiences affect self-esteem.
Define self-expectancy and explain two ways to boost it.
Explain why self-acceptance is important for high self-esteem.
Explain how to change negative self-talk into positive self-talk.
Explain how to handle criticism well.
Define positive thinking and cite its benefits.
List six habits that can help you become a more positive thinker.
Explain the link between positive thinking and good health.
Describe how self-defeating attitudes create a vicious cycle.
Define cognitive distortions and irrational beliefs and give an example of each.
Summarize the ABCDE method for overcoming irrational beliefs.
Define self-discipline and cite its benefits.
Explain how to control impulses.
Describe the process of replacing bad habits with good ones.
Define critical thinking and list its seven standards.
Contrast intrinsic motivation with extrinsic motivation.

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Psychology Of Success 6th Edition Denis Waitley - Solutions

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