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46 results for “Psychological Data”
Data from: Community water improvement, household water insecurity, and women's psychological distress: an intervention and control study in Ethiopia
Background: Over 650 million people worldwide lack access to safe water supplies, and even among those who have gained access to 'improved' sources, water may be seasonally unreliable, far from homes, expensive, and provide insufficient quantity. Measurement of water access at the level of communities and households remains crude, and better measures of household water insecurity are urgently needed to inform needs assessments and monitoring and evaluation. We set out to assess the validity of a quantitative scale of household water insecurity, and to investigate (1) whether improvements to community water supply reduce water insecurity, (2) whether water interventions affect women's psychological distress, and (3) the impacts of water insecurity on psychological distress, independent of socio-economic status, food security, and harvest quality. Methods and Findings: Measures were taken before and one to six months after a community water supply improvement in three villages in rural northern Ethiopia. Villages similar in size and access to water sources and other amenities did not receive interventions, and served as controls. Household water insecurity was assessed using a 21-item scale based on prior qualitative work in Ethiopia. Women's psychological distress was assessed using the WHO Self-Reporting Questionnaire (SRQ-20). Respondents were either female heads of household or wives of the heads of household (n = 247 at baseline, n = 223 at endline); 123 households provided data at both rounds. The intervention was associated with a decline of approximately 2 points on the water insecurity scale between baseline and endline compared to the control (beta -1.99; 95% CI's -3.15, -0.84). We did not find evidence of impact of the intervention on women's psychological distress. Water insecurity was, however, predictive of psychological distress (p <0.01), independent of household food security and the quality of the previous year's harvest. Conclusion: These results contribute to the construct validity of our water insecurity scale, and establish our approach to measuring water insecurity as a plausible means of evaluating water interventions. Improvements to community water supplies were effective in reducing household water insecurity, but not psychological distress, in this population. Water insecurity was an important predictor of psychological distress. This study contributes to an emerging literature on quantitative assessment of household water insecurity, and draws attention to the potential impact of improved access to water on women's mental well-being.
Data from: Community psychological and behavioral responses through the first wave of the 2009 influenza A(H1N1) pandemic in Hong Kong
Background. Little is known about the community psychological and behavioral responses to influenza pandemics. Methods. Using random digit dialing, we sampled 12,965 Hong Kong residents in 13 cross-sectional telephone surveys between April and November 2009, covering the entire first wave of the 2009 influenza A(H1N1) pandemic. We examined trends in anxiety, risk perception, knowledge on modes of transmission, and preventive behaviors. Results. Respondents reported low anxiety levels throughout the epidemic. Perceived susceptibility to infection and perceived severity of H1N1 were initially high but declined early in the epidemic and remained stable thereafter. As the epidemic grew, knowledge on modes of transmission did not improve, the adoption of hygiene measures and use of face masks did not change, and social distancing declined. Greater anxiety was associated with lower reported use of hygiene measures but greater social distancing. Knowledge that H1N1 could be spread by indirect contact was associated with greater use of hygiene measures and social distancing. Conclusions. The lack of substantial change in preventive measures or knowledge about the modes of H1N1 transmission in the general population suggests that community mitigation measures played little role in mitigating the impact of the first wave of 2009 influenza A(H1N1) pandemic in Hong Kong.
Raw Data for Studies 1 and 2 in False-Positive Psychology
<p>Excel file containing data for experiments 1 and 2 reported http://pss.sagepub.com/content/22/11/1359.short</p> <p> </p>
Replication data for the paper "Leveraging Large Language Models for Comprehensive Psychological Analysis: Insights from Four Theoretical Frameworks"
<p>This is a replication data for the paper titled "Leveraging Large Language Models for Comprehensive Psychological Analysis: Insights from Four Theoretical Frameworks" submitted for a blind review.</p> <p>Abstract</p> <p>The rapid advancement of generative Artificial Intelligence (AI) has significantly transformed various research domains. This paper introduces a novel, fully automated methodology for applying Large Language Models (LLMs) to psychological text analysis. The approach includes prompt design for zero-shot and few-shot learning, model internal consistency analysis, autonomous machine evaluation, and additional human validation. Applied to four psychological theories—Self-Determination Theory, the Big Five Personality Traits, Psychological Well-being, and Cognitive Behavioral Therapy—this methodology is tested on a dataset of 25,780 emails written by a senior executive (called Person X) over 16 years. The analysis involves extracting psychological characteristics from the emails and regressing these characteristics against personal, professional, and environmental factors. The results demonstrate that the methodology provides unique insights into the examined psychological theories, offering a detailed understanding of how various factors influence psychological states and traits over time. This research highlights the potential of LLMs in capturing and analyzing complex psychological patterns in large text corpora, contributing a robust framework for future studies and practical applications in psychological assessment and intervention. The findings underscore the transformative impact of generative AI in psychological research, opening new avenues for understanding human behavior through advanced language models.</p> <p>The zipped file contains five csv files:</p> <ol> <li>Email_classification-csv: LLM (GPT-3.5 Turbo) classification of 25,780 emails for four psychological theories: SDT, Big Five, PWB and CBT.</li> <li>SDT_regression_data.csv</li> <li>Big_Five_regression_data.csv</li> <li>PWB_regression_data.csv</li> <li>CBT_regression_data.csv</li> </ol> <p>For 2-5 files the dependent variable is monthy percentage share of emails the were assigned a given value for categories of one of the four psychological theories analyzed. </p> <p>Linear regression model has been applied, where dependent variable is the percentage of emails in a specified category that assigned a specific value in this category. For example in Big Five Traits Model, for the Openness category, for each month we calculated percentage of emails that exhibit <em>High</em> or <em>Low</em> openness, or <em>None</em> if the content of the email does not provide enough information to assess whether the specific need is relevant. Two dependent variables were created: <em>Openness-high</em> and <em>Openness-low</em> and regressed on all independent variables. Regressions were not run for the <em>None</em> values.</p> <p>Descriptions of independent variables:</p> <p>- <em>income_index</em>: Person X salary income and consulting fees in a given month, normalized to [0,1].</p> <p>- <em>card_spending</em>: Person X credit card expenditures in a given month, normalized to [0,1].</p> <p>- <em>abroad_far</em>: dummy variable set to 1 for months when Person X worked in Central Asia</p> <p>- <em>abroad_near</em>: dummy variable set to 1 when Person X worked in other EU country</p> <p>- <em>death_1_war</em>: variable set to 1 in a month when Person X’ farther in law passed away. In the same month Russia invaded Ukraine. The variable was set to .75 in the following month, and to .5 in the month after that.</p> <p>- <em>death_2</em>: variable set to 1 in a month when Person X’ mother passed away. The variable was set to .75 in the following month, and to .5 in the month after that.</p> <p>- <em>court_case</em>: dummy variable set to 1 for months with the emotionally engaging inheritance court case involving other family members.</p> <p>- <em>BIG4_partner</em>: dummy variable set to 1 for months when Person X worked as a partner in BIG4 accounting firm, which resulted in adopting a professional activity sharply different from the usual Person X habits.</p> <p>- <em>AI_company</em>: dummy variable set to 1 for months when Person X worked as C-level executive at a company specializing in artificial intelligence.</p> <p>- <em>elections</em>: dummy variable set to 1 for months when Person X unsuccessfully run in parliamentary elections</p> <p>- <em>covid_lockdown</em>: dummy variable set to 1 for month where Polish government imposed tough measures during two covid lockdowns.</p> <p>- <em>no_receive</em>: number of different email recipients each month, normalized to [0,1].</p> <p>- <em>avg_length</em>: average number of words in emails sent each month, normalized to [0,1].</p> <p> While the email data was collected for January 2008 – March 2014 period, financial data was available from October 2009. There were some months where no emails with more than 10 words were sent, yielding 166 monthly observations used for regressions, before removing outliers.</p> <p> Independent variables were tested for multicollinearity, outlier months were removed, regressions were estimated with robust standard errors, and a range of standard tests were conducted for normality and autocorrelation of residuals, confirming good statistical properties of estimated models.</p> <p>Due to privacy concerns, the email texts cannot be publicly shared. However, the classifications of psychological categories derived from the email texts, along with all other relevant data, are made publicly available in this open access repository, with the consent of email author.</p> <p> </p>
Data set for "Perceived phubbing, life satisfaction, and psychological distress: The mediating role of loneliness"
<p>Data set for <em>Perceived phubbing, life satisfaction, and psychological distress: The mediating role of loneliness </em>(initial sample)</p>
Data base: case-based learning with or without Escape Room activities as an active learning approach for improving academic performance and satisfaction among university students of psychology of groups
<p>Data base Database that collects data on gender, age, grade at the beginning of the course, grades of the activity and satisfaction with the activity.</p> <p>An experimental study using randomisation of team work groups was developed. Some student groups developed CBL activities in combination with Escape Room activities, and other student groups developed CBL activities alone. The latter can be considered a control group.</p> <p>This innovative teaching project was performed by social work students at the University of Zaragoza (Spain). This degree comprises 240 ECTS credits spread out over four years. Specifically, this experimental study was created for "Social Work with Groups" , a compulsory subject taught during the second semester of the second academic year of the Social Work degree programme. It is divided into two parts: the first one is presented from a social psychology perspective, and it is made up of five course curriculum topics. The second one is taught from a social work/social services perspective, which focuses more on the specifics of the profession (four course curriculum topics). This experiment was conducted in February and March 2023, during the delivery of the social psychology part of the course. There are taught five course curriculum topics that fall within the domain of social psychology (psychology of groups). These topics are: 1) group meaning and types; 2) group growth processes, cohesion, conflict, obedience and group violence, group decision-making; 3) group structure: definition, status, roles, norms, group culture; 4) leadership and 5) group characteristics such as communication and empathy.</p> <p>The participants were students enrolled in the “Social Work with Groups” course at the University of Zaragoza (Spain) during the 2022-2023 academic year. The sample size was 111 students: 56 performed CBL activities with Escape Room activities, and 55 performed CBL activities without Escape Room activities.</p> <p>The variable outcome of this experimental study was academic performance, assessed by the grade obtained in the mark for CBL activities with a rating from 0 to 10, where the higher score indicated a better performance. This mark showed the number of correct concepts that were identified and extracted from the case. This score was translated to a categorical assessment going from <em>fail</em> (between 0 and 4.9), to <em>pass</em> (between 5.0 and 6.9), to <em>merit</em> (between 7.0 and 8.9), to <em>outstanding</em> (between 9.0 and 10).</p> <p><em>Secondary outcomes</em></p> <p>The secondary variables were: 1) quantitative and qualitative exam score (on the psychology of groups´ contents) 2) students´ satisfaction with the activity, and 3) time needed for performing the activities.</p> <p>The academic performance data were collected using the exam score for the subject (psychology of groups´ contents). This exam consisted of 40 multiple-choice questions with three response options, taking the chance factor into account (so marks were deducted for wrong answers). The quantitative rating of each academic score can range between 0 and 10, with a higher score denoting a higher percentage of correct answers. The categorical holistic assessment of achievement goes from <em>fail</em> (between 0 and 4.9), to <em>pass</em> (between 5.0 and 6.9), to <em>merit</em> (between 7.0 and 8.9), to <em>outstanding</em> (between 9.0 and 10).</p> <p>The data on students´ satisfaction with the activity performed were collected using a self-reporting questionnaire made up of seven statements on the course and teaching methodology used (Gómez-Poyato et al. 2020; Oliván-Blázquez et al. 2022; Olivan-Blázquez et al. 2019), which were answered on a Likert scale from 0 to 4, with 0 meaning <em>not at all</em> and 4 meaning <em>to a great extent</em>. The statements to be evaluated were as follows: the teaching methodology used has encouraged new knowledge acquisition; it has favoured deep learning; it has helped me to think more critically; it has helped me to apply theoretical content to practice; it has helped me to apply theoretical content to assessments; it has helped me to understand concepts better; I believe it is an appropriate teaching methodology. A free response section was also included so that students could express themselves openly.</p> <p>The data for the time used to carry out the activities were also collected, measured in minutes used for finishing the activities.</p> <p>Age, gender and university admittance mark data were also obtained in order to to determine if the student groups were in the same conditions regarding these values at the start of the analysis.</p>
Effect of mental health services on USIU-Africa students' psychological distress: Availability, barriers, and utilization data
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Data from: Community psychological and behavioral responses through the first wave of the 2009 influenza A(H1N1) pandemic in Hong Kong
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Data from: Social network analysis of psychological morbidity in an urban slum of Bangladesh: a cross-sectional study based on a community census
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Data from: Exploring temporal patterning of psychological skills usage during the week leading up to competition: lessons for developing intervention programmes
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Data from: Community water improvement, household water insecurity, and women’s psychological distress: an intervention and control study in Ethiopia
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Data from: Characteristics of university students supported by counseling services: analysis of psychological tests and pulse rate variability
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Data from: The structure of the Mini-K and K-SF-42: a psychological network approach
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Data from: When policy and psychology meet: mitigating the consequences of bias in schools
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Data from: Transforming water: social influence moderates psychological, physiological, and functional response to a placebo product
This paper investigates how social influence can alter physiological, psychological, and functional responses to a placebo product and how such responses influence the ultimate endorsement of the product. Participants consumed a product, "AquaCharge Energy Water," falsely-labeled as containing 200 mg of caffeine but which was actually plain spring water, in one of three conditions: a no social influence condition, a disconfirming social influence condition, and a confirming social influence condition. Results demonstrated that the effect of the product labeling on physiological alertness (systolic blood pressure), psychological alertness (self-reported alertness), functional alertness (cognitive interference), and product endorsement was moderated by social influence: participants experienced more subjective, physiological and functional alertness and stronger product endorsement when they consumed the product in the confirming social influence condition than when they consumed the product in the disconfirming social influence condition. These results suggest that social influence can alter subjective, physiological, and functional responses to a faux product, in this case transforming the effects of plain water.
Data for "Psychological factors influencing post-COVID real estate investment trends in India."
<p>The files include the survey questions and data to support the following research "Psychological factors influencing post-COVID real estate investment trends in India." by Pritish Chaudhuri. This research is submitted to Journal of Real Estate Portfolio Management</p>
Data from: Experimental priming of independent and interdependent activity does not affect culturally-variable psychological processes
Cultural psychologists have shown that people from Western countries exhibit more independent self-construal and analytic (rule-based) cognition than people from East Asia, who exhibit more interdependent self-construal and holistic (relationship-based) cognition. One explanation for this cross-cultural variation is the ecocultural hypothesis, which links contemporary psychological differences to ancestral differences in subsistence and societal cohesion: Western thinking formed in response to solitary herding, which fostered independence, while East Asian thinking emerged in response to communal rice farming, which fostered interdependence. Here, we report two experiments that tested the ecocultural hypothesis in the laboratory. In both, participants played one of two tasks designed to recreate the key factors of working alone and working together. Before and after each task, participants completed psychological measures of independent–interdependent self-construal and analytic–holistic cognition. We found no convincing evidence that either solitary or collective tasks affected any of the measures in the predicted directions. This fails to support the ecocultural hypothesis. However, it may also be that our priming tasks are inappropriate or inadequate for simulating subsistence-related behavioural practices, or that these measures are fixed early in development and therefore not experimentally primable, despite many previous studies that have purported to find such priming effects.
Free throw psychological procedure training data
<p>罚球心理程序训练数据</p>
Open Psychology Data Set
<p>Data Set</p>
Data from: Transforming water: social influence moderates psychological, physiological, and functional response to a placebo product
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