APPENDIX 2.1: STEU ITEMS
Page 1 of 12
Appendix 2.1
Instructions and Items in STEU (Situational Test of Emotional Understanding) – Chapter 3
The following questions each describe a situation, and ask you to choose which of five emotions is
most likely to result from that situation.
Here is an example:
Clara receives a gift.
Clara is most likely to feel?
[A] Happy
[B] Angry
[C] Frightened
[D] Bored
[E] Hungry
If you think Clara is most likely to feel happy, you would put an “X” in the box corresponding to
“Happy” (option A) and then move to the next question.
X
Clara receives a gift.
Clara is most likely to feel?
[A] Happy
[B] Angry
[C] Frightened
[D] Bored
[E] Hungry
APPENDIX 2.1: STEU ITEMS
[1]
A pleasant experience ceases unexpectedly and there is not much that can be done about it.
The person involved is most likely to feel?
[A] Ashamed
[B] Distressed
[C] Angry
x
[D] Sad
[E] Frustrated
[2]
Xavier completes a difficult task on time and under budget.
Xavier is most likely to feel?
[A] Surprise
x
[B] Pride
[C] Relief
[D] Hope
[E] Joy
[3]
An irritating neighbour of Eve's moves to another state.
Eve is most likely to feel?
[A] Regret
[B] Hope
x
[C] Relief
[D] Sadness
[E] Joy
[4]
There is great weather on the day Jill is going on an out-door picnic.
Jill is most likely to feel?
[A] Pride
x
Page 2 of 12
[B] Joy
[C] Relief
[D] Guilt
[E] Hope
APPENDIX 2.1: STEU ITEMS
[5]
Page 3 of 12
Regret is most likely to occur when?
[A] Events are unexpected
x
[B] You have caused something you didn't want to happen and cannot change it.
[C] Circumstances have caused something you didn't want to happen.
[D] You have caused something you didn't want to happen and are trying to change it.
[E] Events are getting beyond your control.
[6]
Edna's workmate organises a goodbye party for Edna, who is going on holidays.
Edna is most likely to feel?
[A] Surprise
x
[B] Gratitude
[C] Pride
[D] Hope
[E] Relief
[7]
Something unpleasant is happening. Neither the person involved, nor anyone else can make it
stop.
The person involved is most likely to feel?
[A] Guilty
x
[B] Distressed
[C] Sad
[D] Scared
[E] Angry
[8]
If the current situation continues, Denise's employer will probably be able to move her job to a
location much closer to her home, which she really wants.
Denise is most likely to feel?_
[A] Distress
[B] Joy
[C] Surprise
x
[D] Hope
[E] Fear
APPENDIX 2.1: STEU ITEMS
[9]
Page 4 of 12
Song finds out that a friend of hers has borrowed money from others to pay urgent bills, but
has in fact used the money for less serious purposes.
Song is most likely to feel?
[A] Anger
[B] Excitement
x
[C] Contempt
[D] Shame
[E] Horror
[10]
x
Somebody is most likely to feel surprised after?
[A] Something unexpected happens.
[B] Something unfamiliar happens.
[C] Something unusual happens.
[D] Something scary happens.
[E] Something silly happens.
[11]
Leya works as a trouble-shooter. She is presented with a standard looking problem but cannot
work out how to solve it.
Leya is most likely to feel?
[A] Confused
x
[B] Frustrated
[C] Surprised
[D] Relieved
[E] Distressed
[12]
Charles is meeting a friend to see a movie. The friend is very late and they are not in time to
make it to the movie.
Charles is most likely to feel?
[A] Depressed
[B] Frustrated
x
[C] Angry
[D] Contemptuous
[E] Distressed
APPENDIX 2.1: STEU ITEMS
[13]
Page 5 of 12
Rashid needs to meet a quota before his performance review. There is only a small change that
he will be able to do so and there isn't much he can do to improve the outcome.
Rashid is most likely to feel?
[A] Irritated
x
[B] Scared
[C] Distressed
[D] Sad
[E] Hopeful
[14]
x
Someone believes that another person harmed them on purpose. There is not a lot that can be
done to make things better.
The person involved is most likely to feel?
[A] Dislike
[B] Rage
[C] Jealousy
[D] Surprise
[E] Anxiety
[15]
Phil's workmate Bart asks Phil to lie for him about money Bart has been stealing from the
company. Phil does not agree.
Phil is most likely to feel?
[A] Excitement
[B] Anger
[C] Horror
x
[D] Contempt
[E] Shame
[16]
Jim enjoys spending Saturdays playing with his children in the park. This year they have
sporting activities on Saturdays and cannot go to the park with him any more.
Jim is most likely to feel?
[A] Angry
x
[B] Sad
[C] Frustrated
[D] Distressed
[E] Ashamed
APPENDIX 2.1: STEU ITEMS
[17]
Page 6 of 12
If all goes well, then it's fairly likely that Derek's house will increase in value.
Derek is most likely to feel?
[A] Distress
[B] Fear
[C] Surprise
[D] Joy
x
[18]
[E] Hope
Sheila's workmate intentionally does not give Sheila some important information about
applying for a raise.
Sheila is most likely to feel?
[A] Depressed
[B] Contemptuous
[C] Frustrated
x
[D] Angry
[E] Distressed
[19]
Megan is looking to buy a house. Something happened and she felt regret.
What is most likely to have happened?
[A] She didn't make an offer on a house she wanted, and now she is trying to find out if it is
too late.
[B] She found a house she liked that she didn't think she would find.
[C] She couldn't make an offer on a house she liked because the bank didn't get her the money
in time.
x
[D] She didn't make an offer on a house she liked and now someone else has bought it.
[E] She made an offer on a house and is waiting to see if it is accepted.
[20]
Mary was working at her desk. Something happened that caused her to feel surprised.
What is most likely to have happened?
[A] Her work-mate told a silly joke.
[B] She was working on a new task she hadn't dealt with before.
x
[C] She found some results that were different from what she thought they would be.
[D] She realised she would not be able to complete her work.
[E] She had to do a task she didn't normally do at work.
APPENDIX 2.1: STEU ITEMS
[21]
Page 7 of 12
Garry's small business is attracting less and less clients and he can't tell why. There doesn't
seem to be anything he can do to help matters.
Garry is most likely to feel?
[A] Scared
[B] Angry
[C] Sad
[D] Guilty
x
[22]
[E] Distressed
Someone thinks that another person has deliberately caused something good to happen to
them.
They are most likely to feel?
[A] Hope
[B] Pride
x
[C] Gratitude
[D] Surprise
[E] Relief
[23]
Kevin has been working at his current job for a few years. Out of the blue, he finds that he will
receive a promotion.
Kevin is most likely to feel?
[A] Pride
[B] Relief
x
[C] Joy
[D] Hope
[E] Guilt
[24]
By their own actions, a person reaches a goal they wanted to reach.
The person is most likely to feel?
[A] Joy
[B] Hope
[C] Relief
x
[D] Pride
[E] Surprise
APPENDIX 2.1: STEU ITEMS
[25]
Page 8 of 12
An unwanted situation becomes less likely or stops altogether.
The person involved is most likely to feel?
[A] Regret
[B] Hope
[C] Joy
[D] Sadness
x
[26]
[E] Relief
Hasad tries to use his new mobile phone. He has always been able to work out how to use
different appliances, but he cannot get the phone to function.
Hasad is most likely to feel?
[A] Distressed
[B] Confused
[C] Surprised
[D] Relieved
x
[27]
[E] Frustrated
Dorian's friend is ill and coughs all over him without bothering to turn away or cover his
mouth.
Dorian is most likely to feel?
[A] Anxiety
x
[B] Dislike
[C] Surprise
[D] Jealousy
[E] Rage
[28]
x
Although she has been careful to avoid all risk factors, Tina has contracted cancer. There is
only a small chance that the cancer will be benign and nothing Tina does now can make a
difference.
Tina is most likely to feel?
[A] Scared
[B] Distressed
[C] Irritated
[D] Sad
[E] Hopeful
APPENDIX 2.1: STEU ITEMS
[29]
Page 9 of 12
Quan and his wife are talking about what happened to them that day. Something happened that
caused Quan to feel surprised.
What is most likely to have happened?
[A] His wife talked a lot, which did not usually happen.
[B] His wife talked about things that were different to what they usually discussed.
[C] His wife told him that she might have some bad news.
x
[D] His wife told Quan some news that was not what he thought it would be.
[E] His wife told a funny story.
[30]
An upcoming event might have bad consequences. Nothing much can be done to alter this.
The person involved would be most likely to feel?
[A] Sad
[B] Irritated
[C] Distressed
x
[D] Scared
[E] Hopeful
[31]
It is clear that somebody will get what they want.
They are most likely to feel?
[A] Pride
[B] Relief
x
[C] Joy
[D] Hope
[E] Guilt
[32]
By chance, a situation arises where there is the possibility that a person will get what they
want.
The person is most likely to feel?
[A] Distress
x
[B] Hope
[C] Surprise
[D] Joy
[E] Fear
APPENDIX 2.1: STEU ITEMS
[33]
Page 10 of 12
A supervisor who is unpleasant to work for leaves Alfonso's work.
Alfonso is most likely to feel?
[A] Joy
[B] Hope
[C] Regret
x
[D] Relief
[E] Sadness
[34]
The nature of Sara's job changes due to unpredictable factors and she no longer gets to do the
portions of her work that she most enjoyed.
Sara is most likely to feel?
[A] Ashamed
x
[B] Sad
[C] Angry
[D] Distressed
[E] Frustrated
[35]
Leila has been unable to sleep well lately and there are no changes in her life that might
indicate why.
Leila is most likely to feel?
[A] Angry
[B] Scared
[C] Sad
x
[D] Distressed
[E] Guilty
[36]
A person feels they have control over a situation. The situation turns out badly for no particular
reason.
The person involved is most likely to feel?
[A] Confused
[B] Relieved
[C] Surprised
x
[D] Frustrated
[E] Distressed
APPENDIX 2.1: STEU ITEMS
[37]
x
Page 11 of 12
Someone believes another person has deliberately caused something good to stop happening to
them. However, they feel they can do something about it.
They are most likely to feel?
[A] Angry
[B] Contemptuous
[C] Distress
[D] Depressed
[E] Frustrated
[38]
x
The new manager at Enid's work changes everyone's hours to a less flexible work pattern,
leaving no room for discussion.
Enid is most likely to feel?
[A] Dislike
[B] Rage
[C] Jealousy
[D] Surprise
[E] Anxiety
[39]
x
Someone believes that another person has caused harm to them, due to that person's bad
character. They think they can probably handle the situation though.
The harmed person is most likely to feel?
[A] Contempt
[B] Anger
[C] Horror
[D] Excitement
[E] Shame
[40]
Pete gets home late, after his favourite TV show has ended. Pete's partner has taped the show
for him.
Pete is most likely to feel?
[A] Surprise
[B] Hope
[C] Pride
[D] Relief
x
[E] Gratitude
APPENDIX 2.1: STEU ITEMS
[41]
x
Page 12 of 12
Matthew has been at his current job for six months. Something happened that caused him to
feel regret.
What is most likely to have happened?
[A] He did not apply for a position he wanted, and has found out that someone else less
qualified got the job.
[B] He did not apply for a position he wanted, and has started looking for a similar position.
[C] He found out that opportunities for promotion have dried up.
[D] He found out that he didn't get a position he thought he would get.
[E] He didn't hear about a position he could have applied for and now it is too late.
[42]
Penny's hockey team trained hard and won the championship.
Penny is most likely to feel?
[A] Hope
x
[B] Pride
[C] Relief
[D] Joy
[E] Surprise
APPENDIX 2.2: CONTINGENCY TABLES
Page 1 of 6
Appendix 2.2
Contingency Tables for Reliability of Coding
JOY2 * JOY Crosstabulation
Count
JOY
.00
JOY2
.00
1.00
1.00
68
3
71
Total
Total
6
23
29
74
26
100
SAD2 * SAD Crosstabulation
Count
SAD
.00
SAD2
.00
1.00
1.00
71
10
81
Total
Total
5
14
19
76
24
100
FEAR2 * FEAR Crosstabulation
Count
FEAR
.00
FEAR2
.00
1.00
1.00
82
1
83
Total
Total
3
14
17
85
15
100
ANG2 * ANGER Crosstabulation
Count
ANGER
.00
ANG2
.00
1.00
1.00
62
2
64
Total
Total
3
33
36
65
35
100
DISG2 * DISG Crosstabulation
Count
DISG
.00
DISG2
Total
.00
1.00
1.00
89
89
Total
2
9
11
91
9
100
APPENDIX 2.2: CONTINGENCY TABLES
Page 2 of 6
SURP2 * SURP Crosstabulation
Count
SURP
.00
SURP2
.00
1.00
1.00
84
3
87
Total
Total
87
13
100
3
10
13
_________________________________________________________________________
INTENS2 * INTENS Crosstabulation
Count
INTENS
2
4
13
1
18
1
INTENS2
1.00
2.00
3.00
10
5
Total
15
3
1
27
19
47
Total
15
45
20
80
_________________________________________________________________________
DOMAIN * DOMAIN2 Crosstabulation
Count
1
DOMAIN
Total
1
2
3
4
5
6
7
2
23
1
22
1
23
DOMAIN2
4
2
3
24
16
1
1
1
5
6
7
1
2
1
5
2
10
8
13
9
19
11
1
1
Total
28
24
17
10
6
13
1
99
Symmetric Measures
Ordinal by Ordinal
Measure of Agreement
N of Valid Cases
Gamma
Kappa
Value
.846
.838
99
Asymp.
a
Std. Error
.058
.042
b
Approx. T
12.527
17.685
Approx. Sig.
.000
.000
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
_________________________________________________________________________
APPENDIX 2.2: CONTINGENCY TABLES
Page 3 of 6
FIGHT2 * FIGHT Crosstabulation
Count
FIGHT
.00
FIGHT2
.00
1.00
1.00
87
3
90
Total
Total
90
10
100
3
7
10
ACHIEV2 * ACHIEV Crosstabulation
Count
ACHIEV
.00
ACHIEV2
.00
1.00
1.00
88
3
91
Total
2
7
9
Total
90
10
100
PUTDOWN2 * PUTDOWN Crosstabulation
Count
PUTDOWN2
PUTDOWN
.00
1.00
82
1
4
13
86
14
.00
1.00
Total
Total
83
17
100
UNFAIR2 * UNFAIR Crosstabulation
Count
UNFAIR
.00
UNFAIR2
.00
1.00
Total
1.00
81
10
91
2
7
9
Total
83
17
100
ROLECH2 * ROLECH Crosstabulation
Count
ROLECH2
Total
.00
1.00
ROLECH
.00
1.00
92
3
2
3
94
6
Total
95
5
100
APPENDIX 2.2: CONTINGENCY TABLES
Page 4 of 6
HELPOTH2 * HELPOTH Crosstabulation
Count
HELPOTH2
.00
1.00
Total
HELPOTH
.00
1.00
91
2
5
2
96
4
Total
93
7
100
LACKTIM2 * LACKTIME Crosstabulation
Count
LACKTIM2
.00
1.00
Total
LACKTIME
.00
1.00
93
1
4
2
97
3
Total
94
6
100
CELEBR2 * CELEBR Crosstabulation
Count
.00
CELEBR2
.00
1.00
Total
CELEBR
1.00
91
2
3
4
94
6
Total
93
7
100
MORAL2 * MORAL Crosstabulation
Count
MORAL
.00
MORAL2
.00
1.00
1.00
93
1
94
Total
3
3
6
Total
96
4
100
ANTICIP2 * ANTICIP Crosstabulation
Count
.00
ANTICIP2
Total
.00
1.00
ANTICIP
1.00
87
9
1
3
88
12
Total
96
4
100
APPENDIX 2.2: CONTINGENCY TABLES
Page 5 of 6
GOALSTR2 * GOALSTR Crosstabulation
Count
GOALSTR2
GOALSTR
.00
1.00
94
1
1
4
95
5
.00
1.00
Total
Total
95
5
100
AFFIL2 * AFFIL Crosstabulation
Count
AFFIL
.00
AFFIL2
.00
1.00
1.00
78
12
90
Total
Total
78
22
100
10
10
PART2 * PART Crosstabulation
Count
PART
.00
PART2
.00
1.00
1.00
93
3
96
Total
Total
3
1
4
96
4
100
HLTHOTH2 * HEALTH Crosstabulation
Count
.00
HLTHOTH2
.00
1.00
Total
HEALTH
1.00
95
1
2
2
97
3
Total
96
4
100
LOSEFR2 * LOSEFR Crosstabulation
Count
.00
LOSEFR2
Total
.00
1.00
LOSEFR
1.00
90
3
4
3
94
6
Total
93
7
100
APPENDIX 2.2: CONTINGENCY TABLES
Page 6 of 6
LONE2 * LONELY Crosstabulation
Count
LONE2
.00
1.00
Total
LONELY
.00
1.00
97
1
1
1
98
2
Total
98
2
100
ILL2 * ILLNESS Crosstabulation
Count
.00
ILL2
.00
1.00
Total
ILLNESS
1.00
92
6
1
1
93
7
Total
98
2
100
DISORG2 * DISORG Crosstabulation
Count
.00
DISORG2
Total
.00
1.00
DISORG
1.00
95
2
3
97
3
Total
95
5
100
APPENDIX 2.3 SITUATION BY EMOTION
Page 1 of 3
Appendix 2.3
Specific Situations at Different Intensity Levels for Joy, Sadness, Fear, Anger,
Disgust and Surprise
Joy
High or Medium Intensity:
Promotion; Birth of child/grandchild; Birthday party; Re-establish contact with friend;
Work accepted for publication; Bushwalking; Decide to live with partner; Do well at martial
arts tournament; Father goes out of his way to pick you up; Finish vocational course;
Motivated to achieve high marks; Lose weight; Partner buys ring; Partner says ‘I love you’;
Play song for friend in hospital; Reunite with family after time away; Siblings get good highschool results; Social ‘going out’ with friends; Talk with husband about money worries
(husband supportive); Win scholarship; Accompany wife to doctor; New Year's party; Bond
with supervisor at workshop; Brother lends you his apartment; Brother visits; First interstate
trip; Fly to Australia; Promotion back-dated; Good choir rehearsal; Holiday with ex; Marriage
anniversary; Meet brother's new partner; Organise baby shower; Partner comes back from
overseas; Pass exams; Public performance (goes well); Run into old friends on holiday; Social
‘going out’ with family; Sports training (goes well); Surprise birthday cake; Surprise
valentine’s present
Low Intensity:
Shopping with husband; Meet boyfriend; Mentor or teach; Receive cards; See boyfriend play
with baby; Talk to brother about gay partner; Talk to sister; Talk with partner about parents’
divorce; Visit great aunt in hospital (her health improves); Workmate returns from long
holiday
Sadness
High or Medium Intensity:
War in Iraq ; Funeral; Acquaintance dies young; Lose closeness with old friend; Apologise to
partner for insulting them; Consider terminating relationship; Criticism by sports team;
Daughter's wedding (disapprove of marriage); Friend needs surgery; Good bye to friend
moving overseas; Grandmother has leukaemia; Husband worried about his job; Ignored by
romantic attachment; Leave family overseas; Move out of family home; Parent's death;
Overweight; Partner lies; Contact with friend unsatisfactory; Talk with partner about parents’
divorce; Terminate relationship with partner; Traffic accident; Watch man cheat on partner;
Demoted; Comfort sister over fight with her partner; Feel unwell; Find out acquaintances have
died; Get mugged; Girlfriend shows others personal card; Homesick; News of illness given by
phone; Son damages his car while talking to you on mobile phone; Sports training (goes
badly); Visit great aunt in hospital; Visiting mother in nursing home
Low Intensity:
Attracted to someone with partner; Brother ill; Comfort crying friend; Friends break up;
Mother not around to see new baby; Start University; Try unsuccessfully to get job
Fear
APPENDIX 2.3 SITUATION BY EMOTION
Page 2 of 3
High or Medium Intensity:
Start University; Traffic accident; Birth of child/grandchild; Blood phobia; Daughter's
wedding; Did well at martial arts tournament (anticipation); Father has stroke; Find lump that
could be cancer; Go on high-ropes course; Husband worried about his job; Leave family
overseas; Phone rings when friend sick; Public performance (anticipation); Question whether
should have sold house; Quit job; Talk with husband about money worries (anticipation);
Talking to mortgage broker about loan; War games; Wisdom teeth removed (anticipation);
Anxiety over exams; Visit great aunt in hospital; Alone in city to find wallet; Confrontation
with strangers; Fear of dog; Friend has trouble enrolling in University; Phone not connected;
Tell father about expensive car problems (anticipate telling); Tell friend that their partner is
cheating on them (anticipate telling)
Low Intensity:
War in Iraq; Legal dramas about moving out; Losing people in crowd; New job awkward; Try
unsuccessfully to get job; Walk through bad neighbourhood
Anger
High or Medium Intensity:
Fight with father; Fight with Girlfriend; Annoying customer; Fight with brother; Brother
moves back home; Catch partner looking at porn; Criticism by parents; Criticism by sports
team; Daughter uncontactable; Daughter's wedding (disapprove of marriage); Father stops you
from working; Fight with friends about meeting place; Fight with parents over overprotectiveness; Mother insulted; No records at doctor; Partner lies; Public criticism by boss;
Resources not available; Road rage; Rude phone call wakes you up; See ex with some one
else; Sister starts dating and lies to family; Start family fight without knowing why; Talk to
mortgage broker about loan; Technical staff rude; Work complaints from sub-ordinates; Work
delayed by responsibility shuffling; Get mugged; Alarm system goes off at wife’s work;
Argument over resources at work; Chair has undue influence on elections; Comfort sister over
fight with her partner; Confrontation with strangers; Demoted; Employees do not follow
instructions; Fight with family about housework; Flatmate loud at night; Flatmate makes mess;
Friend stressed; Girlfriend shows others personal card; Move out of family home; Mum
cleaned stuff away; Others' work too low quality to use; Phone not connected; Public criticism
by family friend; Sibling asks for favour; Sister rude to mother; Sports team member
inconveniences others; Tell father about expensive car problems; Tell friend that their partner
is cheating on them; Workplace structure re-organised
Low Intensity:
Authority usurped at work; Drunk woman is impolite; Find necklace from boyfriend (think it
is for someone else); Flatmate didn't do promised tasks; Lack of help from work superiors;
Legal dramas about moving out; Mother nags; No time to shower before dinner; Quit job;
Contact with friend unsatisfactory; Social ‘going out’ with friends; Student is irritating;
Student is rude
Disgust
High or Medium Intensity:
Brother moves back home; Catch partner looking at porn; Friends talk about sex; War in Iraq;
Overweight; Pile of nappies in bin; Watch man cheat on partner; Others flirt with teacher;
Chair has undue influence on elections; Fight with brother; Flatmate made mess; Workplace
structure re-organised
Low Intensity:
Drunk woman impolite; Watch movie
APPENDIX 2.3 SITUATION BY EMOTION
Page 3 of 3
Surprise
High or Medium Intensity:
Acquaintance dies young; Promotion; Birth of child/grandchild; Birthday party; Partner buys
ring; Partner lies; Re-establish contact with friend; See ex with some one else; Traffic
accident; Watch man cheat on partner; Win scholarship; Work accepted for publication;
Demoted; Promotion back-dated; Holiday with ex; News of illness given by phone; Passed
exams; Run into old friends on holiday; Surprise birthday cake
Low Intensity:
Find necklace from boyfriend; Meet boyfriend; Receive cards
APPENDIX 2.4 RESPONSES GENERATED
Page 1 of 32
Appendix 2.4
Frequencies of responses to situations for both “best” response and “real” responses, and the effect
sizes of personality in determining whether each node was suggested or not
ANGER 1 (work)
Lee's workmate fails to deliver an important piece of information on time, causing Lee to fall behind schedule
also. What could Lee do to deal with his irritation?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Speak to boss or supervisor
Ask for more money
Look for another job
Evaluate situation, amounts of work
Be proud of his superior ability
Distract himself with other things
Do not do more work than anyone else
Speak to workmates
Just deal with it
Q1
17
3
3
2
5
1
1
3
0
C
E
Real
A
N
O
C
E
A
N
14 0.59 -0.26 0.18 0.13 0.01 0.71 -0.12 0.57 1.11 -0.34
8 0.27 -0.43 -0.22 -0.37 0.30 -0.18 0.07 0.54 0.61 0.03
6 -0.86 0.44 0.75 -0.09 -0.17 -1.01 0.61 0.99 -0.17 0.20
1
3 -0.05 -0.08 -0.50 -0.18 0.20 0.32 0.24 -1.19 -0.32 0.78
0
3
0.11 -0.13 -2.14 0.43 1.27
3 -0.64 -0.46 -0.63 0.23 -0.05 -0.31 -0.24 -0.28 -0.26 -0.96
2
Lee’s workmate fails to deliver an important piece of information on time, causing Lee to fall behind
schedule also.
What action would be the most effective for Lee?
[A] Work harder to compensate.
[B] Get angry with the workmate.
[C] Explain the urgency of the situation to the workmate.
[D] Never rely on that workmate again.
APPENDIX 2.4 RESPONSES GENERATED
Page 2 of 32
ANGER 3 (work)
Pete has specific skills that his other workmates do not, and he feels that his workload is higher because of
this. What could Pete do to help stop his feelings of being hard-done-by?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Speak to boss or supervisor
Ask for more money
Look for another job
Evaluate situation, amounts of work
Be proud of his superior ability
Distract himself with other things
Do not do more work than anyone else
Speak to workmates
Just deal with it
Q3
17
3
3
2
5
1
1
3
0
C
Real
E
A
N
O
C
E
A
N
14 0.59 -0.26 0.18 0.13 0.01 0.71 -0.12 0.57 1.11 -0.34
8 0.27 -0.43 -0.22 -0.37 0.30 -0.18 0.07 0.54 0.61 0.03
6 -0.86 0.44 0.75 -0.09 -0.17 -1.01 0.61 0.99 -0.17 0.20
1
3 -0.05 -0.08 -0.50 -0.18 0.20 0.32 0.24 -1.19 -0.32 0.78
0
3
0.11 -0.13 -2.14 0.43 1.27
3 -0.64 -0.46 -0.63 0.23 -0.05 -0.31 -0.24 -0.28 -0.26 -0.96
2
Pete has specific skills that his workmates do not and he feels that his workload is higher because of
this.
What action would be the most effective for Pete?
[A] Speak to his boss about this.
[B] Start looking for a new job.
[C] Be very proud of his unique skills.
[D] Speak to his workmates about this.
ANGER 4 (work)
Alana has been acting in a senior role for several months. A decision is made that only senior employees can
now act in these roles. What could Alana do to deal with her feelings of disappointment?
Nodes for Suggested responses
Freq
Best
Freq
Real
O
Discuss with boss /exception made
Accept it or do nothing
Wonder if it was her fault
Cry or vent
Leave
Work to be promoted
Tell boss or work her feelings
Think of it as valuable experience
Take to discrimination board
Calming techniques
16
5
1
1
2
6
1
2
1
0
Real
Best
14
9
0
2
4
4
2
2
0
2
C
E
A
N
0.15 0.14 0.61
0 -0.95
0.1 -0.44 -0.35 -0.14 0.94
O
C
E
A
N
0.31 0.34 1.13 0.56 -0.85
0.26 -0.54 -0.79 -0.26 0.46
-1.28 -1.05 0.89 0.25 -0.36 -0.79
-0.42 0.28 -0.25 0.63 0.19 -0.65 -0.1 -0.71 -0.24 -0.24
APPENDIX 2.4 RESPONSES GENERATED
Q40
Page 3 of 32
Alana has been acting in a high-level position for several months. A decision is made that only longserving employees can now act in these roles, and Alana has not been with the company long
enough to do so.
What action would be the most effective for Alana?
[A] Quit that position.
[B] Use that experience to get promoted when she is long term.
[C] Accept this new rule, but feel hard-done-by.
[D] Ask management if an exception can be made.
ANGER 5 (work)
Alan helps his workmate Trudy her with a difficult task. Trudy complains that Alan’s work isn’t very good,
and Alan responds that Trudy should be grateful he is doing her a favour. They argue. What could Alan do to
resolve the argument?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Apologise to Trudy
Tell her he'll leave
Actually leave
Try harder to help
Tell her it's too hard
Confront Trudy
Calming techniques
Explain that he did his best
Diffuse argument ask for advice
Empathise with Trudy
Accept Trudy is unappreciative
Let it cool down for a few days
Wait for Trudy to apologise
Q8
10
5
5
6
1
2
1
3
5
1
1
0
0
7
5
9
6
0
2
0
0
1
2
1
2
1
-0.33
0.35
0.01
0.45
Real
C
E
A
N
-0.73
0.32
-0.03
-0.82
-0.12
-0.36
0.61
-0.17
-0.36
0.41
0.38
-0.69
-0.27
-0.65
-0.20
0.84
O
0.17
0.29
-0.30
0.21
C
E
A
N
-0.43
0.32
0.31
-0.13
-0.79
-0.18
0.74
-0.35
-0.31
0.73
0.24
-0.30
-0.29
-0.63
0.10
0.26
-0.59 -1.76 -0.29 0.37 -0.07
-0.34 0.90 0.57 0.98 0.08
Alan helps Trudy with a difficult task. Trudy complains that Alan's work isn't very good, and Alan
responds that Trudy should be grateful he is doing her a favour. They argue.
What action would be the most effective for Alan?
[A] Stop helping Trudy and don’t help her again.
[B] Try harder to help appropriately.
[C] Apologise to Trudy.
[D] Diffuse the argument by asking for advice.
APPENDIX 2.4 RESPONSES GENERATED
Page 4 of 32
ANGER 6 (Not included in STEM as not understood by all as anger)
Gareth feels that he is out of the loop with information about resources, which is often shared quite
informally. What could Gareth do to deal with his frustration about this?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Try to be included
Find other ways of getting information
Introduce communication system
Explicitly tell others the problem
Don't care about such things
Do nothing
16
2
5
8
1
0
C
E
Real
A
N
O
C
E
A
N
0.23 0.07 0.37 -0.03 -0.35 0.15 -0.07 1.04 0.21 -0.15
13
2
6
7
1
3
0.28 0.52 -0.01 -0.32 -0.36 0.54 0.66 -0.17 -0.04 -0.51
-0.26 0.09 -0.04 0.35 0.24 0.18 -0.05 -0.77 -0.32 0.52
-1.47 -0.21 -0.96 0.37 0.21
ANGER 7 (work)
Hannah’s access to essential resources has been delayed and her work is way behind schedule. Her progress
report makes no mention of the lack of resources. What could Hannah do to deal with her feelings of
unfairness?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Explain to person in charge
Document problem in progress report
Learn to plan ahead next time
Distract self with other activity
Don't worry about it
Try harder on the final report
Hope for the best
Find out more information
Nothing
Talk to person responsible
File a complaint
Q38
21
8
4
0
3
1
1
1
0
0
0
14
7
2
2
1
4
1
0
3
1
2
C
E
Real
A
N
O
C
E
A
N
-0.24 -0.08 0.23 0.02 -0.73 -0.60 0.28 0.57 -0.10 -0.71
0.29 -0.19 0.67 -0.07 0.22 0.42 -0.61 0.26 -0.41 -0.28
0.00 -0.23 -1.30 0.05 0.12
0.84 0.25 -0.54 0.86 0.61
0.13 -0.93 -0.68 -0.80 0.34
0.89 1.04 -0.58 2.04 0.92
-0.24 -0.08 0.23 0.02 -0.73 -0.60 0.28 0.57 -0.10 -0.71
0.29 -0.19 0.67 -0.07 0.22 0.42 -0.61 0.26 -0.41 -0.28
Hannah’s access to essential resources has been delayed and her work is way behind schedule. Her
progress report makes no mention of the lack of resources.
What action would be the most effective for Hannah?
[A] Explain the lack of resources to her boss or to management.
[B] Learn that she should plan ahead for next time.
[C] Document the lack of resources in her progress report.
[D] Don’t worry about it.
APPENDIX 2.4 RESPONSES GENERATED
Page 5 of 32
ANGER 8 (work)
The woman who relieves Celia at the end of her shift is twenty minutes late without excuse or apology. What
could Celia do to calm her anger?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ask for explanation
Tell authorities
Accept forgive excuse
Tell her it is unacceptable
Leave when shift is up
Threaten with consequences
Calming techniques
Tell her she owes 20 mins
Do nothing
Think about extra money or positives
Talk to someone else
Be angry
Turn up late for her shift
Q20
7
5
3
20
1
1
3
2
1
1
0
0
0
8
8
1
17
0
0
1
2
2
1
1
1
1
C
E
Real
A
N
O
C
E
A
N
-0.02 0.15 -0.66 0.17 -0.26 -0.19 -0.06 -0.65 -0.29 -0.57
0.26 -0.46 0.46 0.19 0.34 -0.52 -0.60 0.23 0.23 0.28
-0.27 -0.51 -0.27 -0.28 -0.33
-0.01 0.17 0.21 0.11 -0.01 0.07 0.42 0.38 0.49 -0.40
0.60 0.56 0.08 1.50 -0.21
The woman who relieves Celia at the end of her shift is 20 minutes late without excuse or apology.
Celia is not allowed to leave until the other woman gets there.
What action would be the most effective for Celia?
[A] Forget about it unless it happens again.
[B] Tell the boss about it.
[C] Ask for an explanation of her lateness.
[D] Tell her that this is unacceptable.
APPENDIX 2.4 RESPONSES GENERATED
Page 6 of 32
ANGER 9 (work)
Josie’s shift times for the week are changed at the last minute, without consulting her. How should Josie deal
with her feelings of outrage?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Tell boss or roster setters she is not pleased
Refuse shifts
Ask for explanation
Complain to union or authorities
Just do it, accept it
Look for another job
Q42
26
3
2
1
2
0
16
6
3
1
7
2
C
E
Real
A
N
O
C
E
A
N
-0.18 0.58 0.31 0.98 0.04 0.49 0.15 0.25 0.15 0.07
-0.05 0.73 0.00 -1.41 -0.72 0.39 0.20 -0.30 0.48 0.05
-0.34 -0.70 -0.45 -0.85 0.34
-0.76 -0.19 -0.01 -0.13 -0.04
Jumah has been working a new job part-time while he studies. His shift times for the week are
changed at the last minute, without consulting him.
What action would be the most effective for Jumah?
[A] Refuse to work the new shifts.
[B] Find out if there is some reasonable explanation for the shift changes.
[C] Tell the manager in charge of shifts that he is not happy about it.
[D] Grumpily accept the changes and do the shifts.
APPENDIX 2.4 RESPONSES GENERATED
Page 7 of 32
ANGER 10 (personal)
Mina’s sister-in-law regularly babysits for her for a small fee. Lately she has also been cleaning away
cobwebs, commenting on the mess, which Mina finds insulting. What could Mina do to deal with her
irritation?
Nodes for Suggested responses
Freq Freq
Best Real
Best
O
Tell her the comments upset her
Ask her only to babysit not to clean
Do nothing
Try to be cleaner
Be grateful or happy her house is getting cleaned
Get new babysitter
Make excuses for mess
Pay her more for cleaning
Speak to brother about it
Q29
10
5
6
7
3
5
1
2
1
7
6
7
6
2
4
1
4
1
C
E
Real
A
N
O
C
E
A
N
0.11 -0.24 -0.02 0.05 0.21 0.00 0.76 -0.60 0.00 -0.80
-0.64 0.37 0.13 -0.39 0.10 -0.53 0.12 -0.34 -0.43 0.00
-0.82 -0.91 -1.14 0.22 -0.37 -0.35 -0.45 0.15 -0.39 -0.12
0.14 -0.51 -0.31 -0.23 0.20 -0.31 -0.25 0.04 0.15 -0.02
0.07 0.89 0.72 0.50 1.69 1.75 0.29 -0.24 0.96 0.39
0.95 0.27 1.04 -0.30 0.59 0.98 0.05 1.18 0.41 0.57
-0.90 -0.46 -0.33 0.06 0.00
Mina and her sister-in-law get along quite well, and the sister--in-law regularly babysits for a small
fee. Lately she has also been cleaning away cobwebs, commenting on the mess, which Mina finds
insulting.
What action would be the most effective for Mina?
[A] Tell her sister-in-law these comments upset her.
[B] Get a new babysitter.
[C] Be grateful her house is being cleaned for free.
[D] Tell her only to babysit, not to clean.
ANGER 11 (personal)
Katerina takes a long time to set the VCR timer. With the family watching, her sister says “You idiot, you’re
doing it all wrong, can’t you work the video?” Katerina feels annoyed and put down. How should she deal
with these feelings?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Learn how to use VCR
Do nothing or ignore it
Get her sister to do it
Tell her sister she is upset
Say something rude back
Make excuses for lack of knowledge
Ask for help
Leave the room
1
7
6
11
1
3
5
0
2
3
11
7
8
3
3
1
C
E
Real
A
N
O
C
-0.50 -0.91 0.06 -0.16 0.37 -0.39 -1.58
0.07 0.20 -0.56 -0.26 -0.07 -0.49 -0.05
0.66 0.51 0.07 -0.19 0.16 1.23 1.15
-0.23 -0.38
-0.68 -0.57 0.27 0.29 0.09 -0.68 -0.57
0.13 0.88 0.43 0.75 -0.23 0.49 1.26
E
A
N
-2.04
1.18
-0.04
-0.34
0.27
-0.02
-1.17
1.11
0.27
-0.69
0.29
0.54
0.70
-0.40
0.23
0.25
0.09
0.60
APPENDIX 2.4 RESPONSES GENERATED
Q14
Page 8 of 32
Katerina takes a long time to set the VCR timer. With the family watching, her sister says "You
idiot, you're doing it all wrong, can't you work the video?" Katerina is quite close to her sister and
family.
What action would be the most effective for Katerina?
[A] Ignore her sister and keep at the task.
[B] Get her sister to help or to do it.
[C] Tell her sister she is being mean.
[D] Never work appliances in front of her sister or family again.
ANGER 12 (personal)
Gloria’s flatmates never buy essential non-food items when they are running low, relying on Gloria to buy
them, which she resents. What could Gloria do to ease her feelings of resentment?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Introduce new system for shopping and bills 9
Tell them how she feels
16
Have personal non-shared supply
4
Don't worry about it
1
Think of positives
1
Demand they buy items
1
not buy them
4
Move out
1
Q24
4
15
8
4
1
0
5
1
C
E
Real
A
N
O
C
0.35 -0.32 0.22 -0.46 0.43 0.32 0.13
-0.21 0.38 0.22 0.84 -0.37 -0.29 -0.32
-0.04 0.62 -0.45 -0.18 -0.77 -0.04 0.00
0.62 -0.38
E
A
N
0.81 -0.25 -0.39
-0.50 0.13 -0.14
0.26 0.06 0.24
-0.65 0.60 0.73
-0.18 -1.00 0.14 -0.85 -0.17 0.62 0.70 0.55 0.31 -0.13
Gloria's flatmates never buy essential non-food items when they are running low, relying on Gloria
to buy them, which she resents. They know each other fairly well, but have not yet discussed
financial issues.
What action would be the most effective for Gloria?
[A] Don’t buy the items.
[B] Introduce a new system for grocery shopping and sharing costs.
[C] Tell her flatmates she has a problem with this.
[D] Hide her own personal store of items from the others.
APPENDIX 2.4 RESPONSES GENERATED
Page 9 of 32
ANGER 13 (work)
A demanding client takes up a lot of Jill’s time and then asks to speak to Jill’s boss about her performance.
Although Jill’s boss assures her that her performance is fine, Jill feels upset. What could Jill do to calm down
before returning to work?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Time out
Calming techniques
Remind self of previous successes
Talk to friend
Get someone else to take client
Speak to her boss
Realise client difficult it is not personal
Remind self boss said it was fine
Confront the client!
Kick the client out
Distracting activities
Ignore this, move onto next client
Nothing
Work harder to please them
Go home
Q33
6
4
4
5
1
1
5
2
1
1
1
3
0
0
0
10
2
2
4
1
3
4
3
0
1
0
2
2
2
1
C
E
Real
A
N
O
C
E
A
N
0.82 -0.07 -0.08 -0.24 0.60 0.49 0.37 -0.22 -0.02 -0.10
-0.39 -0.49 -0.04 -0.16 0.47
-0.45 0.24 0.07 0.70 -0.14
0.03 1.13 0.56 0.45 -0.09 0.56 0.89 0.16 0.15 0.32
-0.21 0.79 1.72 1.07 -0.18
0.44 0.12 0.58 0.18 -0.54 0.31 0.64 0.63 0.22 -1.05
0.24 -0.17 -0.67 0.96 -0.35
0.23 1.04 -0.62 0.74 -0.53
A demanding client takes up a lot of Jill's time and then asks to speak to Jill's boss about her
performance. Although Jill's boss assures her that her performance is fine, Jill feels upset.
What action would be the most effective for Jill?
[A] Talk to her friends or workmates about it.
[B] Ignore the incident and move on to her next task.
[C] Calm down by taking deep breaths or going for a short walk.
[D] Think that she has been successful in the past and this client being difficult is not her fault.
APPENDIX 2.4 RESPONSES GENERATED
Page 10 of 32
ANGER 14 (personal)
Jerry has had several short-term jobs in the same industry, but is excited about starting a job in a different
industry. His father casually remarks that he will probably last six months. What could Jerry do next if he
wanted to maintain his excitement?
Nodes for Suggested responses
Ignore father's comments
Go well in new job (prove him wrong)
Believe in himself
Calming techniques
Gain more knowledge
Think father is wrong
Think of positives of the job
Explain job to father
Explain how hurt he is by comments
Find interesting non-work activities
Don't give up job
Seek employment in different industry
get drunk
Seek support from friends
Joke about it
Ask for father's support
Q35
Freq
Best
9
7
3
1
1
5
6
1
1
1
1
0
0
0
1
0
Freq
Real
5
11
4
2
0
4
6
0
1
1
1
0
0
1
1
1
Best
O
-0.07
-0.39
-0.77
C
0.13
0.29
0.47
Real
E
A
N
O
C
E
A
N
0.14 0.33 0.67 -0.31 0.53 0.17 0.24 -0.07
0.34 -0.52 0.10 0.21 -0.11 -0.27 0.45 -0.39
0.98 1.33 -0.31 0.65 0.38 1.44 -0.56 -0.77
-0.04 -0.60 -0.32 -0.22 -0.20 -0.23 0.06 0.39 -0.20 -0.04
0.27 -0.47 -0.47 -0.12 -0.22 -0.47 -0.63 -0.37 -0.24 0.27
Jerry has had several short-term jobs in the same industry, but is excited about starting a job in a
different industry. His father casually remarks that he will probably last six months
What action would be the most effective for Jerry?_
[A] Tell his father he is completely wrong.
[B] Prove him wrong by working hard to succeed at the new job.
[C] Think of the positives of the new job.
[D] Ignore his father’s comments.
APPENDIX 2.4 RESPONSES GENERATED
Page 11 of 32
ANGER 15 (not included in study 1 as differences depend on gender role views)
Although Vito and his sister Luisa work in similar jobs, Vito’s father criticizes Vito about his career going
nowhere, but never says anything to Luisa, which Vito thinks is unfair. What could Vito do to ease his
feelings of frustration?
Nodes for Suggested
responses
Freq
Best
Freq
Real
Best
O
Tell father this is unfair
Accept criticism
Get new job or second job
Ask why he is being criticised
Accept father's sexism
Ignore dad
Ask what's wrong with his job
Talk to dad about future jobs
Do a good job
Defend career or job
Tell father off
Think that dad cares
Do nothing
Avoid topic
21
1
2
3
4
3
2
1
1
1
0
0
0
0
16
0
1
1
2
4
1
1
0
2
3
1
3
1
C
0.33 -0.06
Real
E
A
N
O
0.71
0.05
0.52 0.19
C
E
A
0.55
0.17
0.20 -0.08
-0.28 0.12 -0.72 0.20 -1.06
-0.62 -0.79 -0.40 -0.75 -0.60
-0.05 -0.06 -1.18 0.32 0.80 -0.03 -0.68 -0.50 -0.32
-0.24
0.33 -0.06
0.71
0.05
0.01
1.48
1.08 -0.41
0.52 0.19 0.55
N
0.79
0.87 -1.08
0.50 -0.12 1.18
0.17 0.20 -0.08
ANGER 16 (personal)
Moshe finds out that some members of his social sports team have been saying that he is not a very good
player. How could Moshe make himself feel better about this?
Nodes for Suggested
responses
Train or practice more
Talk to the criticisers
Ask for reassurance
Focus on other positives
Think they are jealous
Forget it
Believe in himself
Leave team
Distract with other activity
Be upset
Q26
Freq
Best
21
2
3
6
1
1
2
2
1
0
Freq
Real
21
2
2
4
0
5
1
5
0
1
Best
Real
O
C
E
A
N
O
C
E
A
N
-0.22
-0.04
0.23
0.36
0.13
-0.21
0.41
0.75
0.63
-0.10
-0.38
0.89
0.61
0.09
0.10
-0.48
0.63
0.47
0.33
-0.38
0.55
0.15
-1.08
-0.76
0.24
0.33
-0.10
-0.97
-0.47
-0.42
Moshe finds out that some members of his social sports team have been saying that he is not a very
good player
What action would be the most effective for Moshe?
[A] Although he may be bad at sport remember he is good at other things.
[B] Forget about it.
[C] Do some extra training to try and improve.
[D] Leave that sports team.
APPENDIX 2.4 RESPONSES GENERATED
Page 12 of 32
ANGER 17 (work)
Mario is showing Min, a new employee, how the system works. Mario’s boss walks by and announces Mario
is wrong about several points, as changes have been made. What could Mario do to ease his feelings of being
insulted?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ignore interruption
Learn new changes
No longer show Min around
Apologise
Joke
Talk to the boss
Calming techniques
Explain he didn't know about changes
Grumble about boss' rudeness
Request info on changes
Q4
8
5
2
3
4
4
2
4
0
0
C
E
Real
A
N
O
C
E
A
N
1.18 0.32 0.07 0.11 0.07 0.07 -0.35 0.01 -0.51 -0.08
-0.66 0.15 0.44 0.7 -0.4
-0 0.23 0.75 0.59 0.34
5
8
1
5
3
6
3
9
1
4
0.21 0.17 0.34 0.73 -0.06 0.7 0.57 -0.5 0.69 -0.65
-0.23 -0.18 -1.17 -0.26 -0.76 -1.69 0.13 -0.17 0.22 -0.89
0.73 -0.09 -0.08 -0.26 1.19 0.47 -0.21 0.1 -0.36 0.99
-0.49 0.84 0.31 -0.26 -0.87
-0.98 0.27 0.61 -0.14 0.32 0.14 -0.32
-0 -0.11 0.15
0.14 -0.32
-0 -0.11 0.15
Mario is showing Min, a new employee, how the system works. Mario’s boss walks by and
announces Mario is wrong about several points, as changes have been made. Mario gets on well
with his boss, although they don’t normally have much to do with each other.
What action would be the most effective for Mario?
[A] Make a joke to Min, explaining he didn’t know about the changes.
[B] Not worry about it, just ignoring the interruption.
[C] Learn the new changes.
[D] Tell the boss that such criticism was inappropriate.
ANGER 18 (work)
A junior employee is fixing some of Teo’s equipment and accuses Teo of causing the equipment malfunction.
What could Teo do next to deal with his irritation if he wants to make sure his equipment is fixed?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Explain it was not his fault
Learn how to use equipment properly
Use calming techniques
Ignore
Apologise
Snap back at employee
Joke
Get someone else to fix it
Threaten employee
Take blame
Vent to self
Ask for more detail
8
6
2
6
2
3
1
4
4
1
0
5
8
8
2
7
2
2
2
6
3
1
1
7
C
E
Real
A
N
O
C
E
A
N
0.32 -0.67 -0.35 -0.31 0.25 0.29 -0.45 0.03 0.09 0.30
0.02 -0.41 -0.36 0.24 0.41 -0.05 0.04 -0.31 0.43 -0.24
0.74 0.26 0.10 0.57 0.02 -0.79 -0.40 -0.18 -0.74 -0.02
0.69 0.50 0.60 -0.36 -0.59
-0.25 1.25 0.22 0.37 0.09 0.02 0.88 -0.03 0.44 0.45
0.89 0.08 -0.10 0.49 -0.48 2.09 0.52 0.32 0.49 -0.62
-0.10 -0.05 1.11 1.16 -0.53 -0.14 0.23 0.04 0.60 -0.52
NB: Name change necessary as some participants thought Teo was a female name, some thought it was a
male name.
APPENDIX 2.4 RESPONSES GENERATED
Q18
Page 13 of 32
A junior employee making routine adjustments to some of Talia’s equipment and accuses Talia of
causing the equipment malfunction.
What action would be the most effective for Talia?
[A] Reprimand the employee for making such accusations.
[B] Ignore the accusation, it is not important.
[C] Explain that malfunctions were not her fault.
[D] Learn more about using the equipment so that it doesn’t break.
ANGER 19 (not used in STEM as some interpreted it as Phillip’s fault, some as not his fault – this is
also very similar to the previous situation, which was used instead)
Expensive equipment breaks when Phillip uses it in the normal fashion. The facilities worker implies that
Phillip broke the equipment. What could Phillip do to about the guilt he feels for having broken the
equipment?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Get it fixed
Apologise
Determine if it was his fault
Replace equipment
Explain it was not his fault
Learn how to use equipment
Ring consumer affairs
Threaten
Yell at worker
Be upset
Assure self of blamelessness
3
5
1
7
20
3
1
0
0
0
0
2
4
1
9
15
3
1
1
2
2
2
C
Real
E
A
N
O
C
E
A
N
-0.78 -0.46 -0.24 -0.73 -0.27 -0.50 -0.15 -0.11 -0.66 0.02
-0.47 -0.56 0.17 -0.24 -0.24 -0.50 -0.70 0.48 -0.15 -0.24
-0.91 -0.41 -0.12 -0.15 -0.61 -0.26 0.24 0.24 0.17 -0.34
1.28 0.74 0.33 0.81 0.47 0.59 0.32 0.23 0.47 0.10
-0.37 0.08 1.05 0.15 -0.62 -0.16 0.38 0.66 0.40 -1.71
ANGER 20 (Not used in STEM as too little response variation)
Daniella’s brother plays loud music when she is trying to sleep. How could Daniella deal with her anger?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Tell brother to stop turn down use earphones
Tell her brother off
Explain how this affects her
Revenge
Talk to other family
Use earplugs or sleep elsewhere
Take or break stereo or CD
Violence
Ignore
20
4
8
1
2
3
0
0
0
13
8
6
6
4
2
1
1
4
C
E
Real
A
N
O
C
E
A
N
0.19 -0.04 -0.59 -0.03 0.34 0.80 0.42 -0.33 0.18 -0.10
-0.04 0.21 -1.35 -0.30 0.12 -0.50 -0.31 0.57 -0.59 0.58
-0.43 -0.06 1.14 0.18 -0.37 -0.05 -0.50 -0.23 0.02 -0.65
-0.59 -0.01 -0.08 0.47 -0.29
-0.17 -0.93 -1.34 -0.27 -0.12
0.50 -0.49 0.21 -1.00 -0.65
0.34 0.29 -0.89 -0.04 0.13
APPENDIX 2.4 RESPONSES GENERATED
Page 14 of 32
ANGER 21 (personal)
Evan’s flatmate cooked food late at night and left a huge mess in the kitchen that Even discovered at
breakfast. What could Evan do to deal with his irritation?
Nodes for Suggested
responses
Freq
Best
Freq
Real
Best
O
Accept that this happens
Tell flatmate to clean it up
Clean up the mess
Move out
Empathise
Ask for no next time
Express irritation or anger
Talk
Assume will be cleaned later
Revenge
Talk to others about it
Q22
2
19
3
1
1
7
3
0
6
0
0
0
17
4
1
1
6
7
0
8
2
1
C
E
Real
A
N
O
C
E
A
N
-0.26 0.32 -0.34 -0.24
0.14 -0.91 -0.65 -0.42
0.18 -0.21 0.53 -0.01 0.25
0.65 0.04 -0.62 -0.01 -0.34
0.18
0.05
0.16
-0.24
0.20
0.20
0.63
0.13
0.11 -0.77
1.13 2.22
0.02
2.33
0.48 0.36 -0.06
0.47 -0.18 0.49
0.67
0.06
0.63 -0.08 0.59 0.21 -0.30 -0.13 -0.39 -0.11 -0.45 -0.24
-0.26 0.32 -0.34 -0.24 0.18 -0.21 0.53 -0.01 0.25 0.18
Evan’s flatmate cooked food late at night and left a huge mess in the kitchen that Even discovered at
breakfast
What action would be the most effective for Evan?_
[A] Tell his flatmate to clean up the mess.
[B] Ask his flatmate that this not happen again.
[C] Clean up the mess himself.
[D] Assume that the flatmate will clean it later.
ANGER 22 (work)
Helga’s team has been performing very well. They receive poor-quality work from another team that they
must incorporate into their own project. What could Helga do to deal with her irritation with the other team?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Tell team to improve work
Don't worry about it
Make record of poor work
Tell project manager or superior
Re-do the other team's work
Think of it as a challenge
Empathise with other team
Time out
Don't work with them again
Talk to someone about it
15
3
1
5
7
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
C
E
Real
A
-0.77 -0.37 -0.10 -0.50
0.43 -0.60 -0.25 -0.79
N
0.16
0.51
0.11 -0.75 -0.70 -0.21 -0.08
0.75 0.55 -0.11 0.53 -0.03
O
C
E
A
N
APPENDIX 2.4 RESPONSES GENERATED
Q12
Page 15 of 32
Helga’s team has been performing very well. They receive poor-quality work from another team that
they must incorporate into their own project.
What action would be the most effective for Helga?
[A] Don’t worry about it.
[B] Tell the other team they must re-do their work.
[C] Tell the project manager about the situation.
[D] Re-do the other team’s work to get it up to scratch.
ANGER 24 (work)
Max prides himself on his work being of the highest quality. On a joint project, other people do a lousy job,
assuming that Max will fix their mistakes What could Max do to deal with his irritation with these people?
Nodes for Suggested responses
Reorganise tasks
Tell them he won't do it
Tell supervisor
Forget about it
Fix their mistakes
Q16
Freq
Best
2
27
5
3
3
Freq
Real
2
22
4
4
10
Best
Real
O
C
E
A
N
O
C
E
A
N
0.50
-1.08
-0.85
-0.02
0.50
-0.14
-0.33
-0.28
1.26
-0.14
-0.33
0.32
-0.92
-0.25
-0.33
0.44
0.18
-1.61
0.34
0.44
0.53
0.25
-0.69
-0.21
0.53
0.00
-0.12
0.04
-0.01
0.00
1.05
0.67
-0.29
-0.69
1.05
0.44
1.13
-0.64
-0.56
0.44
1.07
1.07
-2.08
-0.23
1.07
-0.18
0.00
0.31
0.40
-0.18
Max prides himself on his work being of the highest quality. On a joint project, other
people do a lousy job, assuming that Max will fix their mistakes.
What action would be the most effective for Max?
[A] Forget about it.
[B] Confront the others, and tell them they must fix their mistakes.
[C] Tell the project manager about the situation.
[D] Fix the mistakes.
APPENDIX 2.4 RESPONSES GENERATED
Page 16 of 32
FEAR 1 (personal)
Dorian needs to have some prostate surgery and is quite scared about the process. What could Dorian do to
deal with his fear?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Talk to friends or family for support
8
Gather information about what will happen 25
Do other activities to distract himself
1
Calming relaxation techniques
2
Think positive
0
Q37
C
E
Real
A
N
O
C
E
A
N
-0.11 -0.37 -0.42 0.12 0.02 -0.27 -0.29 -1.33 0.00 1.08
0.10 0.57 0.50 0.71 -0.08 0.54 1.06 0.89 1.17 -0.83
6
24
1
1
2
Dorian needs to have some prostate surgery and is quite scared about the process. He has heard that
it is quite painful.
What action would be the most effective for Dorian?
[A] Find out as much as he can about the procedure and focus on calming down.
[B] Keep busy in the meantime so he doesn’t think about the impending surgery.
[C] Talk to his family about his concerns.
[D] Talk to his doctor about what will happen.
FEAR 2 (personal)
Jacob is having the large family Christmas gathering at his new home. He wants the day to go smoothly and
is a little nervous about it. What could Jacob do to manage his nerves?
Nodes for Suggested responses
Prepare beforehand
Ask for help
Calm down or relax
Tell others how he feels
Positive thinking -- it'll be okay
Talk to someone
Keep busy
Accept that things might not be perfect
Invite some friends over
Realise it doesn't matter THAT much
Q27
Freq
Best
7
5
12
2
6
3
2
2
1
0
Freq
Real
7
7
14
1
4
1
1
3
0
1
Best
O
-0.05
-0.01
0.01
C
E
A
N
0.14 0.49 0.49 0.09
0.05 0.21 0.44 -0.18
0.27 0.13 -0.36 0.31
Real
O
0.26
-0.02
-0.14
C
E
A
N
0.31 1.05 0.60 0.42
-0.36 -0.18 -0.19 0.26
0.21 0.17 -0.22 -0.33
-0.03 -0.58 -0.15 -0.06 -0.83 -0.84 -0.86 0.08 -0.31 -0.71
0.70 0.73 -0.98 0.07 -2.14
-0.19 -0.48 -1.07 -1.35 -0.11 -0.19 0.33 -0.02 -0.34 -0.42
Phuong is having a large family gathering to celebrate her moving into her new home. She wants the
day to go smoothly and is a little nervous about it.
What action would be the most effective for Phuong?
[A] Talk to friends or relatives to ease her worries.
[B] Try to calm down, perhaps go for a short walk or meditate.
[C] Prepare ahead of time so she has everything she needs available.
[D] Accept that things aren’t going to be perfect but the family will understand.
APPENDIX 2.4 RESPONSES GENERATED
Page 17 of 32
FEAR 3 (Not included in STEM as not enough variation in answers)
Angie applies for a job where she will need to chair large meetings, but she has little experience at public
speaking, which frightens her. How could Angie deal with her feelings of fear about public speaking?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Do training or practice
Use nerve reduction techniques
("picture everyone naked")
Talk to someone
Let her boss know her fears
Pray for calmness
Don't take the job
Ask boss & others for advice
Just do it
Analyse emotions
30
22
2
2
1
1
0
0
0
0
3
2
0
1
4
3
1
1
-0.48
Real
C
E
A
0.05
0.60
0.24 -0.35 -0.48
N
O
C
E
A
0.05
0.60
0.24 -0.35
N
-0.93 -2.15 -1.51 -1.29 -0.16
0.43 -0.45 -0.41 -0.26
-0.36 1.36 1.02 1.55
0.00
0.47
FEAR 4 (work)
Billy is nervous about acting a scene when there are a lot of very experienced actors in the crowd. How could
Billy manage his nerves?
Nodes for Suggested responses
Freq
Best
Freq
Real
O
Calming techniques (deep
breaths etc)
Ask others for advice
Just do his best
Believe in himself, think positive
Practice
Pray
Talk to others about how he is
feeling
Forget they are there
Put things in perspective
Do nothing
Pretend not to be nervous
Don't act
Freak out
Q30
Real
Best
C
E
A
N
O
C
E
A
N
10
5
4
6
4
2
6
5
5
3
7
2
0.44 0.10
0.27 0.02
-0.09 -0.38
-1.09 -0.16
-0.68 0.27
0.50 -0.30 0.08 0.78 0.90 0.74 -0.34 0.09
0.17 1.57 -0.23 0.41 0.40 0.63 1.57 0.00
0.12 0.52 0.13 -0.16 -0.98 -0.92 0.08 -0.09
0.01 -0.34 -0.11 -0.52 1.52 0.92 0.15 -0.08
0.41 0.07 -0.18 -0.62 -0.51 0.35 0.08 -0.29
3
2
3
0
0
0
0
3
2
3
1
1
1
2
-0.36
0.29 -0.24
0.58
0.57 -0.59
-0.67 -0.60 -0.60 -0.46 -0.78 -0.19
0.38
0.48
0.25
0.14
0.33 -0.02 -0.34 -0.42
Billy is nervous about acting a scene when there are a lot of very experienced actors in the crowd.
What action would be the most effective for Billy?
[A] Put things in perspective, it is not the end of the world.
[B] Use some acting techniques to calm his nerves.
[C] Believe in himself and know it will be fine.
[D] Practice his scenes more so that he will act well.
APPENDIX 2.4 RESPONSES GENERATED
Page 18 of 32
FEAR 5 (work)
Darla is nervous about presenting her work to a group of seniors who might not understand it, as they don’t
know much about her area. How could Darla deal with her nerves?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Work on presentation
Practice presenting to nonexpert audience
Talk to seniors about issue or advice
Just do it
Use calming techniques
Think she is better than the seniors
Think of the importance of this
Don't worry about it, it is not important
Be positive and confident
Q10
13
3
4
6
5
1
1
2
3
10
1
5
7
5
2
0
3
3
C
E
Real
A
N
O
C
E
A
N
-0.21 0.03 0.31 0.25 -0.14 -0.29 -0.21 -0.26 0.14 -0.15
0.37 -0.09 0.12 -0.06 -0.16
0.65 0.47 0.56 0.24 0.62 0.45 0.49 0.66 0.59 0.32
-0.44 -0.23 -0.14 0.01 -0.46 -0.66 -0.43 -0.25 0.24 -0.32
0.54 0.79 0.13 -0.22 0.51 -0.30 0.09 -0.31 -0.57 -0.11
0.20 -0.29 -1.07 -1.29 1.13
-0.13 -0.50 -1.75 -0.80 -0.80 1.16 0.12 -0.10 -0.27 1.13
Darla is nervous about presenting her work to a group of seniors who might not understand it, as
they don't know much about her area.
What action would be the most effective for Darla?
[A] Be positive and confident, knowing it will go well.
[B] Just give the presentation.
[C] Work on her presentation, simplifying the explanations.
[D] Practice presenting to laypeople such as friends or family.
FEAR 6 (personal)
Benjiro’s parents are in their late 80s and living interstate in a house by themselves. He is worried that they
need some help but they angrily deny it any time he brings up the subject What could Benjiro do to manage
his worries about his parents?
Nodes for Suggested responses
Tell his parents his concerns
Keep suggesting other options
Get others to check up on them
Visit frequently
Contact frequently
Believe parents' claims they are OK
Move house to be closer to them
Help them secretly
Get other family to intervene
Hire someone to take care of them
Get third party to come in
Force them to move
Freq
Best
9
6
4
5
3
4
1
4
4
1
2
0
Freq
Real
9
7
4
5
3
2
1
3
1
3
2
3
Best
Real
O
C
E
A
N
O
C
E
A
N
0.52
0.21
0.62
-0.02
0.22
-0.09
0.29
-0.39
0.91
-0.06
0.03
0.90
1.01
0.43
0.89
-0.31
-0.26
-0.53
0.27
-0.11
0.90
0.04
0.16
0.68
-0.96
0.12
-0.38
-0.01
0.05
0.12
0.39
0.61
0.14
-0.23
-0.70
-0.11
0.25
0.23
-0.36
-1.53
0.06
1.09
0.89
0.13
-0.74
0.34
0.72
0.41
0.01
-1.10
-0.21
-0.87
0.16
-0.04
1.04
0.06 0.83 -0.38 -0.38 0.27
0.81 0.67 0.52 0.32 -0.27
0.32 0.70 -0.15 0.64 -0.42
0.45 0.24 0.55 -0.56 -0.17
APPENDIX 2.4 RESPONSES GENERATED
Q15
Page 19 of 32
Benjiro's parents are in their late 80s and living interstate in a house by themselves. He thinks that
they need some help but they angrily deny it any time he brings up the subject.
What action would be the most effective for Benjiro?
[A] Visit frequently and get others to check on them.
[B] Believe his parents’ claims that they are fine.
[C] Keep telling his parents his concerns, stressing their importance.
[D] Force his parents to move into a home.
FEAR 7 (Not used in STEM as not much response variation, nor does it seem to represent fear)
Jill’s aunt Daria complains incessantly about her ill-health and impending death. Although Jill and her family
thought Daria was a hypochondriac, it turns out she has luekemia. What could Jill do to deal with her guilt
feelings?
Nodes for Suggested responses
Talk to friends or family for support
Gather information about what will happen
Do other activities to distract himself
Calming relaxation techniques
Think positive
Freq
Best
8
25
1
2
0
Freq
Real
Best
Real
O
C
E
A
N
O
C
E
A
N
-0.11 -0.37 -0.42 0.12 0.02 -0.27 -0.29 -1.33 0.00 1.08
0.10 0.57 0.50 0.71 -0.08 0.54 1.06 0.89 1.17 -0.83
6
24
1
1
2
FEAR 8 (personal)
Mei Ling answers the phone and hears that close relatives are in hospital critically ill. What could Mei Ling
do to cope with the shock?
Nodes for Suggested responses
Visit them
Contact or send condolences
Cry or express emotion
Assess seriousness or get information
Get emotional support from friends or relatives
Think positive
Calm self
Pray for them
Recall pleasant memories
Q19
Freq Freq
Best Real
22
2
2
6
9
2
9
1
1
24
2
4
4
8
1
9
1
0
Best
Real
O
C
E
A
N
O
C
E
A
N
-0.14 0.36 0.26 0.22 -0.22 -0.49 0.17 -0.13 0.08 -0.05
-1.04 -0.95 0.18 0.23 0.69
-0.32 -0.44 0.00 -0.46 0.55 -0.19 -0.44 0.06 -0.86 0.93
-0.24 -0.17 0.51 0.02 -0.27 -0.41 -0.05 0.16 -0.02 0.02
-0.29 -0.43 -0.31 -0.57 0.64 0.18 -0.23 -0.37 -0.42 0.71
Mei Ling answers the phone and hears that close relatives are in hospital critically ill.
What action would be the most effective for Mei Ling?
[A] Let herself cry and express emotion for as long as she feels like.
[B] Speak to other family to calm herself and find out what is happening, then visit the hospital.
[C] There is nothing she can do.
[D] Visit the hospital and ask staff about their condition.
APPENDIX 2.4 RESPONSES GENERATED
Page 20 of 32
FEAR 9 (personal)
Greg has just gone back to University after a lapse of several years. He is worried about handling the work
and a little uncomfortable being surrounded by younger students who seem very confident. What could Greg
do to feel better about his worries?
Nodes for Suggested responses
Talk to others in his situation
Age is no big deal
Just study hard
Make friends and socialise
Don't worry
Tell himself he is not the only one
Remember the importance of it
Go part time to settle in
Take night classes
Not go to Uni
Q23
Freq
Best
6
4
9
9
5
1
1
1
0
0
Freq
Real
5
3
13
8
7
0
2
1
1
1
Best
Real
O
C
E
A
N
O
C
E
A
N
0.57
-0.70
0.83
-0.26
-0.86
-0.70
0.17
0.57
0.82
-1.18
0.62
-0.68
0.47
0.36
-0.62
0.18
-1.29
0.32
0.43
-0.59
0.09
-0.71
-0.22
0.13
0.29
0.04
-0.94
0.31
0.25
-0.08
-0.41
0.12
0.36
0.08
-0.71
0.01
-0.31
0.29
0.16
-0.49
0.00
-0.51
-0.47
0.67
-0.07
1.13
-0.53
0.05
0.45
-0.27
Greg has just gone back to university after a lapse of several years. He is surrounded by younger
students who seem very confident about their ability and he is unsure whether he can compete with
them.
What action would be the most effective for Greg?
[A] Focus on his life outside the university.
[B] Study hard and attend all lectures.
[C] Talk to others in his situation.
[D] Realise he is better than the younger students as he has more life experience.
FEAR 10 (work)
Juno hears that his company is going down and his job is under threat. He is quite worried about money, to
the point where he has started to lose weight and have his sleep disrupted. What could Juno do to cope with
his worry?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Information seeking
See doctor or professional
Look for new job
See professional about finances
Look after own health (no professional)
Realise lack of control
Try to keep the company afloat
Talk to friends family
See losing weight as positive
11
14
18
1
1
1
1
2
0
11
7
21
1
1
1
3
5
0
C
E
Real
A
N
O
C
E
A
N
0.43 0.08 0.07 -0.02 0.21 -0.31 -0.72 0.19 -0.54 0.24
-0.04 -0.33 -0.51 -0.28 0.61 0.13 -0.09 -0.01 -0.05 0.38
-0.23 0.13 0.46 -0.03 -0.15 -0.42 -0.23 0.33 -0.13 -0.31
-0.66 -0.68 -0.04 -0.48 -0.34
0.49 0.05 -0.18 0.21 -0.33
APPENDIX 2.4 RESPONSES GENERATED
Q31
Page 21 of 32
Juno is fairly sure his company is going down and his job is under threat. It is a large company and
nothing official has been said.
What action would be the most effective for Juno?
[A] Find out what is happening and discuss his concerns with his family.
[B] Try to keep the company afloat by working harder.
[C] Start applying for other jobs.
[D] Think of these events as an opportunity for a new start.
FEAR 11 (Not used in STEM as possibility of age related DIF)
Rosa has just been promoted to a managerial role. She will be in charge of some people a generation older
than herself and feels a little uncomfortable about telling them what to do. What could Rosa to deal with
these feelings?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Talk to older workers about this issue
Believe she is competent at job
Get advice from work
Manage professionally regardless of age
Try not to be condescending
Be friendly
Be tough
Know that she is the boss
Look for another job
Take a course
Be respectful
Nothing
7
8
2
13
1
3
5
1
1
1
0
0
5
8
1
10
0
8
5
0
1
0
3
1
C
E
Real
A
N
O
C
E
A
N
-0.18 0.00 0.85 0.10 -0.35 0.29 -0.42 0.20 -0.59 -0.30
-0.35 0.27 0.24 -0.15 -0.57 -0.16 1.02 0.43 0.56 -0.56
-0.23 0.01 -0.53 -0.38 0.53 -0.27 0.01 -0.14 0.49 0.29
0.14 -0.31 0.28 0.20 -0.50 0.29 -0.04 0.10 0.14 -0.29
-0.91 -0.22 0.30 -0.14 -0.39 -0.34 0.36 -0.28 -0.15 0.28
-0.85 -0.33 -0.66 -2.17 1.28
APPENDIX 2.4 RESPONSES GENERATED
Page 22 of 32
FEAR 12 (work)
Martin is accepted for a highly sought after contract, but has to fly to the location. Martin has a phobia of
flying. How could Martin handle his fear?
Nodes for Suggested responses
See a professional
Find alternative travel
Try to counsel himself
Not go
Calming techniques
Just get through it
Distract himself
Drugs
Fly at night
Think of importance of the work
Tell workplace about phobia
Talk to others with same phobia
Get friend to go with
Q6
Freq
Best
Freq
Real
9
7
3
1
3
7
1
2
2
2
1
1
0
Best
Real
O
C
E
A
N
O
0.76 -0.13 0.13 -0.63 0.37 0.94
-0.14 0.04 0.37 -0.15 -0.04 -0.85
1.78 0.87 -0.27 0.17 0.40 2.01
-0.58
-0.32 -0.95 0.03 -0.46 -0.40
-0.12 -0.18 -0.04 0.65 0.51 -0.22
7
4
3
3
1
7
1
4
1
2
1
2
1
C
0.14
-0.30
0.87
-0.67
E
0.16
-0.28
-0.52
-1.39
A
-0.41
0.28
-0.28
-1.27
N
0.28
-0.56
0.36
0.21
0.08 -0.42 0.62 0.26
0.03 -0.94 0.32 -0.37 0.39
Martina is accepted for a highly sought after contract, but has to fly to the location. Martina has a
phobia of flying.
What action would be the most effective for Martina?
[A] See a doctor about this.
[B] Don’t go to the location.
[C] Just get through it.
[D] Find alternative travel arrangements.
FEAR 13 (personal)
(NB: Was originally an anger question but was widely interpreted as fear, and then re-phrased slightly
to make sure this interpretation stuck)
Reece’s friends comment that their young children are developing more quickly than Reece’s. Reece feels
angry and a little worried, but thinks this is probably true. How should Reece deal with these emotions?
Nodes for Suggested
responses
Freq
Best
Freq
Real
Best
O
Consult professional
Realise all different no worries
Be angry with friend
Concentrate on strengths
Find out information
Talk to friend
Not worry
Ruminate obsessively
15
9
2
1
6
1
2
0
15
10
3
0
9
3
1
1
C
E
Real
A
N
O
C
-0.03 -0.11 0.38 0.22 -0.22 -0.20 -0.27
0.08 -0.17 -0.23 -0.20 0.22 0.26 -0.17
0.05 0.26
1.18
0.15 -1.10 -0.69
0.33
0.47
-0.68
E
A
N
0.36 0.20 -0.22
0.04 -0.31 0.02
0.90 0.45 -0.67
0.50 -0.54 0.02
0.61 0.60 -0.60
0.14
0.92
APPENDIX 2.4 RESPONSES GENERATED
Q41
Page 23 of 32
Reece’s friend points out that her young children seem to be developing more quickly than Reece's.
Reece sees that this is true.
What action would be the most effective for Reece?
[A] Talk the issue over with another friend.
[B] Angrily confront her friend about making such statements.
[C] Realise that children develop at different rates.
[D] Talk to a doctor what the normal rates of development are.
FEAR 15 (work)
Joel has always handled one particular client but on a particularly complex job his boss gives the task to a coworker instead. Joel is worried that his boss doesn't think he can handle the important jobs. What could Joel
do to deal with his worries?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ask his boss why
Try to do better work
Don't worry about it
Think positive
Worry or question own ability
Be jealous
Q27
23
5
1
4
0
0
15
10
4
1
2
2
C
E
Real
A
N
O
C
E
A
N
0.13 0.81 0.86 0.32 -0.49 -0.09 0.21 0.83 0.08 -0.76
-0.31 -1.78 0.41 -0.54 0.45 -0.34 -1.17 -0.26 -0.34 0.62
0.27 0.52 -0.39 0.81 -0.16
-0.32 -0.15 -1.28 -0.18 -0.33
Joel has always dealt with one particular client but on a very complex job his boss gives the task to a
co-worker instead. Joel wonders whether his boss thinks he can’t handle the important jobs.
What action would be the most effective for Joel?
[A] Believe he is performing well and will be given the next complex job.
[B] Do good work so that he will be given the complex tasks in future.
[C] Ask his boss why the co-worker was given the job.
[D] Not worry about this unless it happens again.
APPENDIX 2.4 RESPONSES GENERATED
Page 24 of 32
FEAR 16 (work)
Jill is given an official warning for entering a restricted area. She was never informed that the area was
restricted and will lose her job if she gets two more warnings, which she thinks is unfair. What could Jill do
to deal with her feelings of anxiety about losing her job?
Nodes for Suggested
responses
Freq
Best
Freq
Real
Best
O
Explain she didn't know 22
Think through it (??)
1
Learn from mistake
8
Forget about it
1
Calming techniques
2
Talk to friends about it 1
Accept warning
5
Worry or vent
0
Q39
19
0
12
1
0
0
4
3
C
E
Real
A
N
O
C
E
A
N
0.02
0.50
-0.19
-0.32
-0.17 -0.26
-0.14 -0.23
0.28
-0.29
0.23 -0.22
-0.75 -0.32
-0.08
0.22
-0.10 -0.65
0.54
-0.11
-0.29 -0.72
-0.08 -0.47
-0.31
0.50
-0.92
-0.63 -0.54
0.46 0.90
-0.46
0.03
0.27
0.03
Maryam is given an official warning for entering a restricted area. She was never informed that the
area was restricted and will lose her job if she gets two more warnings, which she thinks is unfair.
What action would be the most effective for Maryam?
[A] Think about the unfairness of the situation.
[B] Accept the warning, and be careful to avoid restricted areas from now on.
[C] Explain that she didn’t know it was restricted.
[D] Take a few deep breaths and calm down about it.
APPENDIX 2.4 RESPONSES GENERATED
Page 25 of 32
SADNESS 1 (work)
Wai-Hin and Connie have shared an office for years but Wai-Hin gets a new job and Connie loses contact
with her. What could Connie do to deal with her sense of loss?
Nodes for Suggested
responses
Freq
Best
Freq
Real
Best
O
Contact Wai-Hin
28
Make other friends instead
8
Accept that she is gone
1
Be angry or insulted at Connie 0
Talk to someone else
1
Q5
28
9
3
1
0
0.47
-0.20
C
Real
E
A
0.37 0.56
0.47 -0.44
N
O
C
E
A
N
0.03 -0.52 1.14 0.08 0.07 0.25 -0.90
0.02 0.51 -0.84 1.15 -0.09 0.07 -0.22
-1.70 -0.58 -0.34 -0.14 0.59
Wai-Hin and Connie have shared an office for years but Wai-Hin gets a new job and Connie loses
contact with her.
What action would be the most effective for Connie?
[A] Just accept that she is gone and the friendship is over
[B] Ring Wai-Hin and ask her out to lunch or coffee to catch up.
[C] Contact Wai-Hin and arrange to catch up but also make friends with her replacement.
[D] Spend time getting to know the other people in the office, and strike up new friendships.
SADNESS 2 (work)
Blair and Flynn usually have a drink after the working week and chat about what’s going on in the company.
After Blair is promoted, he stops coming for drinks. Flynn misses these Friday talks. What could Flynn do to
make himself feel better about this?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ask Blair elsewhere or again
Drink or make friends with someone else
Accept that it's stopped
Talk to someone about it.
Drink alone
Get another job?
Confront Blair about stopping coming
Stop talking to snobby Blair
Stay at work instead of drinking
Q34
11
17
1
0
0
1
2
0
0
15
9
5
0
1
1
1
1
1
C
E
Real
A
N
O
C
E
A
N
0.20 0.42 0.59 0.62 -0.10 0.35 0.20 0.42 0.28 0.06
0.04 0.03 -0.36 0.33 -0.31 0.32 0.81 -0.10 0.27 -0.07
-1.06 -0.97 -0.67 -0.69 0.44
Blair and Flynn usually go to a cafe after the working week and chat about what’s going on in the
company. After Blair’s job is moved to a different section in the company, he stops coming to the
cafe. Flynn misses these Friday talks.
What action would be the most effective for Flynn?_
[A] Go to the cafe or socialise with other workers.
[B] Don’t worry about it, ignore the changes and let Blair be.
[C] Not talk to Blair again.
[D] Invite Blair again, maybe rescheduling for another time.
APPENDIX 2.4 RESPONSES GENERATED
Page 26 of 32
SADNESS 3 (Not included in STEM as was sometimes interpreted as anger)
Alessandro’s close friend Shane has been spending a lot of time with his new girlfriend and her friends. He
leaves early from Alessandro’s birthday gathering to spend time with them. What could Alessandro do to deal
with his sadness about this?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Speak or explain to Shane
Yell or abuse Shane
Get others' advice
Get to know girlfriend and friends
Empathise with Shane
Accept situation as normal
One more chance
Ignore Shane or stop the friendship
Fake emotion
Speak to girlfriend
Bitch to others
14
2
0
0
4
3
1
3
0
0
0
C
E
Real
A
N
O
C
E
A
N
0.14 0.28 -0.03 -0.19 -0.24 -0.01 -0.18 -0.25 0.06 -0.48
-0.33 0.69 0.83 -0.63 -0.45
10
3
1
1
7
6
0
4
1
1
1
0.29 0.03 -0.28 -0.55 0.92 0.63 0.05 -0.50 0.17 0.16
0.45 -0.34 -0.04 -0.17 -0.60 -0.04 -0.10 0.16 -0.44 -0.25
0.53 0.32 -0.27 0.26 -0.07 -0.74 0.89 0.62 0.00 -0.34
0.14 0.28 -0.03 -0.19 -0.24 -0.01 -0.18 -0.25 0.06 -0.48
-0.33 0.69 0.83 -0.63 -0.45
SADNESS 4 (personal)
Andre moves away from the city his friends and family are in. He finds his friends make less effort to keep in
contact than he thought they would. What could Andre do to make himself feel better about this?
Nodes for Suggested responses
Make new friends
Make an effort to contact old friends
Make allowances for old friends
Let go of old friends
Talk to another friend about it
Tell old friends they are bad
Move back
Cry or be upset
Q11
Freq
Best
14
20
3
4
1
1
0
0
Freq
Real
15
16
0
5
1
1
1
2
Best
Real
O
C
E
A
0.07
-0.12
0.27
0.63
0.07
-0.42
-0.41
0.44
0.37
-0.18
-0.32
-0.64
0.19
0.12
-0.37
0.34
N
O
C
E
A
N
0.34 0.41 0.20 -0.01 0.02 0.31
-0.29 -0.31 -0.12 0.03 0.49 0.36
-0.05
1.03 0.35 -0.78 -0.07 -0.54 -0.26
Andre moves away from the city his friends and family are in. He finds his friends make less effort
to keep in contact than he thought they would.
What action would be the most effective for Andre?
[A] Try to adjust to life in the new city by joining clubs and activities there.
[B] He should make the effort to contact them, but also try to meet people in his new city.
[C] Let go of his old friends, who have shown themselves to be unreliable.
[D] Tell his friends he is disappointed in them for not contacting him.
APPENDIX 2.4 RESPONSES GENERATED
Page 27 of 32
SADNESS 5 (personal)
Shona has not spoken to her nephew for months, whereas when he was younger they were very close. She
rings him but he can only talk for five minutes. What could Shona do next to make herself feel better about
this?
Nodes for Suggested responses
Freq
Best
Make effort to contact
Understand relationships change
Find replacement
Make excuses allowances for nephew
No longer talk to nephew
Confront him
Talk to his parents
Be upset but do nothing
Q25
Freq
Real
15
12
2
5
2
3
0
0
14
7
1
3
3
4
1
2
Best
Real
O
C
E
A
N
O
C
E
A
N
-0.21 -0.33 0.26 -0.05 -0.22 -0.14 -0.47 -0.12 -0.14 -0.19
0.14 -0.93 -0.44 0.29 0.27 -0.10 0.28 -0.04 0.30 -0.58
-0.17 0.42 -0.45 -0.65 0.53 -0.37 0.46 -0.82 -0.42 0.49
-0.34 0.44 1.08 -0.26 -0.97
0.80 1.00 -0.43 -0.19 -0.68 0.10 0.40 0.20 0.28 -0.22
Shona has not spoken to her nephew for months, whereas when he was younger they were very
close. She rings him but he can only talk for five minutes.
What action would be the most effective for Shona?
[A] Realise that he is growing up and might not want to spend so much time with his family any
more.
[B] Make plans to drop by and visit him in person and have a good chat.
[C] Understand that relationships change, but keep calling him from time to time.
[D] Be upset about it, but realise there is nothing she can do.
SADNESS 6 (personal)
Julie hasn’t seen Ka for ages and looks forward to their weekend trip away. However, Ka has changed a lot
and Julie finds she is no longer an interesting companion. What could Julie do to ease her sense of loss?
Nodes for Suggested responses
Take someone else along on the trip
Make other friends
Understand that people change
Give up or move on
Tell Ka her feelings
Make the best of this one weekend
Take pleasure in good memories
Cancel the trip
Accept new differences
Do nothing
Get drunk
Think about why Ka changed
Freq
Best
1
9
9
9
4
5
3
1
1
0
0
0
Freq
Real
1
7
7
8
2
6
3
1
3
1
1
1
Best
Real
O
C
E
A
N
1.00
-0.15
-0.80
0.64
0.35
-0.29
-0.16
0.55
0.92
0.37
-0.35
0.40
0.18
-0.12
-0.20
0.12
-0.15
-0.24
0.37
0.27
-0.38
0.50
0.00
0.82
0.00
-0.03
-0.01
-0.28
0.42
-0.11
O
C
E
A
N
0.43 0.35 -0.18 0.43 -0.73
-0.30 -0.23 0.05 -0.15 0.46
-0.31 0.98 0.01 0.16 -0.11
0.03 -0.34 0.13 0.13 0.10
0.13 0.76 -0.51 0.17 0.59
-0.58 -0.60 0.28 0.38 0.87
APPENDIX 2.4 RESPONSES GENERATED
Q44
Page 28 of 32
Julie hasn't seen Ka for a long time and looks forward to their weekend trip away. However, Ka has
changed a lot and Julie finds she is no longer an interesting companion.
What action would be the most effective for Julie?
[A] Cancel the trip and go home.
[B] Realise that it is time to give up the friendship and move on.
[C] Move on, realising that people change, but remember the good times.
[D] Concentrate on her other, more rewarding friendships.
SADNESS 7 (work)
Mallory moves from a small company to a very large one, where there is little personal contact. What could
Mallory do to deal with her loneliness at work?
Nodes for Suggested responses
Freq
Best
Make effort to make new friends
Spend time with friends away from work
Leave the job
Distract herself with other challenges
New social activities
Do nothing, see what happens
Q32
23
6
2
1
4
0
Freq
Real
20
7
2
2
3
2
Best
Real
O
C
E
A
N
O
C
E
A
N
0.28 0.71 0.09 0.78 -0.52 0.30 0.10 -0.08 0.40 -1.44
0.08 1.07 0.00 -0.41 0.31 -0.43 0.21 -0.75 -0.90 3.18
0.58 -1.76 -0.10 -0.84 0.67 0.18 -0.15 1.75 0.31 -0.05
Mallory moves from a small company to a very large one, where there is little personal contact,
which she misses.
What action would be the most effective for Mallory?
[A] Talk to her workmates, try to create social contacts and make friends.
[B] Start looking for a new job so she can leave that environment.
[C] Just give it time, and things will be okay.
[D] Concentrate on her outside-work friends and colleagues from previous jobs.
SADNESS 8 (work)
Surbhi starts a new job where he doesn’t know anyone, and finds that no one is particularly friendly. What
could Surbhi do to deal with his feelings of isolation at work?
Nodes for Suggested responses
Make an effort to make new friends
Concentrate on non-work socialising
Leave
Just deal with it.
Just concentrate on work
Tell workmates you are lonely
Talk to old friends about it
Be upset and cry
Freq
Best
18
8
4
2
3
1
1
0
Freq
Real
18
7
6
2
3
1
0
1
Best
O
0.15
-0.52
0.74
C
E
A
N
0.43 -0.62 0.28 0.43
0.19 -0.15 -0.27 -0.30
0.31 0.81 0.28 -0.91
Real
O
-0.30
0.27
0.28
C
E
A
N
0.46 -0.28 0.47 -0.53
0.36 -0.40 -0.20 0.03
0.57 1.24 0.79 -0.41
0.32 -0.65 -0.20 -0.67 -0.24 0.13 -0.26 0.27 -0.56 0.77
APPENDIX 2.4 RESPONSES GENERATED
Q9
Page 29 of 32
Surbhi starts a new job where he doesn't know anyone, and finds that no one is particularly friendly.
What action would be the most effective for Surbhi?
[A] Have fun with his friends outside of work hours.
[B] Concentrate on doing his work well at the new job.
[C] Make an effort to talk to people and be friendly himself.
[D] Leave that job and find one with a better environment.
SADNESS 9 (personal)
Rhea has left her job to be a full-time mother and misses the company and companionship of her workmates.
What could Rhea do to ease these feelings of loss?
Nodes for Suggested responses
Try to see old workmates socially
Accept changes of motherhood
Make contacts in new sphere of life
Go back to work part time
Hobby or distraction
enjoy being a mum
Interact more with her husband
Visit work with baby
Q2
Freq
Best
12
1
8
11
2
2
1
1
Freq
Real
10
1
9
7
1
1
0
1
Best
Real
O
C
E
A
N
O
C
E
A
N
0.54 0.00 -0.09 0.66 -0.11 0.08 0.01 -0.17 0.59 -0.18
0.46 -0.21 -0.31 0.06 0.29 -0.03 0.10 0.50 -0.08 0.05
-0.05 -0.48 0.03 -0.48 0.25 0.09 -0.14 0.24 -0.41 -0.64
Rhea has left her job to be a full-time mother, which she loves, but she misses the company and
companionship of her workmates
What action would be the most effective for Rhea?
[A] Enjoy being a full-time mum.
[B] Try to see her old workmates again socially, inviting them out.
[C] Join a playgroup or social group of new mothers.
[D] See if she can find part time work.
APPENDIX 2.4 RESPONSES GENERATED
Page 30 of 32
SADNESS 10 (personal)
Clayton has been overseas for a long time and returns to visit his family. So much has changed that Clayton
feels left out. How could Clayton deal with these feelings?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Give time and involvement
21
Reflect that things change
4
Tell family how he feels, what is happening 4
Believe that it will sort itself out
4
Go back Overseas
1
Reflect on strength of relationship with fmaily 1
Talk to a friend
1
Go out and do other things
0
Spend less time with family
0
Don't worry about it, it’s family
0
Give time and involvement
21
Reflect that things change
4
Q13
18
4
4
5
3
0
0
1
1
1
18
4
C
E
Real
A
N
O
C
E
A
N
-0.29 -0.11 0.73 -0.42 0.01 -0.88 0.17 0.48 -0.28 -0.10
-0.04 0.73 -0.16 -0.09 0.50 -0.11 -0.27 0.09 -0.09 -0.49
0.62 0.08 -0.72 0.08 -0.43 1.07 0.94 -0.20 0.29 -0.80
-0.24 -0.42 -0.30 0.60 -0.47 0.27 -0.04 -1.06 0.36 0.31
0.30 -0.52 -0.64 0.51 1.39
-0.29 -0.11 0.73 -0.42 0.01 -0.88 0.17 0.48 -0.28 -0.10
-0.04 0.73 -0.16 -0.09 0.50 -0.11 -0.27 0.09 -0.09 -0.49
Clayton has been overseas for a long time and returns to visit his family. So much has changed that
Clayton feels left out.
What action would be the most effective for Clayton?
[A] Nothing, it will sort itself out soon enough
[B] Tell his family he feels left out.
[C] Spend time listening and getting involved again.
[D] Reflect that relationships can change over time.
SADNESS 11 (personal)
Upon entering full-time study, Vera cannot afford the time or money she used to spend on sprint training,
which she was very good at. Although she enjoys full-time study she misses training. What could Vera do to
ease her sad feelings about missing training?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Keep doing a lesser version of training
Study part time
Reflect on which is more important
Train later when time & $$ allow
Apply for sporting scholarships
Concentrate on her studies more
Don't worry about it
Talk to someone else about it
20
3
4
2
4
5
0
0
17
2
4
2
4
5
2
1
C
E
Real
A
N
O
C
E
A
N
0.57 -0.17 0.32 0.30 -0.20 -0.52 -0.91 -0.62 -0.76 0.21
-0.04 0.53 1.81 1.67 -0.19
-0.95 -0.65 -0.33 -0.59 -0.08 0.56 -0.12 -0.27 -0.66 -0.25
0.16 0.13 -0.19 -0.48 -0.26 -0.24 0.67 0.44 0.38 -0.53
0.08 0.11 -1.23 0.09 0.87 -0.40 0.47 -1.16 0.16 0.73
APPENDIX 2.4 RESPONSES GENERATED
Q21
Page 31 of 32
Upon entering full-time study, Vincent cannot afford the time or money he used to spend on waterpolo training, which he was very good at. Although he enjoys full-time study he misses the training.
What action would be the most effective for Vincent?
[A] Concentrate on studying hard, to pass his course.
[B] See if there is a local league or a less intensive sport.
[C] Think deeply about whether sport or study is more important to him.
[D] Find out about sporting scholarships or bursaries.
SADESS 12 (personal)
Seth and his partner Hasina are overseas and find out that Hasina’s father has passed away from an illness he
has had for years. What could Seth do to help Hasina cope with her feelings?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ask Hasina what she wants
4
Comfort Hasina
26
Go back and visit relatives
10
Contact other relatives for info
1
Realise inevitability
1
Do something to honour his memory 2
Q28
3
28
11
0
2
1
C
E
Real
A
N
O
C
E
A
N
0.84 0.26 0.58 0.35 -0.01 0.01 0.04 -1.11 0.12 2.09
-0.72 -0.49 -0.08 -0.33 -0.11 -0.36 -0.10 0.89 0.14 -0.34
0.35 0.43 1.17 0.90 -0.76 0.29 0.51 0.69 0.73 -0.75
Hasina is overseas when she finds out that her father has passed away from an illness he has had for
years.
What action would be the most effective for Hasina?
[A] Contact her close relatives for information and support.
[B] Try not to think about it, going on with her daily life as best she can.
[C] Feel terrible that she left the country at such a time.
[D] Think deeply about the more profound meaning of this loss.
SADNESS 13 (work)
Raoul has heard rumours that his position will become redundant. He thinks this would be a good time make
a clean break and start in a new industry but is nervous about his capacity to do so. How should Raoul deal
with these feelings?
Nodes for Suggested responses
Freq
Best
Freq
Real
Best
O
Ask if rumours are true
3
Be confident or think positive
11
Analyse situation (weight up pros and cons) 5
Start applying for jobs
5
Seek advice or info
8
Get toe in the door (part time, do course) 3
Calming techniques
1
Stay with current job
0
3
9
6
8
8
3
0
1
C
E
Real
A
N
O
C
E
A
N
0.56 -0.05 -0.35 -0.39 -0.04 -0.27 -0.34 0.83 0.23 0.24
0.06 0.11 0.01 -0.15 -0.07 -0.20 -0.15 -0.27 -0.63 0.36
0.04 0.27 0.16 0.43 -0.37 -0.11 -0.99 -0.32 -0.09 0.26
-1.42 0.30 0.28 -0.38 0.09 -1.15 0.39 -0.07 -0.10 -0.51
0.84 -0.33 0.28 0.09 -0.42 0.69 0.11 0.18 0.44 -0.42
-0.13 -0.40 -0.75 -0.07 1.24 0.23 -0.27 0.04 -0.07 0.53
APPENDIX 2.4 RESPONSES GENERATED
Q7
Page 32 of 32
Manuel is not far from retirement when he finds out that his position will no longer exist,
although he will still have a job with a less prestigious role.
What action would be the most effective for Manuel?
[A] Carefully consider his options and discuss it with family.
[B] Talk to his boss or the management about it.
[C] Accept the situation, but still feel bitter about it.
[D] Walk out of that job.
Two additional sadness questions were created for the STEM that did not come directly from interview
data:
Q36
Michelle’s friend Dara is moving overseas to live with her partner. They have been good friends for
many years and Dara is unlikely to come back.
What action would be the most effective for Michelle?
[A] Forget about Dara.
[B] Spend time with other friends, keeping herself busy.
[C] Think that Dara and her partner will return soon.
[D] Make sure she keeps in contact through email or phone.
Q17
Daniel has been accepted for a prestigious position in a different country from his family, whom he
is close to. He and his wife decide it is worth relocating.
What action would be the most effective for Daniel?
[A] Realise he shouldn’t have applied for the job if he didn’t want to leave.
[B] Set up a system for staying in touch, like weekly phone calls or emails.
[C] Concentrate on the great opportunities this change offers.
[D] Don’t take the position.
APPENDIX 2.5: EXPERT AGREEMENT
Page 1 of 2
Appendix 2.5
Expert Agreement on the STEM
Multiple Choice STEM: Agreement Among the Experts Over 44 Multiple-Choice Questions of
Emotion Management (Kappas on Lower Left of Matrix, Raw Agreement on Top Right)
Coaches
Counsellors Clinical Students
EI Researchers
Exp1 Exp2 Exp3 Exp4 Exp5 Exp6 Exp7 Exp8 Exp9 Exp10 Exp11 Exp12 Exp13
Exp1
.73
.70
.64
.57
.64
.59
.57
.68
.70
.43
.66
.57
.52
.55
.52
.52
.59
.57
.70
.48
.61
.57
.64
.61
.64
.50
.68
.50
.64
.68
.39
.64
.64
.57
.48
.57
.55
.59
.48
.41
.61
.52
.57
.70
.59
.73
.57
.45
.68
.52
.50
.50
.64
.52
.32
.61
.48
.64
.68
.57
.55
.61
.66
.59
.52
.41
.55
.55
.57
.52
.59
.61
.32
.52
.45
.41
.43
Exp2
.63
Exp3
.60
.34
Exp4
.50
.38
.47
Exp5
.42
.35
.50
.42
Exp6
.50
.35
.33
.29
.42
Exp7
.44
.45
.57
.42
.60
.33
Exp8
.43
.42
.34
.39
.45
.33
.52
Exp9
.56
.60
.51
.45
.63
.51
.57
.46
Exp10
.60
.30
.57
.29
.42
.35
.42
.37
.42
Exp11
.23
.48
.16
.20
.27
.09
.39
.22
.36
.09
Exp12
.53
.41
.50
.47
.57
.47
.48
.39
.44
.35
.20
Exp13
.41
.50
.49
.35
.35
.29
.53
.39
.48
.26
.23
.47
.24
.44
.39
.46
.41
.59
.56
.61
.57
.61
Means over all Experts
Kappa
.49
.43
.45
.39
.45
.35
.48
.39
.50
.37
Kappa (no 11)
.51
.43
.47
.40
.47
.38
.48
.41
.51
.39
Raw
.62
.58
.59
.55
.59
.52
.61
.54
.63
.53
Raw (no 11)
.64
.58
.61
.56
.61
.54
.62
.56
.64
.55
.44
APPENDIX 2.5: EXPERT AGREEMENT
Page 2 of 2
Ratings-Based STEM: Correlations and Mean Distance Between Experts’ Ratings-Based
Judgments for 44 4-part Items of the STEM
Expert1
Expert2
Expert3
Expert4
Expert5
Expert6
Expert1
Expert2
.59
Expert3
.54
.58
Expert4
.60
.70
.61
Expert5
.57
.66
.56
.61
Expert6
.55
.66
.64
.72
.60
Mean correlation
.57
.64
.59
.65
.60
.63
Mean distance
1.21
1.02
1.05
1.11
1.02
0.96
Mean distance (excludes 1)
-
0.99
1.00
1.13
0.98
0.89
APPENDIX 2.6 EXPERT WEIGHTS
Page 1 of 46
Appendix 2.6
Expert Weights: Proportions Selecting Each Option, Proportions Selecting Each ScalePoint, and Mean Scale Value for Each Option
Section 1: Expert Proportions for Each Option
q1
Valid
C
Frequency
12
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
q2
Valid
B
C
D
Total
Frequency
3
8
1
12
Percent
25.0
66.7
8.3
100.0
Valid Percent
25.0
66.7
8.3
100.0
Cumulative
Percent
25.0
91.7
100.0
q3
Valid
A
C
D
Total
Frequency
10
1
1
12
Percent
83.3
8.3
8.3
100.0
Valid Percent
83.3
8.3
8.3
100.0
Cumulative
Percent
83.3
91.7
100.0
q4
Valid
A
C
D
Total
Frequency
4
5
3
12
Percent
33.3
41.7
25.0
100.0
Valid Percent
33.3
41.7
25.0
100.0
Cumulative
Percent
33.3
75.0
100.0
q5
Valid
C
D
Total
Frequency
11
1
12
Percent
91.7
8.3
100.0
Valid Percent
91.7
8.3
100.0
Cumulative
Percent
91.7
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 2 of 46
q6
Valid
A
D
Total
Frequency
9
3
12
Percent
75.0
25.0
100.0
Valid Percent
75.0
25.0
100.0
Cumulative
Percent
75.0
100.0
q7
Valid
A
B
Total
Frequency
9
3
12
Percent
75.0
25.0
100.0
Valid Percent
75.0
25.0
100.0
Cumulative
Percent
75.0
100.0
q8
Valid
A
B
C
D
Total
Frequency
2
1
1
8
12
Percent
16.7
8.3
8.3
66.7
100.0
Valid Percent
16.7
8.3
8.3
66.7
100.0
Cumulative
Percent
16.7
25.0
33.3
100.0
q9
Valid
B
C
Total
Frequency
2
10
12
Percent
16.7
83.3
100.0
Valid Percent
16.7
83.3
100.0
Cumulative
Percent
16.7
100.0
q10
Valid
C
D
Total
Frequency
8
4
12
Percent
66.7
33.3
100.0
Valid Percent
66.7
33.3
100.0
Cumulative
Percent
66.7
100.0
q11
Valid
B
Frequency
12
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 3 of 46
q12
Valid
B
C
Total
Frequency
5
7
12
Percent
41.7
58.3
100.0
Valid Percent
41.7
58.3
100.0
Cumulative
Percent
41.7
100.0
q13
Valid
B
C
D
Total
Frequency
2
9
1
12
Percent
16.7
75.0
8.3
100.0
Valid Percent
16.7
75.0
8.3
100.0
Cumulative
Percent
16.7
91.7
100.0
q14
Valid
A
B
C
Total
Frequency
2
8
2
12
Percent
16.7
66.7
16.7
100.0
Valid Percent
16.7
66.7
16.7
100.0
Cumulative
Percent
16.7
83.3
100.0
q15
Valid
A
B
C
Total
Frequency
8
2
2
12
Percent
66.7
16.7
16.7
100.0
Valid Percent
66.7
16.7
16.7
100.0
Cumulative
Percent
66.7
83.3
100.0
q16
Valid
B
C
Total
Frequency
9
3
12
Percent
75.0
25.0
100.0
Valid Percent
75.0
25.0
100.0
Cumulative
Percent
75.0
100.0
q17
Valid
B
C
Total
Frequency
10
2
12
Percent
83.3
16.7
100.0
Valid Percent
83.3
16.7
100.0
Cumulative
Percent
83.3
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 4 of 46
q18
Valid
C
D
Total
Frequency
6
6
12
Percent
50.0
50.0
100.0
Valid Percent
50.0
50.0
100.0
Cumulative
Percent
50.0
100.0
q19
Valid
A
B
Total
Frequency
1
11
12
Percent
8.3
91.7
100.0
Valid Percent
8.3
91.7
100.0
Cumulative
Percent
8.3
100.0
q20
Valid
A
B
C
D
Total
Frequency
2
1
7
2
12
Percent
16.7
8.3
58.3
16.7
100.0
Valid Percent
16.7
8.3
58.3
16.7
100.0
Cumulative
Percent
16.7
25.0
83.3
100.0
q21
Valid
B
C
D
Total
Frequency
8
1
3
12
Percent
66.7
8.3
25.0
100.0
Valid Percent
66.7
8.3
25.0
100.0
Cumulative
Percent
66.7
75.0
100.0
q22
Valid
A
B
D
Total
Frequency
3
7
2
12
Percent
25.0
58.3
16.7
100.0
Valid Percent
25.0
58.3
16.7
100.0
Cumulative
Percent
25.0
83.3
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 5 of 46
q23
Valid
B
C
Total
Frequency
3
9
12
Percent
25.0
75.0
100.0
Valid Percent
25.0
75.0
100.0
Cumulative
Percent
25.0
100.0
q24
Valid
B
C
Total
Frequency
4
8
12
Percent
33.3
66.7
100.0
Valid Percent
33.3
66.7
100.0
Cumulative
Percent
33.3
100.0
q25
Valid
B
C
Total
Frequency
3
9
12
Percent
25.0
75.0
100.0
Valid Percent
25.0
75.0
100.0
Cumulative
Percent
25.0
100.0
q26
Valid
A
C
Total
Frequency
5
7
12
Percent
41.7
58.3
100.0
Valid Percent
41.7
58.3
100.0
Cumulative
Percent
41.7
100.0
q27
Valid
B
C
D
Total
Frequency
2
9
1
12
Percent
16.7
75.0
8.3
100.0
Valid Percent
16.7
75.0
8.3
100.0
Cumulative
Percent
16.7
91.7
100.0
q28
Valid
A
Frequency
12
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 6 of 46
q29
Valid
A
C
D
Total
Frequency
9
2
1
12
Percent
75.0
16.7
8.3
100.0
Valid Percent
75.0
16.7
8.3
100.0
Cumulative
Percent
75.0
91.7
100.0
q30
Valid
A
B
D
Total
Frequency
3
5
4
12
Percent
25.0
41.7
33.3
100.0
Valid Percent
25.0
41.7
33.3
100.0
Cumulative
Percent
25.0
66.7
100.0
q31
Valid
A
C
Total
Frequency
9
3
12
Percent
75.0
25.0
100.0
Valid Percent
75.0
25.0
100.0
Cumulative
Percent
75.0
100.0
q32
Valid
A
D
Total
Frequency
11
1
12
Percent
91.7
8.3
100.0
Valid Percent
91.7
8.3
100.0
Cumulative
Percent
91.7
100.0
q33
Valid
C
D
Total
Frequency
1
11
12
Percent
8.3
91.7
100.0
Valid Percent
8.3
91.7
100.0
Cumulative
Percent
8.3
100.0
q34
Valid
A
D
Total
Frequency
2
10
12
Percent
16.7
83.3
100.0
Valid Percent
16.7
83.3
100.0
Cumulative
Percent
16.7
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 7 of 46
q35
Valid
B
C
D
Total
Frequency
5
1
6
12
Percent
41.7
8.3
50.0
100.0
Valid Percent
41.7
8.3
50.0
100.0
Cumulative
Percent
41.7
50.0
100.0
q36
Valid
B
D
Total
Frequency
1
11
12
Percent
8.3
91.7
100.0
Valid Percent
8.3
91.7
100.0
Cumulative
Percent
8.3
100.0
q37
Valid
A
D
Total
Frequency
4
8
12
Percent
33.3
66.7
100.0
Valid Percent
33.3
66.7
100.0
Cumulative
Percent
33.3
100.0
q38
Valid
A
C
Total
Frequency
2
10
12
Percent
16.7
83.3
100.0
Valid Percent
16.7
83.3
100.0
Cumulative
Percent
16.7
100.0
q39
Valid
B
C
Total
Frequency
6
6
12
Percent
50.0
50.0
100.0
Valid Percent
50.0
50.0
100.0
Cumulative
Percent
50.0
100.0
q40
Valid
A
B
D
Total
Frequency
1
7
4
12
Percent
8.3
58.3
33.3
100.0
Valid Percent
8.3
58.3
33.3
100.0
Cumulative
Percent
8.3
66.7
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 8 of 46
q41
Valid
C
D
Total
Frequency
3
9
12
Percent
25.0
75.0
100.0
Valid Percent
25.0
75.0
100.0
Cumulative
Percent
25.0
100.0
q42
Valid
B
C
Total
Frequency
9
3
12
Percent
75.0
25.0
100.0
Valid Percent
75.0
25.0
100.0
Cumulative
Percent
75.0
100.0
q43
Valid
A
B
C
D
Total
Frequency
1
1
5
5
12
Percent
8.3
8.3
41.7
41.7
100.0
Valid Percent
8.3
8.3
41.7
41.7
100.0
Cumulative
Percent
8.3
16.7
58.3
100.0
q44
Valid
C
D
Total
Frequency
11
1
12
Percent
91.7
8.3
100.0
Valid Percent
91.7
8.3
100.0
Cumulative
Percent
91.7
100.0
Section 2: Expert Proportions for Each Scale-Point of Each Option
Q1a
Valid
2.00
3.00
4.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 9 of 46
Q1b
Valid
2.00
5.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q1c
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q1d
Valid
2.00
4.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q2a
Valid
2.00
3.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q2b
Valid
4.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q2c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
1
2
5
Percent
20.0
20.0
20.0
40.0
100.0
Valid Percent
20.0
20.0
20.0
40.0
100.0
Cumulative
Percent
20.0
40.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 10 of 46
Q2d
Valid
2.00
3.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q3a
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q3b
Valid
2.00
4.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q3c
Valid
2.00
3.00
4.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q3d
Valid
2.00
4.00
5.00
6.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 11 of 46
Q4a
Valid
3.00
4.00
5.00
Total
Frequency
2
1
2
5
Percent
40.0
20.0
40.0
100.0
Valid Percent
40.0
20.0
40.0
100.0
Cumulative
Percent
40.0
60.0
100.0
Q4b
Valid
1.00
2.00
4.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q4c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q4d
Valid
2.00
3.00
4.00
5.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
Q5a
Valid
2.00
3.00
4.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 12 of 46
Q5b
Valid
4.00
5.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q5c
Valid
5.00
6.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q5d
Valid
4.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q6a
Valid
4.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q6b
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q6c
Valid
2.00
3.00
5.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 13 of 46
Q6d
Valid
1.00
2.00
3.00
4.00
5.00
Total
Frequency
1
1
1
1
1
5
Percent
20.0
20.0
20.0
20.0
20.0
100.0
Valid Percent
20.0
20.0
20.0
20.0
20.0
100.0
Cumulative
Percent
20.0
40.0
60.0
80.0
100.0
Q7a
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q7b
Valid
4.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q7c
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q7d
Valid
1.00
Frequency
5
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 14 of 46
Q8a
Valid
1.00
2.00
3.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q8b
Valid
2.00
3.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q8c
Valid
2.00
3.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q8d
Valid
3.00
5.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q9a
Valid
3.00
4.00
5.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 15 of 46
Q9b
Valid
3.00
4.00
5.00
Total
Frequency
2
1
2
5
Percent
40.0
20.0
40.0
100.0
Valid Percent
40.0
20.0
40.0
100.0
Cumulative
Percent
40.0
60.0
100.0
Q9c
Valid
5.00
6.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q9d
Valid
1.00
2.00
5.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q10a
Valid
3.00
4.00
5.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q10b
Valid
2.00
3.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q10c
Valid
4.00
5.00
6.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 16 of 46
Q10d
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q11a
Valid
4.00
5.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q11b
Valid
4.00
6.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q11c
Valid
2.00
3.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q11d
Valid
3.00
4.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q12a
Valid
1.00
2.00
3.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 17 of 46
Q12b
Valid
4.00
5.00
6.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q12c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q12d
Valid
1.00
2.00
3.00
4.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q13a
Valid
1.00
2.00
3.00
4.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q13b
Valid
3.00
4.00
5.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 18 of 46
Q13c
Valid
5.00
6.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q13d
Valid
2.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q14a
Valid
2.00
4.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q14b
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q14c
Valid
2.00
3.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 19 of 46
Q14d
Valid
1.00
2.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q15a
Valid
2.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q15b
Valid
2.00
4.00
5.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q15c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q15d
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 20 of 46
Q16a
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q16b
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q16c
Valid
2.00
4.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q16d
Valid
2.00
3.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q17a
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 21 of 46
Q17b
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q17c
Valid
4.00
5.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q17d
Valid
1.00
2.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q18a
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q18b
Valid
1.00
2.00
4.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 22 of 46
Q18c
Valid
2.00
3.00
4.00
6.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
Q18d
Valid
3.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q19a
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q19b
Valid
4.00
5.00
6.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
Q19c
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 23 of 46
Q19d
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
1
2
5
Percent
20.0
20.0
20.0
40.0
100.0
Valid Percent
20.0
20.0
20.0
40.0
100.0
Cumulative
Percent
20.0
40.0
60.0
100.0
Q20a
Valid
1.00
2.00
3.00
4.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
Q20b
Valid
2.00
3.00
4.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q20c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q20d
Valid
2.00
4.00
5.00
Total
Frequency
2
1
2
5
Percent
40.0
20.0
40.0
100.0
Valid Percent
40.0
20.0
40.0
100.0
Cumulative
Percent
40.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 24 of 46
Q21a
Valid
3.00
4.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q21b
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q21c
Valid
2.00
3.00
4.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q21d
Valid
3.00
5.00
6.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q22a
Valid
3.00
4.00
5.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 25 of 46
Q22b
Valid
4.00
5.00
6.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q22c
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q22d
Valid
2.00
3.00
4.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q23a
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q23b
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
1
2
5
Percent
20.0
20.0
20.0
40.0
100.0
Valid Percent
20.0
20.0
20.0
40.0
100.0
Cumulative
Percent
20.0
40.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 26 of 46
Q23c
Valid
5.00
6.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q23d
Valid
2.00
3.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q24a
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q24b
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q24c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 27 of 46
Q24d
Valid
2.00
3.00
4.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q25a
Valid
3.00
4.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q25b
Valid
3.00
4.00
5.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q25c
Valid
4.00
5.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q25d
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 28 of 46
Q26a
Valid
3.00
4.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q26b
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q26c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q26d
Valid
1.00
2.00
3.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q27a
Valid
2.00
3.00
4.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 29 of 46
Q27b
Valid
3.00
4.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q27c
Valid
4.00
5.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q27d
Valid
2.00
3.00
4.00
5.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
Q28a
Valid
5.00
6.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q28b
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 30 of 46
Q28c
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q28d
Valid
2.00
3.00
5.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
Q29a
Valid
4.00
5.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q29b
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q29c
Valid
2.00
5.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 31 of 46
Q29d
Valid
1.00
2.00
3.00
4.00
5.00
Total
Frequency
1
1
1
1
1
5
Percent
20.0
20.0
20.0
20.0
20.0
100.0
Valid Percent
20.0
20.0
20.0
20.0
20.0
100.0
Cumulative
Percent
20.0
40.0
60.0
80.0
100.0
Q30a
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q30b
Valid
4.00
5.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q30c
Valid
3.00
4.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q30d
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 32 of 46
Q31a
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q31b
Valid
1.00
2.00
4.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q31c
Valid
3.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q31d
Valid
4.00
5.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q32a
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q32b
Valid
1.00
2.00
3.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 33 of 46
Q32c
Valid
1.00
3.00
4.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q32d
Valid
3.00
Frequency
5
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
Q33a
Valid
2.00
3.00
4.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
Q33b
Valid
1.00
2.00
3.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q33c
Valid
3.00
4.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q33d
Valid
2.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 34 of 46
Q34a
Valid
3.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q34b
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q34c
Valid
1.00
2.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q34d
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q35a
Valid
1.00
2.00
3.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
Q35b
Valid
2.00
4.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 35 of 46
Q35c
Valid
4.00
5.00
6.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q35d
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q36a
Valid
1.00
2.00
3.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q36b
Valid
2.00
3.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q36c
Valid
1.00
2.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 36 of 46
Q36d
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q37a
Valid
5.00
6.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q37b
Valid
2.00
4.00
5.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q37c
Valid
3.00
4.00
5.00
Total
Frequency
1
1
3
5
Percent
20.0
20.0
60.0
100.0
Valid Percent
20.0
20.0
60.0
100.0
Cumulative
Percent
20.0
40.0
100.0
Q37d
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q38a
Valid
5.00
Frequency
5
Percent
100.0
Valid Percent
100.0
Cumulative
Percent
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 37 of 46
Q38b
Valid
2.00
3.00
5.00
Total
Frequency
2
1
2
5
Percent
40.0
20.0
40.0
100.0
Valid Percent
40.0
20.0
40.0
100.0
Cumulative
Percent
40.0
60.0
100.0
Q38c
Valid
5.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q38d
Valid
1.00
2.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q39a
Valid
1.00
2.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
Q39b
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
1
1
2
5
Percent
20.0
20.0
20.0
40.0
100.0
Valid Percent
20.0
20.0
20.0
40.0
100.0
Cumulative
Percent
20.0
40.0
60.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 38 of 46
Q39c
Valid
4.00
5.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q39d
Valid
3.00
4.00
5.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q40a
Valid
1.00
2.00
5.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q40b
Valid
3.00
4.00
5.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q40c
Valid
1.00
2.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 39 of 46
Q40d
Valid
4.00
5.00
6.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q41a
Valid
3.00
4.00
5.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q41b
Valid
1.00
2.00
Total
Frequency
1
4
5
Percent
20.0
80.0
100.0
Valid Percent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
Q41c
Valid
4.00
6.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q41d
Valid
4.00
5.00
6.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 40 of 46
Q42a
Valid
1.00
2.00
3.00
Total
Frequency
2
2
1
5
Percent
40.0
40.0
20.0
100.0
Valid Percent
40.0
40.0
20.0
100.0
Cumulative
Percent
40.0
80.0
100.0
Q42b
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
2
1
1
5
Percent
20.0
40.0
20.0
20.0
100.0
Valid Percent
20.0
40.0
20.0
20.0
100.0
Cumulative
Percent
20.0
60.0
80.0
100.0
Q42c
Valid
2.00
3.00
4.00
5.00
Total
Frequency
1
1
1
2
5
Percent
20.0
20.0
20.0
40.0
100.0
Valid Percent
20.0
20.0
20.0
40.0
100.0
Cumulative
Percent
20.0
40.0
60.0
100.0
Q42d
Valid
2.00
3.00
Total
Frequency
4
1
5
Percent
80.0
20.0
100.0
Valid Percent
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Q43a
Valid
3.00
4.00
Total
Frequency
2
3
5
Percent
40.0
60.0
100.0
Valid Percent
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 41 of 46
Q43b
Valid
3.00
4.00
6.00
Total
Frequency
3
1
1
5
Percent
60.0
20.0
20.0
100.0
Valid Percent
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Q43c
Valid
4.00
5.00
6.00
Total
Frequency
1
2
2
5
Percent
20.0
40.0
40.0
100.0
Valid Percent
20.0
40.0
40.0
100.0
Cumulative
Percent
20.0
60.0
100.0
Q43d
Valid
4.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Q44a
Valid
1.00
2.00
3.00
Total
Frequency
1
3
1
5
Percent
20.0
60.0
20.0
100.0
Valid Percent
20.0
60.0
20.0
100.0
Cumulative
Percent
20.0
80.0
100.0
Q44b
Valid
2.00
3.00
4.00
5.00
Total
Frequency
2
1
1
1
5
Percent
40.0
20.0
20.0
20.0
100.0
Valid Percent
40.0
20.0
20.0
20.0
100.0
Cumulative
Percent
40.0
60.0
80.0
100.0
APPENDIX 2.6 EXPERT WEIGHTS
Page 42 of 46
Q44c
Valid
3.00
4.00
5.00
6.00
Total
Frequency
1
1
2
1
5
Percent
20.0
20.0
40.0
20.0
100.0
Valid Percent
20.0
20.0
40.0
20.0
100.0
Cumulative
Percent
20.0
40.0
80.0
100.0
Q44d
Valid
4.00
5.00
Total
Frequency
3
2
5
Percent
60.0
40.0
100.0
Valid Percent
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Section 3: Expert Means for Each Option
Descriptive Statistics
Q1a
N
5
Mean
3.2000
Q1b
5
2.6000
Q1c
5
5.2000
Q1d
5
2.4000
Q2a
5
2.8000
Q2b
5
4.4000
Q2c
5
4.8000
Q2d
5
2.8000
Q3a
5
4.6000
Q3b
5
2.4000
Q3c
5
3.2000
Q3d
5
3.8000
Q4a
5
4.0000
Q4b
5
2.2000
Q4c
5
4.6000
Q4d
5
3.2000
Q5a
5
2.6000
Q5b
5
4.6000
Q5c
5
5.6000
Q5d
5
4.4000
Q6a
5
4.4000
Q6b
5
1.4000
Q6c
5
2.8000
Q6d
5
3.0000
APPENDIX 2.6 EXPERT WEIGHTS
Page 43 of 46
Q7a
5
5.0000
Q7b
5
4.4000
Q7c
5
2.0000
Q7d
5
1.0000
Q8a
5
1.8000
Q8b
5
2.8000
Q8c
5
2.8000
Q8d
5
4.6000
Q9a
5
3.8000
Q9b
5
4.0000
Q9c
5
5.4000
Q9d
5
2.4000
Q10a
5
4.0000
Q10b
5
2.8000
Q10c
5
5.2000
Q10d
5
5.2000
Q11a
5
4.8000
Q11b
5
5.6000
Q11c
5
2.2000
Q11d
5
3.2000
Q12a
5
1.8000
Q12b
5
4.6000
Q12c
5
4.6000
Q12d
5
2.6000
Q13a
5
2.6000
Q13b
5
4.4000
Q13c
5
5.4000
Q13d
5
4.6000
Q14a
5
4.0000
Q14b
5
3.6000
Q14c
5
3.6000
Q14d
5
1.6000
Q15a
5
4.4000
Q15b
5
3.0000
Q15c
5
4.4000
Q15d
5
1.4000
Q16a
5
1.4000
Q16b
5
4.4000
Q16c
5
4.0000
Q16d
5
2.4000
Q17a
5
1.4000
Q17b
5
5.0000
Q17c
5
4.8000
Q17d
5
1.2000
Q18a
5
2.0000
Q18b
5
2.6000
Q18c
5
3.4000
APPENDIX 2.6 EXPERT WEIGHTS
Page 44 of 46
Q18d
5
4.8000
Q19a
5
4.4000
Q19b
5
5.4000
Q19c
5
1.4000
Q19d
5
4.8000
Q20a
5
2.2000
Q20b
5
2.6000
Q20c
5
4.6000
Q20d
5
3.6000
Q21a
5
3.4000
Q21b
5
5.0000
Q21c
5
3.0000
Q21d
5
5.0000
Q22a
5
4.4000
Q22b
5
4.6000
Q22c
5
2.0000
Q22d
5
3.2000
Q23a
5
2.0000
Q23b
5
4.8000
Q23c
5
5.4000
Q23d
5
2.8000
Q24a
5
2.0000
Q24b
5
5.0000
Q24c
5
4.6000
Q24d
5
2.6000
Q25a
5
4.2000
Q25b
5
4.0000
Q25c
5
4.8000
Q25d
5
1.4000
Q26a
5
4.2000
Q26b
5
3.4000
Q26c
5
4.4000
Q26d
5
1.6000
Q27a
5
3.4000
Q27b
5
4.0000
Q27c
5
4.2000
Q27d
5
3.2000
Q28a
5
5.6000
Q28b
5
2.0000
Q28c
5
1.4000
Q28d
5
4.0000
Q29a
5
4.6000
Q29b
5
2.0000
Q29c
5
2.6000
Q29d
5
3.0000
Q30a
5
3.4000
Q30b
5
4.6000
APPENDIX 2.6 EXPERT WEIGHTS
Page 45 of 46
Q30c
5
3.6000
Q30d
5
5.0000
Q31a
5
5.0000
Q31b
5
2.0000
Q31c
5
3.8000
Q31d
5
4.8000
Q32a
5
5.2000
Q32b
5
2.2000
Q32c
5
2.8000
Q32d
5
3.0000
Q33a
5
3.4000
Q33b
5
2.2000
Q33c
5
3.8000
Q33d
5
4.4000
Q34a
5
3.8000
Q34b
5
2.0000
Q34c
5
1.2000
Q34d
5
5.2000
Q35a
5
2.4000
Q35b
5
4.0000
Q35c
5
4.6000
Q35d
5
3.6000
Q36a
5
1.6000
Q36b
5
3.6000
Q36c
5
1.6000
Q36d
5
5.2000
Q37a
5
5.4000
Q37b
5
3.4000
Q37c
5
4.4000
Q37d
5
5.2000
Q38a
5
5.0000
Q38b
5
3.4000
Q38c
5
5.2000
Q38d
5
1.4000
Q39a
5
1.6000
Q39b
5
3.8000
Q39c
5
4.8000
Q39d
5
3.8000
Q40a
5
2.4000
Q40b
5
4.2000
Q40c
5
1.8000
Q40d
5
4.8000
Q41a
5
3.6000
Q41b
5
1.8000
Q41c
5
4.4000
Q41d
5
5.0000
Q42a
5
1.8000
APPENDIX 2.6 EXPERT WEIGHTS
Page 46 of 46
Q42b
5
4.4000
Q42c
5
3.8000
Q42d
5
2.2000
Q43a
5
3.6000
Q43b
5
3.8000
Q43c
5
5.2000
Q43d
5
4.4000
Q44a
5
2.0000
Q44b
5
3.2000
Q44c
5
4.6000
Q44d
5
4.4000
Valid N (listwise)
5
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 1 of 10
Appendix 2.7
Summary of Coping Literature to Create a Veridical Scoring Key for the STEM
Despite the plethora of research on coping strategies, there are at least three reasons
why the development of a unified set of guidelines ranking the effectiveness of coping
strategies in different situations is difficult. Firstly, coping strategies are defined and classified
differently in different studies. Although the Ways of Coping Checklist (WOCC) is used
frequently, studies vary widely in the number and composition of extracted factors (Aldwin &
Revenson, 1987; Aspinwall & Taylor, 1992; Folkman & Lazarus, 1980; Folkman & Lazarus,
1985; Folkman, Lazarus, Gruen, & DeLongis, 1986). Other instruments (e.g., the COPE;
Carver, Scheier, & Weintraub, 1989) with different factors again are also commonly used.
Secondly, much research deals with coping strategies as traits, rather than as instances of
behaviours; and thirdly, much research deals with only one specific type of situation (most
often a medical procedure).
Thus to create a general set of guidelines, it is necessary to judge the conceptual
equivalence of different (or at least differently-named) coping strategies, as well as to
structure experience into types of situations where different coping strategies might be
differentially effective. Suggesting correspondences between coping strategies is not an
attempt at meta-analysis, but an attempt to draw some conceptual equivalence between
different frameworks so that research using these different frameworks can be summarized.
Table 2.8.1 shows conceptual equivalences between structures of coping strategies
from different studies and models, and is an extension of suggestions from Skinner, Edge,
Altman and Sherwood (2003). Table 2.8.1 divides coping strategies into categories of
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 2 of 10
problem-focused, emotion focused, re-appraisal, distancing and avoidant, and it is this
division under which research will be interpreted.
Situations were partitioned according to the frequency and manner they were
described in the literature (rather than according to any theoretical model). Five overall
categories, some with sub-ordinate categories were selected as a framework: (1) coping with
health-related problems (chronic pain or illness; one-off painful or negative procedure; or
network illness); (2) coping with work-related problems; (4) Coping with loneliness
(including death); (4) Coping with everyday events.
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 3 of 10
Table 2.8.1
Summary of Coping Strategy Divisions From Some Major Studies of Coping (based on Skinner, Edge, Altman, Sherwood, 2003)
Problem-Focused
“Coping that is aimed at
managing or altering the problem
causing the distress” (Lazarus &
Folkman, 1984, p. 150).
Emotion-Focused
“coping that is directed at
regulating emotional responses to
the problem” (Lazarus &
Folkman, 1984, p. 150).
Seeking Social Support
“Utilize methods that involve
other people” (Latack &
Havlovic, 1992, p. 492).
Positive Reappraisal
“primary focus on appraising and
reappraising a situation . . .
involves attempts to define the
meaning of a situation” (Moos &
Billings, 1982, p. 218).
Avoidance / Denial
Abandoning the situation or
denying that it exists
Distancing
Minimising the importance or
relevance of the situation
Amirkhan
(1990): Coping
Strategy
Indicator
Problem
Solving
Seeking Social
Support
Carver et al.
(1989): COPE:
Aspinwall &
Taylor
(1992):
WOCC
Endler & Parker
(1990): Self
Report Measure
Active coping
Planning
Suppression of
competing
activities
Active Coping
Restraint coping
Turning to religion
Focus on and
venting of
emotions
Seeking social
support
Folkman et al
(1986): WOCC
Task-oriented
Cautiousness
Instrumental
Action
Negotiation
Confrontive
coping
Planful problem
solving
Problem focused
Emotionoriented
Escapism
Mobilization
Self-Blame
Self-controlling
Accepting
responsibility
Wishful thinking
Self-blame
Tension
reduction
Support
Seeking social
support
Seeking social
support
Seeking Meaning
Positive reappraisal
Emphasizing the
positive
Cautiousness
Minimisation
EscapeAvoidance
Self-isolation
Distancing
Distancing
Seeking social
support
Positive reinterpretation and
growth
Avoidance
Acceptance
Denial
Alcohol and drug
disengagement
Behavioral
Disengagement
Mental
disengagement
Avoidant
coping
Folkman &
Lazarus (1985):
WOCC
Aldwin &
Revenson
(1987): WOCC
Avoidanceoriented
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 4 of 10
Coping with Health Related problems (for chronic pain or illness)
Mattlin, Wethington & Kessler (1990) found that seeking social support and versatile
coping (i.e., using multiple strategies) were effective. Grant, Long and Willms (2002) found that
appraisals of control, and ignoring back pain were related to reductions in negative mood and in
pain. Felton and Revenson (1984) found that information seeking was associated with increased
positive affect.
Bombardier, D'Amico and Jordan (1990) found that wishful thinking, self-blame, and
avoidance all decreased psycho-social adjustment for patients with a diverse range of chronic
medical conditions. Grant et al. (2002) found that catastrophizing appraisals, praying and hoping
were associated with increased negative mood and pain. Wish-fulfilling fantasy and self-blame
were associated with increased distress (Felton & Revenson, 1984). Vitaliano, Katon, Maiuro and
Russo (1989) similarly produce evidence that wishful thinking is ineffective, as it is used
significantly more by chest-pain patients who also suffer from psychiatric disorders, whereas
problem-focused coping is used significantly less by this group.
Coping with Health Related problems (one-off painful or negative procedure)
Mattlin et al. (1990) found that seeking social support, passive coping (i.e., not using any
strategies), positive re-appraisal and problem-focused coping were effective. Martelli, Auerbach,
Alexander, Mercuri (1987) found that the best responses to surgery were achieved with an
intervention stressing both emotion and problem-focussed coping, followed by problem-focused
coping only, with emotion-focused coping only the least effective. An intervention based on
distraction (via attention to music) resulted in less intrusive thoughts than one where attention to
physical sensations was stressed, whereas ignoring the procedure predicted greater tension in the
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 5 of 10
next day’s procedure (Fauerbach, Lawrence, Haythornthwaite & Richter, 2002). Suls and
Fletcher, (1985) reported that avoidance has the best short-term outcomes, whereas attention to
sensory stimulus has better long-term outcomes, and attention to feelings has poor outcomes in a
meta-analysis of results. Relaxation training was superior to two information conditions and to a
mixed condition on a variety of outcome measures (Wilson, 1981).
Coping with Health Related problems (network illness)
Mattlin et al. (1990) found that for situations of acute illness in a network (i.e., close
other, such as spouse, parent, or child), versatile coping (i.e., the use of numerous strategies) was
the most effective, but that no strategies were particularly useful (i.e., had large effect sizes).
When the illness of a close other was chronic rather than acute, passive coping (i.e., a lack of
coping strategies) or active behavioural coping (i.e., problem-focused coping) were both
effective.
Coping with work-related problems
There are several sources of evidence that perceived control of difficult work-related
situations was positive for task and emotional or health-related outcomes. Mearns and Cain
(2003) found perceived control over negative moods predicted adaptive outcomes. Florian,
Mikulincer and Taubman (1995) found that perceived ability to cope with stressful military
combat training predicted high well being and low distress. Appraisals of “challenge” rather than
“threat” predicted good performance on a psycho-motor task in a military sample (Larsson,
1989), and in highly stressful “ejection” incidents in pilots (Larsson & Hayward, 2001).
There are also several sources of evidence that problem-focused coping is effective,
especially in particular combinations. Problem-focused coping decreased psychological strain in
administrative, supervisory and managerial roles, and in managers dealing with organisational
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 6 of 10
change (Litchfield & Gow, 2002; Terry & Callan, 1997); lead to positive outcomes in adult
teleworkers (Norman, Collins, Conner, Martin, & Rance, 1995); and predicted high well being
and low distress in stressful military training (Florian et al., 1995). Shimazu and Kosugi (2003)
found that active coping (conceptually similar to problem-focused coping) decreased
psychological distress, and that this effect was stronger if used in conjunction with distancing, or
with seeking social support, and weaker if the situation required effortful coping (i.e., if there was
role ambiguity or insufficient authority to solve the problem), or restraint coping (i.e., acceptance
of the problem). Dewe (1991) and Kuhlmann (1990) both found distancing to be the single best
strategy for reducing discomfort in stressful work situations (insurance workers and public
transport drivers respectively), but that problem-focused coping (called “planning for the future”
in Kuhlmann’s study) was the second best strategy. Dewe (1991) found that seeking social
support was the next most effective strategy for reducing discomfort, agreeing with Florian et al.
(1995) who found that seeking social support related to well-being and low distress.
Emotion-focused coping was generally found to be an ineffective strategy (Florian et al.,
1995; Norman et al., 1995). Mikulincer and Florian (1995) found that emotion-focused coping
with early job retirement preceeded a fear of death, which related to poor coping with other
negative life events. Appraisals of threat or the event’s irrelevance were associated with poorer
performance (Larson, 1989; Larson & Hayward, 2001). Avoidance coping was the least effective
strategy for reducing emotional discomfort (Dewe, 1991), resulted in poorer outcomes for
workers (exhaustion, failure, depersonalization and job dissatisfaction; Koeske, Kirk & Koeske,
1993), and higher levels of psychological distress (Terry & Callan, 1997). Both Kuhlmann (1990)
and Dewe (1991) reported that venting was relatively low in the rank order of strategies for
reducing emotional discomfort.
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 7 of 10
Coping with loneliness / Lack of others
In coping with the death of a loved one, positive re-appraisal and turning to religion were
effective in reducing emotional discomfort (Mattlin et al., 1990). For loneliness generally, social
interaction, increased activity, approach strategies, and acceptance of the situation combined with
reflection were effective (Nurmi, Toivonen, Salmela-Aro, & Eronen, 1996; Rokach, 1996).
Conversely, distancing oneself from the loneliness, attempts to ignore or deny loneliness, or
avoidance strategies were ineffective for dealing with loneliness (Nurmi et al., 1996; Rokach,
1996).
Coping with Everyday Events
For acute interpersonal problems, versatile coping (using numerous strategies) was
effective, whereas avoidance and active cognition (which might be defined as rumination –
thinking through solutions without acting on them) were ineffective (Mattlin et al., 1990). For
chronic interpersonal problems, distancing was effective (with quite a large effect size), as was
positive re-appraisal (but to a lesser extent; Mattlin et al., 1990). For acute situations of high
threat, social support and problem-focused coping were effective, whereas for medium or low
threat, positive re-appraisal reduces depression, but increases anxiety. Avoidance was ineffective
for chronic difficulties, although passive coping (doing nothing) is effective for situations of high
threat (Mattlin et al., 1990).
Folkman and Lazarus (1988) examined the effect of several coping strategies on
happiness, worry, and confidence separately for a younger (mean age = 40.5) and older group
(mean age = 68.6). Planful problem solving (i.e., problem-focused coping) had positive effects on
all three emotions for both groups. Distancing had negative effects on all three emotions for the
younger sample, and for happiness in the older sample. Confrontive coping negatively affected
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 8 of 10
all three emotions for the young sample, but had no effects for the older. Positive reappraisal had
positive effects for all emotions for the young sample, but increased worry for the older sample.
Social support increased happiness and confidence in the older sample, and avoidance also
increased confidence in the older sample.
McCrae and Costa (1986) examined the best and worst strategies for dealing with an
everyday event (some event that caused threat, loss or challenge in the last six months). They
found that the best strategies were: Faith, Seeking Help, Rational Action, Drawing strength from
Adversity, Expression of feelings, Restraint, Self-Adaptation, and Humour. The worst strategies
were: Passivity, Isolation of affect, Wishful thinking, Self-blame, Indecisiveness, and Hostile
Reaction.
Scoring Guidelines for Coping with Different Situations
A summary of the differential effectiveness of different coping strategies for each of the
four types of situations above (Illness; Work Situations; Loneliness; and Everyday and
Interpersonal Situations) is given in Table 2.8.2. This brief set of guidelines was used to create
scoring guidelines for the STEM. For each item of the STEM, the four options were compared to
the coping strategies from the appropriate category, and rated in order from 1st to 4th (with ties for
those options that were equally effective). Partial scoring was developed, where the best of the
four options scored three points, the second best two points, the third best one point and the worst
scored zero (in the case of ties both options were awarded the higher score, unless they were the
equally the worst option, in which case they scored zero).
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 9 of 10
Table 2.8.2
Guidelines for Determining the Effectiveness of Coping Strategies in Different Types of
Situations
Illness (Chronic)
Effective Strategies:
Problem-focused (information seeking); Positive re-appraisal (appraisals of control);
Distancing from pain; Versatile coping; Seeking Social Support
Ineffective Strategies:
Wishful Thinking and/or Self-Blame (i.e., forms of emotion-focused coping), Avoidance
Illness (one-off or acute)
Most effective:
Combination of emotion- and problem- focused coping
Effective:
Active behavioural coping; relaxation; social support; passive coping (i.e., acceptance or not
using strategies); Positive reappraisal
Mixed or conflicting evidence for effectiveness:
Avoidance or ignoring of pain; Attention to physical sensations
Ineffective:
Emotion-focused; Attention/Focusing on feelings
Work-related situations
Most effective:
Perceived control over negative moods; Perceived control over situation (i.e., appraisals of
challenge rather than threat); Problem-focused coping in conjunction with distancing or
seeking social support; Problem-focused coping when the situation is clear or when the
person has sufficient authority to act.
Effective:
Distancing; Problem-focused; Seeking Social Support
Ineffective:
Acceptance combined with venting; Avoidance; Emotion-focused coping; Appraisals of
threat; Appraisals of irrelevance (if the task is to solve the problem, rather than ameliorate
negative emotions).
Loneliness
Effective:
Approach strategies; Acceptance and reflection; Social interaction; Increased activity
Ineffective:
Avoidance strategies; Distancing; Attempts to ignore loneliness; attempts to deny loneliness.
Everyday and Interpersonal Situations
Effective:
Problem-focused coping; Positive re-appraisal (except for medium and low threat, where this
increases anxiety); Seeking social support
Ineffective
Confrontive/hostile coping; Avoidance; Planning with action (i.e., rumination); Self-Blame;
Wishful Thinking; Accepting the blame.
APPENDIX 2.7: STEM VERIDICAL SCORING
Page 10 of 10
An example of how these guidelines were applied in shown in Table 2.8.3 for a sadness
question. An outline of the decisions made in this way is given in Appendix 2.7 for each of the
questions on the STEM.
Table 2.8.3
Example of an Application of the Coping-Based Scoring Guidelines to a STEM Item
Andre moves away from the city his
friends and family are in. He finds
his friends make less effort to keep in
contact than he thought they would.
[A] He should make the effort to
Approach, social
contact them, but also try to meet
interaction, increased
people in his new city.
activity, plus it’s
versatile.
[B] Try to adjust to life in the new
Increased activity and
city by joining clubs and activities
social interaction.
there.
[C] Let go of his old friends, who
Distancing or
have shown themselves to be
avoidance.
unreliable.
[D] Tell his friends he is
Somewhat related to
disappointed in them for not
rumination, plus it is
contacting him.
confrontive.
Rank
Order
Score
(partial
weighting)
Score
(dichotomous)
1
3
1
2
2
0
=4
0
0
=4
0
0
APPENDIX 2.8: STEM SCORING
Page 1 of 19
Appendix 2.8
Emotion Management Strategies Description and Scoring Key
The STEM (Situational Test of Emotion Management) was developed according to the situational judgment
test (SJT) paradigm. Emotional scenarios were collected on the basis of interviews with 50 people about their
times when they had felt some sort of emotion. Strategies to deal with these emotions were generated by a
further 30 people, and these strategies were judged to be effective to the extent that they resembled coping
strategies that empirical research has found to be effective in particular situations.
The STEM indexes the knowledge component of emotion management – knowing how to deal with different
types of emotional situations effectively. There are questions relating to three different types of emotions
(anger, sadness, and fear) for both work-related scenarios, and scenarios related to personal life. In addition,
the questions can be grouped by important antecedent factors in the scenario (e.g., whether the anger was due
mainly to unfairness, having goals impeded, or perceived rudeness of others), such that areas of effective or
ineffective management can be isolated fairly specifically. These are outlined in Tables 1 and 2.
There is a rough rank order for the effectiveness of questions, with questions ranked from 1st to 4th (many are
tied, or equally effective, according to the scoring key outlined below). Questions can be scored out of 3,
where the most effective answer scores 3 points, the second most effective scores 2 points, the third most
effective answer scores 1 point, and the least effective answer scores zero points. The rank orders, and point
allocations are provided in Table 3.
There are six possible scores.
(1) Total score on EMOTION MANAGEMENT
(2) Score on management of ANGER
(3) Score on management of FEAR
(4) Score on management of SADNESS
(5) Score on management of PERSONAL LIFE
(6) Score on management of WORK LIFE
APPENDIX 2.8: STEM SCORING
Page 2 of 19
Table 1.
Questions in the anger, fear and sadness scales, and the work life and personal life subscales
14 questions relate to sadness (S1 – S14)
18 questions relate to anger (A1 – A18)
12 questions relate to fear
(F1 – F12)
23 questions relate to management of emotional situations in work life:
S1, S2, S6, S7, S11
A1, A2, A3, A4, A5, A9, A12, A13, A15, A16, A17, A18,
F2, F3, F8, F9, F10, F12
21 questions relate to management of emotional situations in personal life:
S3, S4, S5, S8, S9, S10, S12, S13, S14
A6, A7, A8, A10, A11, A14
F1, F4, F5, F6, F7, F11
Table 2
Questions representing specific types of events.
ANGER – breakdown into different causes
Theme 1 – Unfairness (work life)
Theme 2 – Unfairness (personal life)
Theme 3 – Rudeness or put down (work life)
Theme 4 – Rudeness or put down (personal life)
Theme 5 – Goal Striving Impeded (work life)
FEAR – breakdown into different causes
Theme 1 – Anticipation /Role Change (work life)
Theme 2 – Anticipation / Role Change (personal life)
Theme 3 – Health (personal life)
SADNESS – breakdown into different causes
Theme 1 – Losing Friendship + Loneliness (work life)
Theme 2 – Losing Friendship + Loneliness (personal life)
Theme 3 – Parting (personal life only)
Questions
A1, A2, A3, A5, A9
A8, A10, A14
A4, A12, A13
A6, A7, A11
A15, A16, A17, A18
Questions
F2, F3, F8, F10, F12
F1, F7
F4, F5, F6, F11
Questions
S1, S2, S6, S7
S3, S4, S5, S8, S9
S12, S13, S14
APPENDIX 2.8: STEM SCORING
Page 3 of 19
Table 3.
Emotion Management Strategies Questions with Scoring Rationale and Scoring Key (Questions marked with
an asterisk are used in the Study in Chapter 6)
*S1
Q5
Question
Wai-Hin and Connie have shared
an office for years but Wai-Hin
gets a new job and Connie loses
contact with her.
[A] Contact Wai-Hin and arrange to
catch up but also make friends with
her replacement.
[B] Ring Wai-Hin and ask her out
for lunch or coffee to catch up.
[C] Spend time getting to know the
other people in the office, and strike
up new friendships.
[D] Just accept that she is gone and
the friendship is over.
*S2
Q34
Blair and Flynn usually go to a
cafe after the working week and
chat about what’s going on in the
company. After Blair’s job is
moved to a different section in the
company, he stops coming to the
cafe. Flynn misses these Friday
talks.
[A] Invite Blair again, maybe
rescheduling for another time.
[B] Go to the cafe or socialise with
other workers.
[C] Don’t worry about it, ignore the
changes and let Blair be.
[D] Not talk to Blair again.
Scoring Rationale
Rank
Score
Score 2
Versatile (uses 2 strategies), both
of which are good for dealing with
loneliness (approach and social
interaction)
Still good for loneliness but not as
versatile as [A]
Still good for loneliness but not as
versatile as [A]
1
3
1
=2
2
0
=2
2
0
Could be interpreted as
“acceptance and reflection” but
also as distancing.
4
0
0
Approach strategy.
=1
3
1
Approach strategy.
=1
3
1
Denying or ignoring loneliness
(but distancing, and this situation
is not clearly only loneliness so is
better than D).
Extreme avoidance.
3
1
0
4
0
0
APPENDIX 2.8: STEM SCORING
*S3
Q11
*S4
Q25
Question
Andre moves away from the city
his friends and family are in. He
finds his friends make less effort
to keep in contact than he thought
they would.
[A] He should make the effort to
contact them, but also try to meet
people in his new city.
[B] Try to adjust to life in the new
city by joining clubs and activities
there.
[C] Let go of his old friends, who
have shown themselves to be
unreliable.
[D] Tell his friends he is
disappointed in them for not
contacting him.
Shona has not spoken to her
nephew for months, whereas when
he was younger they were very
close. She rings him but he can
only talk for five minutes.
[A] Understand that relationships
change, but keep calling him from
time to time.
[B] Make plans to drop by and visit
him in person and have a good chat.
[C] Realise that he is growing up
and might not want to spend so
much time with his family any
more.
[E] Be upset about it, but realise
there is nothing she can do.
Page 4 of 19
Scoring Rationale
Rank
Score
Approach, social interaction,
increased activity, plus it’s
versatile.
Increased activity and social
interaction.
1
3
1
2
2
0
Distancing or avoidance.
=4
0
0
Somewhat related to rumination,
plus it is confrontive.
=4
0
0
Approach + Acceptance and
reflection (versatile)
1
3
1
2
0
2
0
0
0
Not versatile, so not as good as
=2
[A]
Not versatile so not as good as [A] =2
Rumination
3
Score 2
APPENDIX 2.8: STEM SCORING
*S5
Q44
Question
Julie hasn’t seen Ka for ages and
looks forward to their weekend
trip away. However, Ka has
changed a lot and Julie finds that
she is no longer an interesting
companion.
[A] Understand that people change,
so move on, but remember the good
times.
[B] Realise that it is time to give up
the friendship and move on.
[C] Cancel the trip and go home
[D] Concentrate on her other, more
rewarding friendships.
S6
Q32
*S7
Q9
Mallory moves from a small
company to a very large one,
where there is little personal
contact, which she misses.
[A] Talk to her workmates, try to
create social contacts and make
friends
[B] Concentrate on her outside-work
friends and colleagues from
previous jobs.
[C] Start looking for a new job so
she can leave that environment.
[D] Just give it time, and things will
be okay.
Surbhi starts a new job where he
doesn’t know anyone and finds
that no one is particularly friendly
[A] Make an effort to talk to people
and be friendly himself
[B] Have fun with his friends
outside of work hours.
[C] Concentrate on doing his work
well at the new job.
[D] Leave the job and find one with
a better environment.
Page 5 of 19
Scoring Rationale
Rank
Score
Score 2
Positive re-appraisal (which is
good for depression) + distancing
+ problem solving (as versatile
coping is better)
Distancing in the absence of
positive re-appraisal
Avoidance
Distancing + problem focused
1
3
1
3
1
0
4
2
0
2
0
0
Approach strategies
=1
3
1
Social interaction strategies
=1
3
1
Avoidance
4
0
0
Distancing, but not as extreme as
[C]
3
1
0
Approach
=1
3
1
Social interaction
=1
3
1
Attempts to deny loneliness BUT
also elements of ‘increased
activity’ so is better than D
Avoidance
3
1
0
4
0
0
APPENDIX 2.8: STEM SCORING
S8
Q2
Question
Rhea has left her job to be a fulltime mother, which she loves, but
she misses the company and
companionship of her workmates
[A] Try to see her old workmates
socially, inviting them for coffee or
dinner.
[B] Join a playgroup or social group
of new mothers.
[C] See if she can find part time
work.
[D] Enjoy being a full-time mum.
S9
Q13
Clayton has been overseas for a
long time and returns to visit his
family. So much has changed that
Clayton feels left out.
[A] Spend time listening and getting
involved again.
[B] Reflect that things can change
with time.
[C] Nothing – it will sort itself out
soon enough.
[D] Tell his family he feels left out.
Page 6 of 19
Scoring Rationale
Rank
Score
Score 2
Social interaction/approach
=1
3
1
Social interaction/approach
=1
3
1
Social interaction/approach BUT
she will have to give up the fulltime mother status that she loves
Attempting to ignore or deny
loneliness.
3
1
0
4
0
0
Approach strategy
1
3
1
Rumination (bad) but could also
be viewed as positive re-appraisal
so is better than C (wishful
thinking)
Wishful thinking
3
1
0
4
0
0
Seeking social support (but is a bit
confrontive, so is not as good as
A)
2
2
0
APPENDIX 2.8: STEM SCORING
S10
Q21
S11
Q7
Question
Upon entering full-time study,
Vincent cannot afford the time or
money he used to spend on waterpolo training, which he was quite
good at. Although he enjoys fulltime study, he misses training.
[A] See if there is a local league or a
less expensive time-consuming
sport.
[B] Find out about sporting
scholarships or bursaries.
[C] Think deeply about whether
sport or study is more important to
him.
[D] Concentrate on studying hard, to
pass his course.
Manual is only a few years from
retirement when he finds out his
position will no longer exist,
although he will still have a job
with a less prestigious role.
[A] Talk to his boss or the
management about it.
[B] Carefully consider his options
and discuss it with his family.
[C] Walk out of that job.
[D] Accept the situation, but still
feel bitter about it.
Page 7 of 19
Scoring Rationale
Rank
Score
Score 2
Active problem solving
=1
3
1
Active problem solving
=1
3
1
Rumination
=4
0
0
Do nothing
=4
0
0
Problem solving
2
2
0
Problem solving + seeking social
support.
Avoid, plus this just seems not to
consider practical concerns at all.
Acceptance + venting
1
3
1
=4
0
0
=4
0
0
APPENDIX 2.8: STEM SCORING
S12
Q28
*S13
Q36
*S14
Q17
Question
Hasina is overseas when she finds
out that her father has passed
away from an illness he has had
for years.
[A] Contact her close relatives for
information and support.
[B] Try not to think about it, going
on with her daily life as best she
can.
[C] Think deeply about the more
profound meaning of this loss.
[D] Feel terrible that she left the
country at such a time.
Michelle’s friend Dara is moving
overseas to live with her partner.
They have been good friends for
many years and Dara is unlikely
to come back.
[A] Make sure she keeps in contact
through email, phone or letter
writing.
[B] Spend time with other friends,
and keep busy.
[C] Think that Dara and her partner
will return soon.
[D] Forget about Dara
Daniel has been accepted for a
prestigious position in a different
country from his family, who he is
close to. He and his wife decide it
is worth relocating.
[A] Set up a system for staying in
touch, like weekly phone calls or
emails.
[B] Think about the great
opportunities this change offers.
[C] Don’t take the position
[D] Realise he shouldn’t have
applied for the job if he didn’t want
to leave.
Page 8 of 19
Scoring Rationale
Rank
Score
Score 2
Seeking information and social
support.
Avoidance
1
3
1
=4
0
0
Rumination
=4
0
0
Rumination
=4
0
0
prob solv
=1
3
1
soc support
=1
3
1
Avoidance
3
1
0
Wishful thinking
4
0
0
Problem solving
=1
3
1
Re-appraisal
=1
3
1
Avoidance
Self-blame
=4
=4
0
0
0
0
APPENDIX 2.8: STEM SCORING
A1
Q3
*A2
Q40
A3
Q8
Question
Pete has specific skills his
workmates do not and he feels
that his workload is higher
because of it.
Speak to his boss about this.
Start looking for a new job
Be very proud of his unique skills.
Speak to his workmates about this.
Alana has been acting in a highranking role for several months. A
decision is made that only longterm employees can now act in
these roles, and Alana has not
been with the company long
enough to do so.
[A] Ask management if an
exception can be made.
[B] Accept this new rule, but feel
hard-done-by.
[C] Quit that position.
[D] Use that experience to get
promoted when she is long term.
Alan helps Trudy, a peer he works
with occasionally, with a difficult
task. Trudy complains that Alan’s
work isn’t very good, and Alan
responds that Trudy should be
grateful he is doing her a favour.
They argue
Apologise to Trudy
Stop helping Trudy and don’t help
her again.
Try harder to help appropriately.
Diffuse the argument by asking for
advice.
Page 9 of 19
Scoring Rationale
Rank
Score
Score 2
Problem solving
Avoidance
Re-appraisal
Problem solving (but with
insufficient authority)
1
4
3
2
3
0
1
2
1
0
0
0
Problem solving (with role
ambiguity / insufficient authority)
Acceptance + venting
2
3
1
=4
0
0
Avoidance
Problem solving / Positive
reappraisal
=4
1
0
3
0
1
Problem focused
Avoidance
=2
4
2
0
0
0
Problem-focused
Problem focused and emotion
focused.
=2
1
2
3
0
1
APPENDIX 2.8: STEM SCORING
A4
Q20
Question
The woman who relieves Celia at
the end of her shift is twenty
minutes late without excuse or
apology
Tell her that this is unacceptable.
Ask for an explanation of her
lateness.
Forget about it unless it happens
again.
Tell the boss about it.
*A5
Q42
Jumah has been working at a new
job part-time while he studies. His
shift times for the week are
changed at the last minute,
without consulting him.
Tell the manager in charge of shifts
that he is not happy about it.
Refuse to work the new shifts.
Find out if there is some reasonable
explanation for the shift changes.
Grumpily accept the changes and do
the shifts.
A6
Q29
Page 10 of 19
Scoring Rationale
Rank
Score
Problem solving
Problem solving
=4
=4
0
0
0
0
Distancing (best because this
situation is almost entirely about
reducing emotional discomfort)
Prob solving
1
3
1
=4
0
0
Problem solving
2
2
0
Problem solving but with
insufficient authority
Problem solving +
reappraisal/distancing
Acceptance + venting
3
1
0
1
3
1
4
0
0
2
2
0
3
1
0
1
3
1
4
0
0
Mina and her sister-in-law
normally get along quite well, and
the sister-in-law regularly babysits for her for a small fee. Lately
she has also been cleaning away
cobwebs, commenting on the
mess, which Mina finds insulting.
Tell her sister-in-law these
Problem solving – more
comments upset her.
confrontive than C
Tell her only to babysit, not to clean. Problem solving but more
confrontive than A
Be grateful her house is being
Positive reappraisal
cleaned for free.
Get a new babysitter.
Avoidant.
Score 2
APPENDIX 2.8: STEM SCORING
A7
Q14
*A8
Q24
Question
Katerina takes a long time to set
the VCR timer. With the family
watching, her sister says “You
idiot, you’re doing it all wrong,
can’t you work the video?”
Katerina is quite close to her
sister and family
Ignore her sister and keep at the
task.
Get her sister to help or to do it.
Tell her sister she is being mean.
Never work appliances in front of
her sister or family again.
Gloria’s flatmates never buy
essential non-food items when
they are running low, relying on
Gloria to buy them, which she
resents. They know each other
reasonably well, but have not yet
discussed financial issues.
Introduce a new system for grocery
shopping and sharing costs.
Tell her flatmates she has a problem
with this.
Hide her own personal store of
items from the others.
Don’t buy the items.
Page 11 of 19
Scoring Rationale
Rank
Score
Score 2
Distancing
=1
3
1
Seeking help
Confrontive
Avoidant
=1
=4
=4
3
1
1
1
0
0
Problem solving
1
3
1
Problem solving (but more
confrontive)
Problem solving but also avoidant
2
2
0
3
1
0
Avoidant
4
0
0
APPENDIX 2.8: STEM SCORING
A9
Q33
A10
Q35
A11
P
Q26
Question
A demanding client takes up a lot
of Jill’s time and then asks to
speak to Jill’s boss about her
performance. Although Jill’s boss
assures her that her performance
is fine, Jill feels upset.
Calm down by taking deep breaths
or going for a short walk.
Think that she has been successful
in the past and this client being
difficult is not her fault.
Talk to her friends or workmates
about it.
Ignore the incident and move on to
her next task.
Jerry has had several short-term
jobs in the same industry, but is
excited about starting a job in a
different industry. His father
casually remarks that he will
probably last six months
Ignore his father’s comments.
Prove him wrong by working hard
to succeed at the new job.
Tell his father he is completely
wrong.
Think of the positives of the new
job.
Moshe finds out that some
members of his social sports team
have been saying that he is not a
very good player
Do some extra training to try and
improve.
Although he may be bad at sport
remember he is good at other things.
Forget about it.
Leave that sports team.
Page 12 of 19
Scoring Rationale
Rank
Score
Score 2
Problem solving (although this is
actually emotion-focused I think it
is one of those cases where the
emotions are dealt with in order
that the person is then competent
to do a task).
Positive reappraisal (increases
anxiety in low-medium threat
situations which this is)
Seeking social support.
=1
3
1
3
1
0
=1
3
1
Avoidance.
4
0
0
Distancing
Strength from adversity and
reappraisal
Confrontive
3
1
1
3
0
1
4
0
0
Reappraisal
2
2
0
Problem solving
=1
3
1
Reappraisal
=1
3
1
Distancing
Avoidance
3
4
1
0
0
0
APPENDIX 2.8: STEM SCORING
A12
Q4
Question
Mario is showing Min, a new
employee, how the system works.
Mario’s boss walks by and
announces Mario is wrong about
several points, as changes have
been made. Mario gets on well
with his boss, although they don’t
normally have much to do with
each other.
Not worry about it, just ignore the
interruption.
Learn the new changes.
Tell his boss that such criticism was
inappropriate.
Make a joke to Min, explaining he
didn’t know about the changes.
*A13
Q18
*A14
Q22
A junior employee making routine
adjustments to some of Teo’s
equipment and accuses Teo of
causing the equipment
malfunction
Ignore the accusation, it is not
important.
Explain that malfunctions were not
his fault.
Learn more about using the
equipment so that it doesn’t break.
Reprimand the employee for making
such accusations.
Evan’s flatmate cooked food late
at night and left a huge mess in
the kitchen that Even discovered
at breakfast
Tell his flatmate to clean up the
mess.
Ask his flatmate that this not happen
again.
Clean up the mess himself.
Assume that the flatmate will clean
it later.
Page 13 of 19
Scoring Rationale
Rank
Score
Score 2
Distancing
2
2
0
Problem solving (but accepting
blame)
Problem solving (but with
insufficient authority)
Problem solving (with humour,
distancing)
3
1
0
4
0
0
1
3
1
Distancing
1
3
1
Problem Solving
=2
2
0
Problem Solving
=2
2
0
Confrontive
4
0
0
Problem solving (but more
confrontive than B)
Problem solving
3
1
0
=1
3
1
Accepting blame
Distancing and positive
reappraisal
4
=1
0
3
0
1
APPENDIX 2.8: STEM SCORING
*A15
Q38
A16
Q1
*A17
Q12
Question
Hannah’s access to essential
resources has been delayed and
her work is way behind schedule.
Her progress report makes no
mention of the lack of resources.
Explain the lack of resources to her
boss or to management.
Document the lack of resources in
her progress report.
Learn that she should plan ahead for
next time.
Don’t worry about it.
Lee’s workmate fails to deliver an
important piece of information on
time, causing Lee to fall behind
schedule also.
Explain the urgency of the situation
to the workmate.
Never rely on that workmate again.
Get angry with the workmate.
Work harder to compensate.
Helga’s team has been performing
very well. They receive poorquality work from another team
that they must incorporate into
their own project.
Tell the other team they must re-do
their work.
Don’t worry about it.
Tell the project manager about the
situation.
Re-do the other team’s work to get it
up to scratch.
Page 14 of 19
Scoring Rationale
(criteria = task performance)
Rank
Score
Score 2
Problem solving
=1
3
1
Problem solving
=1
3
1
This does not really address the
problem – avoidance of sorts
Distancing.
=4
0
0
=4
0
0
Problem solving and also more
‘seeking social support’ than D
Avoidance
Acceptance + venting
Problem solving
1
3
1
=4
=4
2
0
0
2
0
0
0
Problem solving but with
insufficient authority.
Avoidance
Problem solving
3
1
0
4
=1
0
3
0
1
Problem solving
=1
3
1
Criterion = task performance
APPENDIX 2.8: STEM SCORING
*A18
Q16
Question
Max prides himself on his work
being of the highest quality. On a
joint project, other people do a
lousy job, assuming that Max will
fix their mistakes.
Confront the others, and tell them
they must fix their mistakes.
Tell the project manager about the
situation.
Forget about it.
Fix the mistakes.
*F1
Q43
F2
Q30
Jacob is having a large family
gathering to celebrate him moving
into his new home. He wants the
day to go smoothly and is a little
nervous about it.
Prepare ahead of time so he has
everything he needs available.
Talk to friends or relatives to ease
his worries.
Try to calm down, perhaps go for a
short walk or meditate.
Accept that things aren’t going to be
perfect but the family will
understand.
Billy is nervous about acting a
scene when there are a lot of very
experienced actors in the crowd.
Use some acting techniques to clam
his nerves.
Practice his scenes more so that he
will act well.
Believe in himself and know it will
be fine.
Put things in perspective – it is not
the end of the world.
Page 15 of 19
Scoring Rationale
Rank
Score
Score 2
Problem solving (but with
insufficient authority – he is
ordering around his equals)
Problem solving with instrumental
social support.
Avoidance/distancing (this is bad
because there is a clear task-focus
in this question).
Problem solving.
=2
2
0
1
3
1
4
0
0
=2
2
0
Problem solving
=1
3
1
Social support
=1
3
1
Emotion focused only
3
1
0
Positive re-appraisal
4
0
0
Active problem solving (NB:
although this is emotion focused,
the goal is problem solving since
this allows Billy to perform)
Problem solving
=1
3
1
=1
3
1
Wishful thinking
=4
0
0
Positive re-appraisal – not good
=4
for low-med levels of threat, which
this is.
0
0
APPENDIX 2.8: STEM SCORING
*F3
Q10
Question
Darla is nervous about presenting
her work to a group of seniors
who might not understand it, as
they don’t know much about her
area.
Work on her presentation,
simplifying the explanations.
Practice presenting to laypeople
such as friends or family.
Just give the presentation.
Be positive and confident, knowing
it will go well.
F4
Q15
Benjiro’s parents are in their late
80s and living interstate in a house
by themselves. He is worried that
they need some help but they
angrily deny it any time he brings
up the subject.
Keep telling his parents his
concerns, stressing their importance.
Visit frequently and get others to
check on them.
Believe his parents’ claims that they
are fine.
Force his parents to move into a
home.
*F5
Q37
Dorian needs to have some
prostate surgery and is quite
scared about the process. He has
heard that it is quite painful.
Find out as much as he can about
the procedure and focus on calming
down.
Talk to his family about his
concerns.
Talk to his doctor about what will
happen.
Keep busy in the meantime so he
doesn’t think about the impending
surgery.
Page 16 of 19
Scoring Rationale
Rank
Score
Score 2
Problem solving
=1
3
1
Problem solving
=1
3
1
Nothing – passive coping (this is
3
good for high levels of threat only)
Wishful thinking and reappraisal
4
1
0
0
0
Problem solving, but more
confrontive than B
Problem solving
2
2
0
1
3
1
Wishful thinking (or possibly reappraisal, which is bad for this
level of threat)
Problem solving, but VERY
confrontive.
3
1
0
4
0
0
Problem focused + emotion
focused
1
3
1
Seeking social support.
=2
2
0
Problem focused coping
=2
2
0
Ignoring
4
0
0
APPENDIX 2.8: STEM SCORING
*F6
Q19
Question
Mei Ling answers the phone and
hears that close relatives are in
hospital critically ill.
Speak to other family to calm
herself and find out what is
happening, then visit the hospital.
Visit the hospital and ask staff about
their condition.
Let herself cry and express emotion
for as long as she feels like.
There is nothing she can do.
*F7
Q23
F8
Q31
Greg has just gone back to
university after a lapse of several
years. He is surrounded by
younger students who seem very
confident about their ability and
he is unsure whether he can
compete with them.
Talk to others in his situation.
Study hard and attend all lectures.
Realise he is better than the younger
students as he has more life
experience.
Focus on his life outside the
university.
Juno is fairly sure his company is
going down and his job is under
threat. It is a large company and
nothing official has been said.
Start applying for other jobs.
Find out what is happening and
discuss his concerns with his family.
Try to keep the company afloat by
working harder.
Think of these events as an
opportunity for a new start.
Page 17 of 19
Scoring Rationale
Rank
Score
Score 2
Versatile coping
1
3
1
Versatile but not as much as A
2
2
0
Only 1 strategy + ruminative, so
could possibly backfire (but could
also be good grief-work –
evidence is uncertain)
Avoidant.
3
1
0
4
0
0
Social support
Problem focused coping
Positive re-appraisal (but bad for
low-medium level of threat, which
this is)
Distancing.
=1
=1
3
3
3
1
1
1
0
4
0
0
Active problem solving
Problem solving with social
support
Problem solving with insufficient
authority.
Positive reappraisal (not good for
threat at med/low level)
=1
=1
3
3
1
1
=4
0
0
=4
0
0
APPENDIX 2.8: STEM SCORING
*F9
Q6
F10
Q27
Question
Martina is accepted for a highly
sought after contract, but has to
fly to the location. Martina has a
phobia of flying.
See a doctor about this.
Find alternative travel arrangements.
Just get through it.
Don’t go to the location.
Joel has always dealt with one
particular client but on a very
complex job his boss gives the task
to a co-worker instead. Joel
wonders whether his boss thinks
he can’t handle the important
jobs.
Ask his boss why the co-worker was
given the job.
Do good work so that he will be
given the complex tasks in future.
Not worry about this unless it
happens again.
Believe he is performing well and
will be given the next complex job.
*F11
Q41
Reece’s friend points out that her
young children seem to be
developing more quickly than
Reece's. Reece sees that this is
true.
Talk to a doctor what the normal
rates of development are.
Realise that children develop at
different rates.
Angrily confront her friend about
making such statements.
Talk the issue over with another
friend.
Page 18 of 19
Scoring Rationale
Rank
Score
Problem solving
Problem solving
Distancing
Avoidance
=1
=1
=4
=4
3
3
0
0
1
1
0
0
Problem solving, but with role
ambiguity.
Problem solving but Planning for
the future (bad for relieving stress
under Dewe, 1991)
Distancing + active (watching the
situation to see if it happens
again)
Wishful thinking.
=2
2
0
=2
2
0
1
3
1
4
0
0
Problem solving.
=1
3
1
1
0
0
0
3
1
Positive re-appraisal (not good for 3
threat).
Confrontive coping (bad)
4
Seeking social support.
=1
Score 2
APPENDIX 2.8: STEM SCORING
*F12
Q39
Question
Jill is given an official warning for
entering a restricted area. She was
never informed that the area was
restricted and will lose her job if
she gets two more warnings,
which she thinks is unfair.
Explain that she didn’t know it was
restricted.
Accept the warning and be careful
not to go in restricted areas from
now on.
Take a few deep breaths and calm
down about it.
Think about the unfairness of the
situation.
Page 19 of 19
Scoring Rationale
Rank
Score
Score 2
Problem solving
1
3
1
Problem solving of sorts, but
planning for the future and
accepting situation (so not as
good as A)
Emotion focussed alone.
2
2
0
3
1
0
Acceptance + venting
4
0
0
APPENDIX 3.1: CORRELATIONS CRITERION VARIABLES
Page 1 of 1
Appendix 3.1
Correlations Between Criterion Variables
VOCAB
OPEN
CONSC
EXTRA
AGREE
NEUR
TAS_DIF
TAS_DDF
TAS_EOT
SWLS
GHQ
VOC OPE
CON
AB
N
SC
1.00
.04
-.02
.04
1.00
.13
-.02
.13
1.00
-.04
-.01
-.03
.10
.07
.27**
-.04
-.05
.11
-.11
-.12
-.14
-.05
-.19** -.18*
-.26** -.27** -.12
.06
.09
.07
-.20*
.01
-.10
EXT
RA
-.04
-.01
-.03
1.00
.14*
-.24**
-.14
-.35**
-.05
.34**
-.26**
AGR
EE
.10
.07
.27**
.14*
1.00
.06
-.05
-.27**
-.25**
.05
-.08
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
NE
TAS_ TAS_ TAS_
UR
DIF
DDF
EOT SWL GHQ
-.04
-.11
-.05
-.26** .06
-.20*
-.05
-.12
-.19** -.27** .09
.01
.11
-.14
-.18*
-.12
.07
-.10
-.24** -.14
-.35** -.05
.34** -.26**
.06
-.05
-.27** -.25** .05
-.08
1.00
.53**
.28**
.00
-.33** .47**
.53** 1.00
.48**
.19** -.31** .47**
.28**
.48** 1.00
.35** -.31** .35**
.00
.19**
.35** 1.00
-.15*
.10
-.33** -.31** -.31** -.15* 1.00
-.48**
.47**
.47**
.35**
.10
-.48** 1.00
APPENDIX 3.2: CORRELATIONS BY SEX
Page 1 of 1
Appendix 3.2
Correlations between EI and Criterion Variables For Males and Females Separately
Correlations
Sex
.00
1.00
MANM_ER
MANR_ZED
UND_V
STOR_zDE
VOCAB
OPEN
CONSC
EXTRA
AGREE
NEUR
TAS_DIF
TAS_DDF
TAS_EOT
SWLS
SWL_NOW
SWL_PAST
GHQ
MANM_ER
MANR_ZED
UND_V
STOR_zDE
VOCAB
OPEN
CONSC
EXTRA
AGREE
NEUR
TAS_DIF
TAS_DDF
TAS_EOT
SWLS
SWL_NOW
SWL_PAST
GHQ
MANM_ER MANR_ZED
UND_V
STOR_zDE
1.00
.a
.69**
.05
.a
1.00
.26
.20
.69**
.26
1.00
.43**
.05
.20
.43**
1.00
.55**
-.09
.54**
.22
-.29
-.05
.11
.12
-.01
.19
-.01
.04
.04
.07
-.10
-.14
.15
.13
.02
-.11
-.17
-.21
.02
.12
-.15
-.01
-.08
.07
.03
-.25
-.02
-.03
-.48**
-.28
-.43**
-.18
.31
.16
.16
.06
.25
-.01
.15
.05
.34*
.31
.16
.07
-.18
.a
-.11
-.02
1.00
.a
.59**
-.14
a
.
1.00
.62**
.45**
.59**
.62**
1.00
.27**
-.14
.45**
.27**
1.00
.33**
.43**
.47**
.07
-.03
.11
.13
-.10
-.01
.27*
-.03
.05
.06
-.05
-.03
-.09
.27*
.42**
.24**
-.09
.08
-.09
-.09
-.08
.08
-.25
-.16
-.15
-.14
-.16
-.17
-.01
-.29*
-.34*
-.38**
.03
.09
.10
.13
-.17*
-.04
.12
.12
-.13
.23*
.05
.11
-.19*
-.14
.a
-.03
-.21
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
a. Cannot be computed because at least one of the variables is constant.
MANM_ER = MC STEM
MANr_ZED = Ratings STEM
UND_V = STEU
STOR_ZDE = Stories
APPENDIX 3.3: REGRESSION WEIGHTS
Page 1 of 11
Appendix 3.3
Regression Weights for Regression Models Predicting Alexithymia, Life Satisfaction,
Well Being and Academic Achievement from Vocabulary, Personality and EI
(1) Regression Predicting Difficulty Identifying Feelings from Vocabulary, Personality
and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
16.862
.406
-3.398
2.107
12.407
3.322
-2.743
1.774
-.150
.113
-.322
.110
-.048
.100
-.024
.149
.940
.112
12.129
3.334
-1.829
2.003
-.136
.114
-.331
.111
-.057
.101
-.001
.151
.935
.112
-3.130
3.186
Standardized
Coefficients
Beta
-.117
-.095
-.081
-.187
-.030
-.011
.532
-.063
-.074
-.192
-.036
.000
.529
-.069
t
41.538
-1.612
3.735
-1.546
-1.319
-2.919
-.475
-.163
8.402
3.638
-.913
-1.193
-2.987
-.562
-.005
8.353
-.982
Sig.
.000
.109
.000
.124
.189
.004
.636
.870
.000
.000
.362
.234
.003
.575
.996
.000
.327
a. Dependent Variable: TAS_DIF
(2) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality
and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
13.598
.316
-.820
1.640
26.054
2.634
-.399
1.407
-.250
.090
-.184
.088
-.377
.080
-.344
.118
.311
.089
25.805
2.642
.419
1.587
-.238
.091
-.191
.088
-.385
.080
-.323
.120
.307
.089
-2.804
2.525
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
-.037
-.018
-.175
-.138
-.310
-.193
.228
.019
-.166
-.144
-.316
-.181
.225
-.080
t
43.035
-.500
9.891
-.284
-2.776
-2.096
-4.745
-2.904
3.509
9.768
.264
-2.626
-2.178
-4.829
-2.693
3.461
-1.111
Sig.
.000
.618
.000
.777
.006
.037
.000
.004
.001
.000
.792
.009
.031
.000
.008
.001
.268
APPENDIX 3.3: REGRESSION WEIGHTS
Page 2 of 11
(3) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality
and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
17.640
.341
-6.020
1.771
31.672
3.159
-5.603
1.687
-.404
.108
-.047
.105
-.092
.095
-.389
.142
-.022
.106
30.665
3.054
-2.294
1.835
-.356
.105
-.078
.102
-.124
.092
-.304
.139
-.039
.103
-11.340
2.919
Standardized
Coefficients
Beta
-.241
-.224
-.254
-.032
-.068
-.196
-.015
-.092
-.224
-.053
-.092
-.153
-.026
-.292
t
51.707
-3.399
10.027
-3.321
-3.750
-.449
-.961
-2.738
-.209
10.040
-1.250
-3.404
-.772
-1.347
-2.189
-.380
-3.885
Sig.
.000
.001
.000
.001
.000
.654
.338
.007
.835
.000
.213
.001
.441
.180
.030
.704
.000
a. Dependent Variable: TAS_EOT
(4) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and
STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
14.417
.284
1.014
1.476
13.483
2.573
.998
1.374
.106
.088
.098
.086
.278
.078
-.075
.116
-.317
.087
13.837
2.570
-.167
1.544
.089
.088
.109
.085
.289
.078
-.105
.117
-.311
.086
3.993
2.457
a. Dependent Variable: SWL_NOW
Standardized
Coefficients
Beta
.050
.049
.082
.082
.253
-.047
-.257
-.008
.069
.091
.264
-.066
-.253
.127
t
50.718
.687
5.241
.727
1.203
1.150
3.574
-.651
-3.657
5.383
-.108
1.007
1.280
3.723
-.904
-3.602
1.625
Sig.
.000
.493
.000
.468
.231
.252
.000
.516
.000
.000
.914
.315
.202
.000
.367
.000
.106
APPENDIX 3.3: REGRESSION WEIGHTS
Page 3 of 11
(5) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality
and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
8.795
.216
1.424
1.123
5.375
1.927
1.371
1.029
.056
.066
.112
.064
.257
.058
.035
.087
-.211
.065
5.628
1.926
.542
1.157
.044
.066
.120
.064
.265
.058
.014
.087
-.207
.065
2.842
1.841
Standardized
Coefficients
Beta
.092
.089
.057
.122
.307
.029
-.225
.035
.044
.131
.317
.011
-.220
.118
t
40.667
1.268
2.790
1.333
.846
1.749
4.415
.404
-3.252
2.922
.468
.660
1.871
4.554
.155
-3.196
1.544
Sig.
.000
.206
.006
.184
.399
.082
.000
.687
.001
.004
.640
.510
.063
.000
.877
.002
.124
a. Dependent Variable: SWL_PAST
(6) Regression Predicting GHQ scores from Vocabulary, Personality and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
40.098
.925
-11.449
5.139
36.232
9.292
-6.785
4.722
.121
.287
-.320
.254
-.394
.264
-.285
.397
1.283
.277
35.976
9.626
-6.495
5.432
.125
.291
-.324
.257
-.395
.265
-.270
.421
1.285
.279
-.958
8.743
a. Dependent Variable: GHQ
Standardized
Coefficients
Beta
-.213
-.126
.037
-.110
-.135
-.064
.426
-.121
.038
-.111
-.136
-.061
.427
-.011
t
43.329
-2.228
3.899
-1.437
.421
-1.263
-1.494
-.718
4.635
3.738
-1.196
.429
-1.261
-1.490
-.641
4.607
-.110
Sig.
.000
.028
.000
.154
.675
.210
.138
.474
.000
.000
.235
.669
.210
.139
.523
.000
.913
APPENDIX 3.3: REGRESSION WEIGHTS
Page 4 of 11
(7) Regression Predicting Psychology Grade from Vocabulary, Personality and STEU
Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
67.721
1.023
19.593
5.624
40.977
10.212
24.376
5.569
.661
.330
.526
.306
-.279
.305
.374
.421
.622
.326
48.250
9.980
15.025
5.973
.419
.323
.625
.294
-.226
.292
.020
.415
.558
.311
34.350
9.979
Standardized
Coefficients
Beta
.305
.380
.170
.153
-.080
.079
.172
.234
.108
.182
-.065
.004
.154
.323
t
66.222
3.484
4.013
4.377
1.999
1.717
-.915
.888
1.912
4.835
2.515
1.295
2.127
-.774
.048
1.792
3.442
Sig.
.000
.001
.000
.000
.048
.089
.362
.377
.058
.000
.013
.198
.036
.440
.962
.076
.001
a. Dependent Variable: p1002
(8) Regression Predicting Weighted Average Mark from Vocabulary, Personality and
STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_UND
Unstandardized
Coefficients
B
Std. Error
67.352
1.090
17.573
5.709
51.200
12.252
21.044
5.912
.398
.379
.422
.335
.122
.336
-.228
.516
.576
.352
56.617
12.466
15.104
6.678
.315
.377
.503
.334
.198
.334
-.617
.552
.565
.348
21.266
11.572
a. Dependent Variable: WAM
Standardized
Coefficients
Beta
.285
.342
.099
.121
.035
-.043
.159
.245
.079
.144
.057
-.115
.156
.204
t
61.793
3.078
4.179
3.559
1.050
1.262
.364
-.442
1.637
4.542
2.262
.836
1.506
.594
-1.117
1.625
1.838
Sig.
.000
.003
.000
.001
.296
.210
.717
.659
.105
.000
.026
.405
.135
.554
.266
.107
.069
APPENDIX 3.3: REGRESSION WEIGHTS
Page 5 of 11
(9) Regression Predicting Difficulty Identifying Feelings from Vocabulary, Personality
and Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
17.017
.523
-3.774
2.732
20.832
4.941
-2.657
2.318
-.109
.159
-.416
.137
-.197
.139
-.246
.209
.785
.146
21.895
4.978
-4.194
2.560
-.084
.159
-.413
.136
-.212
.139
-.311
.213
.777
.145
22.439
16.185
Standardized
Coefficients
Beta
-.132
-.093
-.056
-.249
-.120
-.099
.455
-.147
-.043
-.247
-.129
-.125
.450
.127
t
32.544
-1.381
4.217
-1.146
-.683
-3.039
-1.413
-1.180
5.379
4.399
-1.638
-.528
-3.031
-1.529
-1.458
5.343
1.386
Sig.
.000
.170
.000
.254
.496
.003
.161
.241
.000
.000
.104
.598
.003
.129
.148
.000
.169
a. Dependent Variable: TAS_DIF
(10) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality
and Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
13.522
.401
-1.840
2.097
30.435
3.843
-1.669
1.803
-.289
.124
-.110
.107
-.396
.108
-.567
.163
.236
.113
30.973
3.893
-2.447
2.002
-.276
.125
-.109
.107
-.404
.109
-.599
.167
.232
.114
11.366
12.658
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
-.085
-.077
-.193
-.086
-.317
-.298
.179
-.112
-.185
-.085
-.323
-.315
.176
.084
t
33.691
-.878
7.920
-.926
-2.334
-1.034
-3.665
-3.486
2.081
7.956
-1.222
-2.218
-1.019
-3.723
-3.595
2.041
.898
Sig.
.000
.382
.000
.357
.022
.303
.000
.001
.040
.000
.224
.029
.310
.000
.001
.044
.371
APPENDIX 3.3: REGRESSION WEIGHTS
Page 6 of 11
(11) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality
and Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
16.484
.412
-5.396
2.155
32.470
4.370
-5.646
2.050
-.489
.141
.141
.121
-.204
.123
-.439
.185
-.116
.129
30.455
4.249
-2.730
2.185
-.536
.136
.136
.116
-.174
.119
-.317
.182
-.100
.124
-42.574
13.816
Standardized
Coefficients
Beta
-.235
-.246
-.311
.105
-.155
-.219
-.083
-.119
-.340
.101
-.132
-.158
-.072
-.299
t
39.965
-2.504
7.430
-2.754
-3.479
1.165
-1.659
-2.375
-.897
7.167
-1.250
-3.941
1.165
-1.468
-1.742
-.809
-3.081
Sig.
.000
.014
.000
.007
.001
.247
.100
.019
.372
.000
.214
.000
.247
.145
.085
.421
.003
a. Dependent Variable: TAS_EOT
(12) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and
Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
14.720
.368
2.941
1.923
8.731
3.960
2.878
1.858
.039
.127
.085
.110
.363
.111
.071
.167
-.108
.117
8.766
4.028
2.826
2.071
.040
.129
.085
.110
.363
.112
.069
.172
-.108
.118
.749
13.096
a. Dependent Variable: SWL_NOW
Standardized
Coefficients
Beta
.146
.143
.028
.072
.314
.040
-.089
.141
.029
.072
.314
.039
-.089
.006
t
39.998
1.529
2.205
1.549
.304
.770
3.260
.424
-.924
2.176
1.365
.307
.767
3.229
.399
-.921
.057
Sig.
.000
.129
.030
.125
.762
.443
.002
.673
.358
.032
.175
.760
.445
.002
.691
.359
.955
APPENDIX 3.3: REGRESSION WEIGHTS
Page 7 of 11
(13) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality
and Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
8.867
.288
3.000
1.504
-.020
3.007
3.211
1.410
.137
.097
.163
.083
.285
.085
.115
.127
-.053
.089
1.009
2.985
1.722
1.535
.161
.096
.166
.082
.270
.083
.052
.128
-.061
.087
21.741
9.704
Standardized
Coefficients
Beta
.189
.203
.126
.176
.313
.083
-.056
.109
.148
.179
.296
.038
-.064
.221
t
30.808
1.995
-.007
2.276
1.420
1.961
3.367
.902
-.602
.338
1.122
1.687
2.033
3.237
.410
-.703
2.240
Sig.
.000
.049
.995
.025
.159
.053
.001
.369
.549
.736
.265
.095
.045
.002
.683
.483
.027
a. Dependent Variable: SWL_PAST
(14) Regression Predicting GHQ scores from Vocabulary, Personality and Multiplechoice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
40.088
.890
-10.947
4.834
35.149
9.044
-6.970
4.450
.168
.286
-.284
.249
-.326
.255
-.320
.383
1.255
.271
33.785
9.144
-4.669
5.002
.131
.288
-.290
.249
-.303
.256
-.243
.390
1.278
.272
-30.195
29.986
a. Dependent Variable: GHQ
Standardized
Coefficients
Beta
-.215
-.137
.051
-.099
-.116
-.074
.423
-.092
.040
-.101
-.108
-.057
.431
-.100
t
45.054
-2.264
3.886
-1.566
.587
-1.142
-1.278
-.835
4.625
3.695
-.933
.456
-1.164
-1.184
-.624
4.693
-1.007
Sig.
.000
.026
.000
.120
.559
.256
.204
.406
.000
.000
.353
.649
.247
.239
.534
.000
.316
APPENDIX 3.3: REGRESSION WEIGHTS
Page 8 of 11
(15) Regression Predicting Psychology Grade from Vocabulary, Personality and
Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
70.051
1.042
22.176
5.377
41.473
11.460
24.526
5.262
.901
.365
.441
.313
-.266
.317
.413
.478
.528
.333
44.192
11.497
20.596
5.773
.972
.365
.436
.310
-.312
.316
.253
.485
.512
.331
57.898
36.324
Standardized
Coefficients
Beta
.378
.418
.221
.127
-.078
.080
.146
.351
.238
.126
-.091
.049
.142
.160
t
67.241
4.124
3.619
4.661
2.467
1.410
-.839
.864
1.585
3.844
3.568
2.661
1.403
-.987
.521
1.549
1.594
Sig.
.000
.000
.000
.000
.015
.162
.404
.390
.116
.000
.001
.009
.164
.326
.604
.125
.114
a. Dependent Variable: p1002
(16) Regression Predicting Weighted Average Mark from Vocabulary, Personality and
Multiple-choice STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
68.545
1.128
15.539
5.832
44.695
12.572
18.554
5.868
.643
.402
.548
.343
-.026
.347
.009
.526
.621
.364
45.122
12.764
17.928
6.466
.656
.408
.550
.345
-.032
.350
-.019
.542
.617
.366
9.634
40.834
a. Dependent Variable: WAM
Standardized
Coefficients
Beta
.256
.306
.154
.155
-.007
.002
.171
.296
.157
.155
-.009
-.004
.170
.026
t
60.755
2.664
3.555
3.162
1.598
1.595
-.073
.017
1.708
3.535
2.773
1.607
1.594
-.092
-.035
1.685
.236
Sig.
.000
.009
.001
.002
.113
.114
.942
.986
.091
.001
.007
.111
.114
.927
.972
.095
.814
APPENDIX 3.3: REGRESSION WEIGHTS
Page 9 of 11
(17) Regression Predicting Difficulty Identifying Feelings from Vocabulary, Personality
and Ratings-based STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
16.723
.627
-2.875
3.185
2.798
4.457
-4.368
2.634
-.288
.162
-.189
.182
.134
.138
.220
.216
1.206
.175
2.434
4.520
-4.050
2.700
-.300
.164
-.171
.186
.134
.139
.247
.222
1.192
.178
-1.167
1.987
Standardized
Coefficients
Beta
-.100
-.153
-.165
-.106
.091
.104
.650
-.141
-.172
-.096
.091
.117
.642
-.057
t
26.652
-.903
.628
-1.659
-1.783
-1.036
.970
1.016
6.874
.538
-1.500
-1.835
-.923
.966
1.112
6.706
-.588
Sig.
.000
.369
.532
.101
.079
.303
.335
.313
.000
.592
.138
.070
.359
.337
.270
.000
.559
a. Dependent Variable: TAS_DIF
(18) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality
and Ratings-based STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
13.776
.487
.726
2.470
22.567
3.845
1.045
2.272
-.200
.139
-.333
.157
-.341
.119
-.122
.187
.389
.151
22.250
3.899
1.321
2.329
-.211
.141
-.318
.160
-.341
.120
-.099
.192
.377
.153
-1.013
1.714
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.033
.047
-.148
-.243
-.299
-.075
.272
.060
-.156
-.232
-.299
-.060
.263
-.064
t
28.308
.294
5.869
.460
-1.434
-2.119
-2.856
-.656
2.572
5.707
.567
-1.491
-1.986
-2.843
-.515
2.460
-.591
Sig.
.000
.770
.000
.647
.156
.037
.006
.514
.012
.000
.572
.140
.051
.006
.608
.016
.556
APPENDIX 3.3: REGRESSION WEIGHTS
Page 10 of 11
(19) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality
and Ratings-based STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
19.544
.513
-5.694
2.606
30.811
4.246
-4.367
2.509
-.392
.154
-.360
.174
-.038
.132
-.135
.206
.138
.167
29.557
4.182
-3.273
2.498
-.434
.151
-.300
.172
-.038
.129
-.041
.206
.090
.164
-4.018
1.838
Standardized
Coefficients
Beta
-.237
-.182
-.268
-.242
-.031
-.076
.088
-.136
-.297
-.201
-.031
-.023
.058
-.235
t
38.071
-2.185
7.257
-1.741
-2.548
-2.075
-.292
-.656
.824
7.068
-1.310
-2.868
-1.745
-.298
-.201
.547
-2.186
Sig.
.000
.032
.000
.086
.013
.041
.771
.514
.413
.000
.194
.005
.085
.767
.841
.586
.032
a. Dependent Variable: TAS_EOT
(20) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and
Ratings-based STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
14.071
.428
-1.753
2.173
19.239
3.147
-.353
1.860
.272
.114
.200
.129
.179
.098
-.344
.153
-.652
.124
19.308
3.198
-.414
1.911
.274
.116
.197
.131
.179
.098
-.349
.157
-.650
.126
.221
1.406
a. Dependent Variable: SWL_NOW
Standardized
Coefficients
Beta
-.090
-.018
.229
.165
.178
-.238
-.516
-.021
.230
.163
.178
-.242
-.514
.016
t
32.873
-.807
6.113
-.190
2.381
1.555
1.837
-2.251
-5.267
6.037
-.216
2.366
1.499
1.825
-2.220
-5.166
.157
Sig.
.000
.422
.000
.850
.020
.124
.070
.027
.000
.000
.829
.021
.138
.072
.030
.000
.875
APPENDIX 3.3: REGRESSION WEIGHTS
Page 11 of 11
(21) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality
and Ratings-based STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
MC_VOC
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
(Constant)
MC_VOC
OPEN
CONSC
EXTRA
AGREE
NEUR
MC_MAN
Unstandardized
Coefficients
B
Std. Error
8.614
.316
-.695
1.603
9.889
2.386
-.001
1.410
.026
.087
.097
.098
.220
.074
-.030
.116
-.421
.094
10.198
2.410
-.271
1.440
.036
.087
.082
.099
.220
.074
-.053
.118
-.409
.095
.992
1.059
a. Dependent Variable: SWL_PAST
Standardized
Coefficients
Beta
-.048
.000
.029
.109
.297
-.028
-.452
-.019
.041
.092
.297
-.050
-.439
.097
t
27.270
-.433
4.145
-.001
.297
.993
2.971
-.258
-4.481
4.231
-.188
.413
.827
2.968
-.448
-4.314
.936
Sig.
.000
.666
.000
.999
.767
.324
.004
.797
.000
.000
.851
.681
.411
.004
.656
.000
.352
APPENDIX 4.1: EXAMPLE FEEDBACK FOR VOLUNTEERS
Page 1 of 3
Appendix 4.1: Example of Feedback Given to Participants in the Study Outlined in Chapter 4
School of Psychology
Faculty of Science
NSW 2006 AUSTRALIA
Ms Carolyn MacCann
Internal Address: Carslaw 156; F07
Telephone +61 2 9351 5696
Facsimile +61 2 9351 2603
email [email protected]
Feedback on the Emotional Intelligence Study
What is Emotional Intelligence and What Do These Test Scores Mean?
Psychologists define emotional intelligence as four related abilities:
(1) the ability to recognize emotions in others, and to accurately express your own emotions (for
example, recognizing how someone is feeling from the expression on their face)
(2) the ability to use your emotions to help with non-emotional tasks (for example, calming down
before going into a job interview, or “psyching up” before a big sports match)
(3) the ability to understand what causes emotions, and how different emotions are related (for
example, knowing an event such as being insulted would tend to make someone angry)
(4) the ability manage emotions both in yourself, and in other people (that is, managing difficult
emotional situations to bring about the desired outcome).
The tests you completed measure abilities number 3 and 4. They test your understanding and
management of emotional situations.
This study wanted to find out about levels of emotional intelligence in the Australian community, and
whether scores on these tests were related to demographic variables (e.g., gender, age, use of alcohol
and tobacco).
APPENDIX 4.1: EXAMPLE FEEDBACK FOR VOLUNTEERS
Page 2 of 3
Your performance
Feedback on your performance on these tests is given in the tables below. Psychologists believe that
emotional intelligence is a learnable ability, so scores may increase over time.
Your Performance on the Understanding Emotional Situations Test
The following bands show your level of performance on the Understanding Emotional Situations Test
compared to our sample group.
Normal performance is described as typical (as good as, or better than 70% of people). If your
performance is in the top 30% of the people tested, it may be described as either superior (in the top
30%), very superior (in the top 20%) or excellent (in the top 10%).
Your bands of performance:
Understanding
Understanding
Understanding
Understanding
Understanding
emotions
emotions
positive
negative
emotions
in personal life
in work life
emotions
emotions
total score
Typical
Superior
Typical
Superior
Typical
Description of what these scores mean:
Understanding emotions in personal life:
This score is a measure of the ability to understand the emotional content of situations relating to
personal life (incidents involving family, friends, social activities).
Understanding emotions in work life
This score is a measure of your ability to understand the emotional content of work-related emotional
situations (i.e., incidents occurring in the workplace or involving one’s workmates, boss or
subordinates).
Understanding Positive Emotions
This score is a measure of your ability to recognise positive emotions (e.g., joy, hope, pride) in
different situations.
Understanding Negative Emotions
This score is a measure of your ability to recognise negative emotions (e.g., fear, anger, disgust) in
different situations.
APPENDIX 4.1: EXAMPLE FEEDBACK FOR VOLUNTEERS
Page 3 of 3
Your performance on the Emotion Management Strategies Test
The following bands show your level of performance on the Emotion Management Strategies Test
compared to our sample group.
Normal performance is described as typical (as good as, or better than 70% of people). If your
performance is in the top 30% of the people tested, it may be described as either superior (in the top
30%), very superior (in the top 20%) or excellent (in the top 10%).
Managing
Managing
Managing
Managing
Managing
anger-related situations
fear-related situations
sadness-related situations
emotional situations at work
emotional situations in personal life
Managing emotional situations total score
Excellent
Very Superior
Typical
Excellent
Excellent
Excellent
Description of what these scores mean:
Management of anger-related situations:
This score is a measure of the knowledge of how to manage situations that would make people angry,
Management of fear-related situations
This score is a measure of your knowledge of how to manage situations that would make people scared.
Management of sadness-related situations
This score is a measure of your knowledge of how to manage situations that would make people feel
sad.
Management of emotional situations are work
This score is a measure of your ability to effectively manage emotional situations in a work setting.
Management of emotional situations in personal life
This score is a measure of your ability to effectively manage emotional situations in settings related to
personal life.
Management of Emotional Situations
This score is a measure of your ability to manage emotional situations.
Thank-you very much for participating in this study. If you would like more information or clarification,
please contact Ms Carolyn MacCann at [email protected] or call 9351 3227.
APPENDIX 4.2: STEM ITEM SELECTION
Page 1 of 10
Appendix 4.2
Selection of Items for STEM
After examination of item diagnostics (item-total correlations, the proportion of individuals choosing each
item, and the meaningfulness of distracters), the following list of items was retained for the Emotion
Management Strategies Test.
For anger items:
Item-total correlations > .20 (where total is for all 44 items):
Item-total correlations > .10 (where total is for 18 anger items only):
Final List: A1, A6, A9, A13, A15, A16
A1, A6, A9, A15
A6, A9, A13, A15, A16
(ITEM 13 MUST BE ALTERED, AS THERE IS CONFUSION ABOUT CAUSAL AGENCY)
Instead of 13:
After removing items with a negative item-total correlation, items that had item total correlation of > .10
on either the total as anger alone, or the total over all remaining items were A7, A11 and A17. A11 also
had confusion about causal agency, and the higher item total correlation was obtained for A17 than A7
when included with items A1, A6, A9, A15, and A16.
BUT
A2 MIGHT BE DUE TO LIFE EXPERIENCE DIFFERENCES AND THIS WOULD BE
INTERESTING TO TEST SO IT HAS BEEN INCLUDED (EVEN THOUGH IT HAS APPALLING
RELIABILITY)
Anger items to retain = A1, A2, A6, A9, A15, A16, A17 (alpha=.31)
(A3 and A13 retained but re-phrased, + 6 new items = 16 items)
Taking items out according to item-total-correlation: (alpha=.37)
A6_E
A7_E
A9_E
A10_E
A15_E
A16_E
A18_E
2.7999
2.6972
2.6414
2.8289
2.7269
2.8058
2.6384
.9937
1.0936
.8134
1.1315
.9945
.8152
1.0282
.1867
.1189
.2372
.1702
.1250
.1774
.2129
.3317
.3648
.2934
.3570
.3658
.3467
.3253
For fear items:
Item-total correlations > .20 (where total is for all 44 items):
Item-total correlations > .10 (where total is for 12 fear items only):
Final List: F1, F6, F7, F8, F10
F1, F6, F7, F8, F10
F1, F7, F8, F10
The items that have the highest item-total correlation with these 5 are F3 (0.0467) and F11 (0.0670).
However, F3 was chosen, as F11 was considered problematic (the “correct” answer might have to do with
SES).
APPENDIX 4.2: STEM ITEM SELECTION
Page 2 of 10
Fear items to retain = F1, F3, F6, F7, F8, F10
HOWEVER, F9 MIGHT FUNCTION DIFFERENTLY FOR A COMMUNITY SAMPLE, SO KEEP IT
IN.
Fear items to retain = F1, F3, F6, F7, F8, F9, F10
(retain and re-phrase F5 + 4 new items = 12 items)
For sadness items:
Item-total correlations > .20 (total for all items):
S1, S2, S5, S6, S7, S9, S10, S12, S13, S14
Item-total correlations > .20 (total sad items only):
S1, S2, S3, S4, S5, S6, S7, S9, S12, S13, S14
Final List: S1, S2, S3, S4,S5, S6, S7, S9, S10, S12, S13, S14 (i.e., all but S8 and S11)
BUT
• S1 HAS DEMAND CHARACTERISTICS (ANSWER “MAKE FRIENDS WITH
REPLACEMENT” MIGHT BE SEEN AS MOST FUNCTIONAL BUT LEAST “NICE”)
• S2, S3, AND S13 HAVE LITTLE DIFFERENTIATION (> 90% CHOOSING THE CORRECT
ANSWER – S13 HAD 95%) – KEEP S3 THOUGH, AS IT IS THE CLEAREST “SADNESS”
• S7 HAS AN ATTRACTIVE DISTRACTOR THAT IS LESS SOCIAL, BUT SEEMS TO BE A
FUNCTIONAL RESPONSE (I.E., ASSESSING PERSONALITY, NOT EI – ALHOUGH CORRS
WITH PERSONALITY NOT SIG, THEY ARE ABOUT .20 FOR O, C, E, AND N)
• S8 MAY BE DUE TO LACK OF LIFE EXPERIENCE IN THE STUDENTS AND IT WOULD BE
GOOD TO TEST THIS SO THIS IS STILL INCLUDED:
Sad items to retain =S1, S2, S3, S4,S5, S6, S7, S8, S9, S10, S12, S13, S14
HOWEVER, SINCE THIS IS MOST OF THE ITEMS, DECIDED TO SIMPLY KEEP THEM
ALL.
A1, A6, A9, A15, A16, A17, F1, F3, F6, F7, F8, F10, S1, S2, S3, S4, S5, S6, S7, S8, S9, S10, S11, S12,
S13, S14
APPENDIX 4.2: STEM ITEM SELECTION
Page 3 of 10
Retained Items
10
0
1
1
1
7
0
4
A1 Pete has specific skills that his workmates do not and he feels that his workload is higher
Q3 because of this.
What strategy would be the most effective for Pete?
80 [A] Speak to his boss about this.
5 [B] Start looking for a new job.
22 [C] Be very proud of his unique skills.
5 [D] Speak to his workmates about this.
A2 Alana has been acting in a high-level position for several months. A decision is made that only
Q40 long-serving employees can now act in these roles, and Alana has not been with the company
long enough to do so.
What action would be the most effective for Alana?
0 [A] Quit that position.
41 [B] Use that experience to get promoted when she is long term.
7 [C] Accept this new rule, but feel hard-done-by.
64 [D] Ask management if an exception can be made.
A6 Mina and her sister-in-law get along quite well, and the sister--in-law regularly babysits for a
Q29 small fee. Lately she has also been cleaning away cobwebs, commenting on the mess, which
Mina finds insulting.
What strategy would be the most effective for Mina?
48 [A] Tell her sister-in-law these comments upset her.
9
0
2
1
2 [B] Get a new babysitter.
30 [C] Be grateful her house is being cleaned for free.
32 [D] Tell her only to babysit, not to clean.
A9 A demanding client takes up a lot of Jill's time and then asks to speak to Jill's boss about her
Q33 performance. Although Jill's boss assures her that her performance is fine, Jill feels upset.
What action would be the most effective for Jill?
16 [A] Talk to her friends or workmates about it.
0
15 [B] Ignore the incident and move on to her next task.
0
14 [C] Calm down by taking deep breaths or going for a short walk.
0
67 [D] Think that she has been successful in the past and this client being difficult is not her
12
fault.
A15 Hannah’s access to essential resources has been delayed and her work is way behind schedule.
Q38 Her progress report makes no mention of the lack of resources.
What strategy would be the most effective for Hannah?
46 [A] Explain the lack of resources to her boss or to management.
2
13 [B] Learn that she should plan ahead for next time.
0
53 [C] Document the lack of resources in her progress report.
10
0 [D] Don’t worry about it.
0
APPENDIX 4.2: STEM ITEM SELECTION
Page 4 of 10
A16 Lee’s workmate fails to deliver an important piece of information on time, causing Lee to fall
Q1 behind schedule also.
What action would be the most effective for Lee?
57 [A] Work harder to compensate.
0
1 [B] Get angry with the workmate.
0
43 [C] Explain the urgency of the situation to the workmate.
12
11 [D] Never rely on that workmate again.
0
0
5
7
1
A17 Helga’s team has been performing very well. They receive poor-quality work from another
Q12 team that they must incorporate into their own project.
What action would be the most effective for Helga?
1 [A] Don’t worry about it.
22 [B] Tell the other team they must re-do their work.
82 [C] Tell the project manager about the situation.
7 [D] Re-do the other team’s work to get it up to scratch.
S1 Wai-Hin and Connie have shared an office for years but Wai-Hin gets a new job and Connie
Q5 loses contact with her.
What action would be the most effective for Connie?
1 [A] Just accept that she is gone and the friendship is over
0
10 14 [B] Ring Wai-Hin and ask her out to lunch or coffee to catch up.
84 [C] Contact Wai-Hin and arrange to catch up but also make friends with her replacement.
2
13 [D] Spend time getting to know the other people in the office, and strike up new friendships.
0
S2 Blair and Flynn usually go to a cafe after the working week and chat about what’s going on in
Q34 the company. After Blair’s job is moved to a different section in the company, he stops
coming to the cafe. Flynn misses these Friday talks.
What action would be the most effective for Flynn?
7
[A] Go to the cafe or socialise with other workers.
2
4 [B] Don’t worry about it, ignore the changes and let Blair be.
0
0 [C] Not talk to Blair again.
0
10 101 [D] Invite Blair again, maybe rescheduling for another time.
S3 Andre moves away from the city his friends and family are in. He finds his friends make less
Q11 effort to keep in contact than he thought they would.
What action would be the most effective for Andre?
6 [A] Try to adjust to life in the new city by joining clubs and activities there.
0
12 101 [B] He should make the effort to contact them, but also try to meet people in his new city.
3 [C] Let go of his old friends, who have shown themselves to be unreliable.
0
2 [D] Tell his friends he is disappointed in them for not contacting him.
0
APPENDIX 4.2: STEM ITEM SELECTION
0
3
9
0
Page 5 of 10
S4 Shona has not spoken to her nephew for months, whereas when he was younger they were very
Q25 close. She rings him but he can only talk for five minutes.
What action would be the most effective for Shona?
9 [A] Realise that he is growing up and might not want to spend so much time with his family
any more.
38 [B] Make plans to drop by and visit him in person and have a good chat.
63 [C] Understand that relationships change, but keep calling him from time to time.
2 [D] Be upset about it, but realise there is nothing she can do.
S5 Julie hasn't seen Ka for a long time and looks forward to their weekend trip away. However,
Q44 Ka has changed a lot and Julie finds she is no longer an interesting companion.
What action would be the most effective for Julie?
0 [A] Cancel the trip and go home.
0
5 [B] Realise that it is time to give up the friendship and move on.
0
93 [C] Move on, realising that people change, but remember the good times.
11
14 [D] Concentrate on her other, more rewarding friendships.
1
S6 Mallory moves from a small company to a very large one, where there is little personal
Q32 contact, which she misses.
What action would be the most effective for Mallory?
96 [A] Talk to her workmates, try to create social contacts and make friends.
11
2 [B] Start looking for a new job so she can leave that environment.
0
11 [C] Just give it time, and things will be okay.
0
3 [D] Concentrate on her outside-work friends and colleagues from previous jobs.
1
0
2
10
0
S7 Surbhi starts a new job where he doesn't know anyone, and finds that no one is particularly
Q9 friendly.
What action would be the most effective for Surbhi?
0 [A] Have fun with his friends outside of work hours.
15 [B] Concentrate on doing his work well at the new job.
95 [C] Make an effort to talk to people and be friendly himself.
2 [D] Leave that job and find one with a better environment.
0
3
8
1
S8 Rhea has left her job to be a full-time mother, which she loves, but she misses the company and
Q2 companionship of her workmates
What action would be the most effective for Rhea?
0 [A] Enjoy being a full-time mum.
57 [B] Try to see her old workmates again socially, inviting them out.
33 [C] Join a playgroup or social group of new mothers.
22 [D] See if she can find part time work.
0
2
9
1
S9 Clayton has been overseas for a long time and returns to visit his family. So much has changed
Q13 that Clayton feels left out.
What action would be the most effective for Clayton?
3 [A] Nothing, it will sort itself out soon enough
8 [B] Tell his family he feels left out.
97 [C] Spend time listening and getting involved again.
4 [D] Reflect that relationships can change over time.
APPENDIX 4.2: STEM ITEM SELECTION
Page 6 of 10
0
8
1
3
S10 Upon entering full-time study, Vincent cannot afford the time or money he used to spend on
Q21 water-polo training, which he was very good at. Although he enjoys full-time study he misses
the training.
What action would be the most effective for Vincent?
2 [A] Concentrate on studying hard, to pass his course.
42 [B] See if there is a local league or a less intensive sport.
14 [C] Think deeply about whether sport or study is more important to him.
54 [D] Find out about sporting scholarships or bursaries.
9
3
0
0
S11 Manuel is not far from retirement when he finds out that his position will no longer exist,
Q7 although he will still have a job with a less prestigious role.
What action would be the most effective for Manuel?
78 [A] Carefully consider his options and discuss it with family.
32 [B] Talk to his boss or the management about it.
1 [C] Accept the situation, but still feel bitter about it.
1 [D] Walk out of that job.
S12 Hasina is overseas when she finds out that her father has passed away from an illness he has
Q28 had for years.
What action would be the most effective for Hasina?
12 100 [A] Contact her close relatives for information and support.
1 [B] Try not to think about it, going on with her daily life as best she can.
0
7 [C] Feel terrible that she left the country at such a time.
0
4 [D] Think deeply about the more profound meaning of this loss.
0
S13 Michelle’s friend Dara is moving overseas to live with her partner. They have been good
Q36 friends for many years and Dara is unlikely to come back.
What action would be the most effective for Michelle?
1 [A] Forget about Dara.
0
4 [B] Spend time with other friends, keeping herself busy.
1
1 [C] Think that Dara and her partner will return soon.
0
11 106 [D] Make sure she keeps in contact through email or phone.
S14 Daniel has been accepted for a prestigious position in a different country from his family,
Q17 whom he is close to. He and his wife decide it is worth relocating.
What action would be the most effective for Daniel?
2 [A] Realise he shouldn’t have applied for the job if he didn’t want to leave.
0
94 [B] Set up a system for staying in touch, like weekly phone calls or emails.
10
16 [C] Concentrate on the great opportunities this change offers.
2
0 [D] Don’t take the position.
0
APPENDIX 4.2: STEM ITEM SELECTION
1
1
5
5
Page 7 of 10
F1 Phuong is having a large family gathering to celebrate her moving into her new home. She
Q43 wants the day to go smoothly and is a little nervous about it.
What action would be the most effective for Phuong?
5 [A] Talk to friends or relatives to ease her worries.
5 [B] Try to calm down, perhaps go for a short walk or meditate.
79 [C] Prepare ahead of time so she has everything she needs available.
23 [D] Accept that things aren’t going to be perfect but the family will understand.
F3 Darla is nervous about presenting her work to a group of seniors who might not understand it, as
Q10 they don't know much about her area.
What action would be the most effective for Darla?
15 [A] Be positive and confident, knowing it will go well.
2 [B] Just give the presentation.
48 [C] Work on her presentation, simplifying the explanations.
47 [D] Practice presenting to laypeople such as friends or family.
Mei Ling answers the phone and hears that close relatives are in hospital critically ill.
What strategy would be the most effective for Mei Ling?
[A] Let herself cry and express emotion for as long as she feels like.
[B] Speak to other family to calm herself and find out what is happening, then visit the
hospital.
0 [C] There is nothing she can do.
23 [D] Visit the hospital and ask staff about their condition.
F6
Q19
5
1
84
11
0
0
0
3
9
0
F7 Greg has just gone back to university after a lapse of several years. He is surrounded by
Q23 younger students who seem very confident about their ability and he is unsure whether he can
compete with them.
What strategy would be the most effective for Greg?
1 [A] Focus on his life outside the university.
68 [B] Study hard and attend all lectures.
36 [C] Talk to others in his situation.
7 [D] Realise he is better than the younger students as he has more life experience.
9
0
3
0
F8 Juno is fairly sure his company is going down and his job is under threat. It is a large company
Q31 and nothing official has been said.
What strategy would be the most effective for Juno?
59 [A] Find out what is happening and discuss his concerns with his family.
9 [B] Try to keep the company afloat by working harder.
30 [C] Start applying for other jobs.
14 [D] Think of these events as an opportunity for a new start.
F10 Joel has always dealt with one particular client but on a very complex job his boss gives the task to
Q27 a co-worker instead. Joel wonders whether his boss thinks he can’t handle the important jobs.
What action would be the most effective for Joel?
5 [A] Believe he is performing well and will be given the next complex job.
41 [B] Do good work so that he will be given the complex tasks in future.
48 [C] Ask his boss why the co-worker was given the job.
18 [D] Not worry about this unless it happens again.
APPENDIX 4.2: STEM ITEM SELECTION
Page 8 of 10
Re-phrased Items
A3 Alan helps Trudy with a difficult task, working as hard as he can. Trudy complains that Alan's
Q8 work isn't very good, and Alan responds that Trudy should be grateful he is doing her a favour.
They argue.
What strategy would be the most effective for Alan?
15 [A] Stop helping Trudy and don’t help her again.
2
22 [B] Try harder to help appropriately.
1
6 [C] Apologise to Trudy.
1
*8 69 [D] Diffuse the argument by asking for advice.
A13 A junior employee making routine adjustments to some of Talia’s equipment accuses Talia
Q18 of causing the equipment malfunction. Talia has only ever used the equipment in the correct
fashion.
What strategy would be the most effective for Talia?
3 [A] Reprimand the employee for making such accusations.
0
3 [B] Ignore the accusation, it is not important.
1
70 [C] Explain that malfunctions were not her fault.
**6
36 [D] Learn more about using the equipment so that it doesn’t break.
6
F5 Dorian needs to have some prostate surgery and is quite scared about the process. He has
Q37 heard that it is quite painful.
What strategy would be the most effective for Dorian?
50 [A] Look up information about the procedure at the library or on the internet.
4
10 [B] Keep busy in the meantime so he doesn’t think about the impending surgery.
0
9 [C] Talk to his family about his concerns.
0
43 [D] Talk to his doctor about what will happen.
**8
APPENDIX 4.2: STEM ITEM SELECTION
Page 9 of 10
New Items
New Items with Anger Content
NEW At her new workplace, people seem to misunderstand Heather’s role, and ask her to do menial
A_n1 tasks.
What action would be the most effective for Heather?
** [A] Explain to these people that these tasks are not part of her job.
[B] Do the menial tasks well and efficiently.
[C] Remember that everyone has to do menial tasks sometime in their career.
[D] Refuse to do any additional tasks.
NEW Patrick’s work is sent to Homer, but is delayed in the internal mail system for several days.
A_n2 Homer tells him he’ll let the lateness go this time, but not to let it happen again.
What action would be the most effective for Patrick?
** [A] Tell Homer about the delay in the internal mail system.
[B] Forget about it, as he has been let off this time.
[C] Apologise to Homer for the lateness.
[D] Tell Homer not to make accusations before he has the facts.
NEW Carlos works on several different projects, reporting to different people. One of his superiors
A_n3 demands to know why so little work has been done, and seems unaware of Carlos’ other
commitments. Carlos has devoted as much time to this project as he can.
What action would be most effective for Carlos?
** [A] Politely explain that he has several other time commitments.
[B] Apologise to the supervisor and do the work as soon as possible.
[C] Try to work mainly for the other more understanding supervisors.
[D] Tell this supervisor that he is not the only person in the world.
NEW George agrees to help his brother John move house. Near the end of the day, John says he has
A_n4 been surprised at how little help George has been. George has been there all day and thinks he
has provided quite a but of help.
What action would be the most effective for George?
** [A] Explain to John that he has done quite a lot to help.
[B] Stop helping with the move and go home.
[C] Tell John he should show a bit of gratitude.
[D] Apologise to John and try to help more.
NEW April’s manager accuses her of not working hard enough in front of some clients, which April
A_n5 disagrees with.
What action would be the most effective for April?
** [A] Politely outline the work that she has done that day.
[B] Not say anything and try to forget about it.
[C] Grumble about the boss with some of the other workers.
[D] Take her frustration out at the gym
APPENDIX 4.2: STEM ITEM SELECTION
Page 10 of 10
NEW One of Rory’s workmates Mick comments that he wishes he had an easy job like Rory’s. Rory
A_n6 believes that he works quite hard, and that his job is complex and challenging.
What action would be most effective for Rory?
** [A] Tell Mick that if he makes it look easy then he must be doing a good job.
[B] Tell Mick he wouldn’t last a day if he had to do that “easy” job.
[C] Feel bad that he has an easier time in his job than Mick does.
[D] Avoid talking to Mick in the future.
New Items with Fear Content
NEW Angelo applies for a job where he will need to chair large meetings, but he has little experience
F_n1 at public speaking, and thinks he may do a bad job at chairing these meetings.
What action would be most effective for Angelo?
** [A] Take a course and get some practice at public speaking.
[B] Take back his application for that job.
[C] Be honest with his new boss about his problems public speaking.
[D] Get someone else to chair the meetings.
NEW Loren is competing in a martial arts tournament tomorrow. She has been preparing for this for
F_n2 a long time and really wants to go well, but is unsure if she will.
What action would be most effective for Loren?
** [A] Do some warm-ups and review her forms and moves to prepare herself.
[B] Go to the movies or visit friends to distract herself from her nerves.
[C] Train harder in the future so that she will be more certain for the next competition
[D] Tell herself that this competition is not the only thing in the world, and it is not that
important how she goes.
NEW Gladys finds a lump that she thinks could be cancer.
F_n3 What action would be the most effective for Gladys?
** [A] Find out about any family history and then see a doctor as soon as possible.
[B] Keep a close watch to see how it develops, but don’t let it take over her life.
[C] Prepare for the worst, making sure her affairs are in order.
[D] Change her lifestyle so that she can avoid scares like this is the future.
NEW Mark has an exam in two days time that he really wants to do well on, but he is unsure how he
F_n4 will go. He has regularly done all required work and often reviews his notes.
What is the best strategy for Mark?
** [A] Review the notes a few more times, and do some practice papers.
[B] Take these two days as some time out to relax before the exam.
[C] Find out whether he can re-take the course.
[D] Be better prepared by studying more the next time he has an exam.
APPENDIX 4.3: ITEM PARCELS FOR STEU AND STEM
Page 1 of 2
Appendix 4.2: Descriptive Statistics and Correlations between Item Parcels for the STEU and STEM
Variable Label
U1_ANG
U2_CONT
U3_DISL
U4_DIST
U5_FRUS
U6_REGR
U7_REL
U8_SAD
U9_FEAR
U10_SUR
U11_GRA
U12_HOP
U13_JOY
U14_PRI
M1_GS
M2_UNF
M3_RUDE
M4_ANT
M5_RC
M6_HLTH
M7_LONW
M8_LONP
M9_PART
M10_LOSS
Variable Name
STEU: Anger
STEU: Contempt
STEU: Dislike
STEU: Distress
STEU: Frustration
STEU: Regret
STEU: Relief
STEU: Sadness
STEU: Fear
STEU: Surprise
STEU: Gratitude
STEU: Hope
STEU: Joy
STEU: Pride
STEM: Goal striving impeded
STEM: Unfairness
STEM: Rudeness
STEM: Anticipation
STEM: Role Change
STEM: Health Concerns
STEM: Workplace isolation
STEM: Loneliness/Losing friendship
STEM: Parting
STEM: Loss
Mean
1.50
1.38
1.65
1.82
1.58
2.40
2.60
1.69
1.34
2.64
2.60
1.83
2.36
2.43
1.85
4.12
3.98
2.37
1.80
2.43
2.44
3.30
2.54
1.02
SD
0.91
0.99
0.97
0.76
0.64
0.77
0.65
0.87
0.86
0.55
0.60
1.01
0.77
0.80
0.55
0.68
1.04
0.62
0.54
0.65
0.68
0.79
0.44
0.34
APPENDIX 4.3: ITEM PARCELS FOR STEU AND STEM
Page 2 of 2
Correlationsa
U1_ANG
U2_CONT
U3_DISL
U4_DIST
U5_FRUS
U6_REGR
U7_REL
U8_SAD
U9_FEAR
U10_SUR
U11_GRA
U12_HOP
U13_JOY
U14_PRI
M1_GS
M2_UNF
M3_RUDE
M4_ANT
M5_RC
M6_HLTH
M7_LONW
M8_LONP
M10_LOSS
U2
U1
_C
U3
_A
ON _DI
T
NG
SL
1.00
.08
.02
.08 1.00
.09
.02
.09 1.00
-.01
.10 -.17*
.00
.14 -.01
.16
.09
.09
.00
.14
.04
.04 -.11 -.13
.30** .17* -.02
.04
.13
.13
.05
.14
.00
.08
.15 -.01
.13
.10
.10
.06
.09
.07
.10
.01 -.11
.21** .14 -.10
.08
.11 -.01
.17* .01 -.04
.01 -.11
.01
.00
.07
.04
.05
.02
.02
-.08
.23** -.03
.02 -.01
.04
U4
_DI
ST
-.01
.10
-.17*
1.00
.11
.02
.06
.03
-.02
.07
.03
.05
-.01
-.08
.04
.19*
.10
.16*
-.01
-.01
-.11
-.04
.06
U5
_F
RU
S
.00
.14
-.01
.11
1.00
.07
-.03
-.09
.03
-.04
.05
.09
-.10
.05
-.01
.05
.03
.14
-.04
.13
-.04
.06
.12
U6
_R
U7
U8
EG
_R
_S
R
EL
AD
.16
.00
.04
.09
.14 -.11
.09
.04 -.13
.02
.06
.03
.07 -.03 -.09
1.00
.09 -.09
.09 1.00 -.09
-.09 -.09 1.00
.06
.07
.03
.07
.16* -.04
.01
.08 -.18*
.31** -.01 -.14
.10
.06
.13
.16* -.01
.00
-.03
.03 -.07
-.03
.09
.03
.10
.27** .11
.21* .07 -.01
.09
.16 -.01
-.02
.04 -.03
-.04
.00
.16
.14
.09 -.09
-.01
.06 -.07
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
a. Listwise N=149
U9
U1
U1
U1
U1
_F
0_
1_
2_
3_
U1
EA
SU
GR
HO
JO
4_
R
R
A
P
Y
PRI
.30** .04
.05
.08
.13
.06
.17* .13
.14
.15
.10
.09
-.02
.13
.00 -.01
.10
.07
-.02
.07
.03
.05 -.01 -.08
.03 -.04
.05
.09 -.10
.05
.06
.07
.01
.31** .10
.16*
.07
.16* .08 -.01
.06 -.01
.03 -.04 -.18* -.14
.13
.00
1.00
.03 -.11
.09
.13
.00
.03 1.00
.22** .01
.15
.06
-.11
.22** 1.00
.03 -.02
.19*
.09
.01
.03 1.00
.04
.10
.13
.15 -.02
.04 1.00
.17*
.00
.06
.19* .10
.17* 1.00
.11
.03 -.08
.09
.04 -.09
.14
.01
.03
.03
.09
.02
.17* .08
.05 -.07
.27** .13
.06
.12
.04 -.03
.11
.02
-.02
.09 -.08
.15
.17* .06
-.07
.06
.22** .05
.09
.07
.12
.02
.12 -.05
.18* .18*
.00 -.03
.03
.12
.15
.10
-.02
.07
.01
.01 -.16 -.02
M3
M1
M2
_R
M4
_G
_U
UD
_A
E
S
NF
NT
.10
.21** .08
.17*
.01
.14
.11
.01
-.11 -.10 -.01 -.04
.04
.19* .10
.16*
-.01
.05
.03
.14
-.03 -.03
.10
.21*
.03
.09
.27** .07
-.07
.03
.11 -.01
.11
.14
.17* .06
.03
.01
.08
.12
-.08
.03
.05
.04
.09
.03 -.07 -.03
.04
.09
.27** .11
-.09
.02
.13
.02
1.00
.31** .12
.02
.31** 1.00
.23** .12
.12
.23** 1.00
.16*
.02
.12
.16* 1.00
.06
.15
.22** .00
.04
.10
.11
.07
-.01
.15
.28** .12
.04
.18* .16* .05
.03 -.02
.05
.07
M6
M7
M8
M1
M5
_H
_L
_L
0_
_R
LT
ON
ON
LO
H
W
P
SS
C
.01
.00
.05 -.08
.02
-.11
.07
.02
.23** -.01
.01
.04
.02 -.03
.04
-.01 -.01 -.11 -.04
.06
-.04
.13 -.04
.06
.12
.09 -.02 -.04
.14 -.01
.16
.04
.00
.09
.06
-.01 -.03
.16 -.09 -.07
-.02 -.07
.12
.00 -.02
.09
.06
.02 -.03
.07
-.08
.22** .12
.03
.01
.15
.05 -.05
.12
.01
.17* .09
.18* .15 -.16
.06
.07
.18* .10 -.02
.06
.04 -.01
.04
.03
.15
.10
.15
.18* -.02
.22** .11
.28** .16* .05
.00
.07
.12
.05
.07
1.00
.11
.22** .09 -.04
.11 1.00
.09
.32** .08
.22** .09 1.00
.23** .06
.09
.32** .23** 1.00
.10
-.04
.08
.06
.10 1.00
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 1 OF 10
Appendix 5.1
Selection of STEM Items for Chapter 5
Firstly, item-total correlations were calculated for four models: (1) all 44 items included; (2) anger items
only; (3) sadness items only; (4) fear items only. After items with a negative item total correlation were
excluded, item-total correlations were re-calculated.
Item total correlation > .20 for model 1 (all items):
A1, A6, A9, A15
S1, S2, S5, S6, S7, S9, S10, S12, S13, S14
F1, F6, F7, F8, F10
A1_E
A2_E
A3_E
A4_E
A5_E
A6_E
A7_E
A8_E
A9_E
A10_E
A11_E
A12_E
A13_E
A14_E
A15_E
A16_E
A17_E
A18_E
S1_E
S2_E
S3_E
S4_E
S5_E
S6_E
S7_E
S8_E
S9_E
S10_E
S11_E
S12_E
S13_E
S14_E
F1_E
F2_E
F3_E
Scale
Mean
if Item
Deleted
Scale
Variance
if Item
Deleted
22.3876
22.5990
22.5491
22.6734
22.4405
22.6131
22.5104
22.6071
22.4546
22.6421
22.5067
22.6176
22.5275
22.6659
22.5402
22.6190
22.4888
22.4516
22.3058
22.2411
22.1012
22.4963
22.2314
22.2150
22.2738
22.6629
22.3385
22.6220
22.4092
22.1101
22.1324
22.2798
22.6161
22.8013
22.5774
8.6330
9.3563
9.1869
9.2595
9.2293
8.7526
9.1168
9.3338
8.5886
9.2490
9.1985
9.3327
9.2234
9.3224
8.7456
8.6709
9.1531
9.0790
8.5445
8.7667
8.9601
8.9110
8.7507
8.2963
8.7339
9.2817
8.8446
8.9371
9.2362
8.3907
8.7807
8.4964
9.1701
9.2475
9.1041
Corrected
ItemTotal
Correlation
.2777
-.0646
.0352
.0087
.0152
.2503
.1002
-.0403
.1990
.0498
.0945
-.0502
.1337
-.0348
.2117
.1423
.1730
.1081
.2809
.3890
.1505
.1913
.2429
.5050
.3566
-.0088
.3256
.2388
.0172
.4620
.4328
.5127
.2414
.0411
.1104
Alpha
if Item
Deleted
.6755
.6920
.6914
.6911
.6920
.6778
.6869
.6906
.6837
.6880
.6865
.6888
.6857
.6922
.6808
.6910
.6840
.6868
.6750
.6724
.6847
.6819
.6783
.6589
.6727
.6920
.6755
.6797
.6913
.6626
.6718
.6632
.6835
.6886
.6864
APPENDIX 5.1: SELECTION OF STEM ITEMS
F4_E
F5_E
F6_E
F7_E
F8_E
F9_E
F10_E
F11_E
F12_E
22.4613
22.5982
22.3118
22.6101
22.5409
22.6458
22.6071
22.5409
22.5030
Reliability Coefficients
N of Cases =
112.0
PAGE 2 OF 10
9.0801
9.0924
8.6240
8.9068
8.6086
9.1025
8.7731
9.0576
9.3188
.1461
.1178
.2345
.2280
.3278
.0923
.2441
.1252
.0000
N of Items = 44
.6844
.6860
.6792
.6799
.6722
.6878
.6783
.6858
.6879
Alpha =
.6876
Item total correlation > .15 for model 2 (anger items):
A6, A9, A10, A15, A16
A1_E
A2_E
A3_E
A4_E
A5_E
A6_E
A7_E
A8_E
A9_E
A10_E
A11_E
A12_E
A13_E
A14_E
A15_E
A16_E
A17_E
A18_E
Scale
Mean
if Item
Deleted
Scale
Variance
if Item
Deleted
7.5439
7.7552
7.7054
7.8296
7.5967
7.7693
7.6667
7.7634
7.6109
7.7984
7.6629
7.7738
7.6838
7.8222
7.6964
7.7753
7.6451
7.6079
1.4249
1.5766
1.5259
1.5246
1.4787
1.3023
1.4578
1.5735
1.1705
1.4909
1.4997
1.5607
1.5110
1.5486
1.3196
1.1691
1.4962
1.4191
Reliability Coefficients
N of Cases =
112.0
Corrected
ItemTotal
Correlation
.0046
-.1328
-.0759
-.0434
.0069
.2046
.0585
-.1262
.1788
.0922
.0562
-.1085
.1055
-.0775
.1250
.1335
.0970
.0974
N of Items = 18
Alpha
if Item
Deleted
.2066
.2249
.2311
.2121
.1988
.1091
.1801
.2192
.0965
.1756
.1831
.2014
.1786
.2184
.1438
.1271
.1760
.1647
Alpha =
.1920
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 3 OF 10
Item total correlation > .15 for model 3 (sadness items):
S1, S2, S3, S4, S5, S6, S7, S9, S10, S12, S13, S14
S1_E
S2_E
S3_E
S4_E
S5_E
S6_E
S7_E
S8_E
S9_E
S10_E
S11_E
S12_E
S13_E
S14_E
Scale
Mean
if Item
Deleted
Scale
Variance
if Item
Deleted
8.9249
8.8601
8.7202
9.1153
8.8504
8.8341
8.8929
9.2820
8.9576
9.2411
9.0283
8.7292
8.7515
8.8988
2.3074
2.5311
2.5099
2.4776
2.4248
2.1899
2.4764
2.7883
2.4891
2.5991
2.7307
2.2325
2.4632
2.3886
Reliability Coefficients
N of Cases =
112.0
Corrected
ItemTotal
Correlation
Alpha
if Item
Deleted
.2959
.3139
.2094
.2650
.2671
.5407
.3322
-.0538
.3748
.1958
.0117
.5046
.4841
.4396
N of Items = 14
.6646
.6595
.6738
.6651
.6661
.6194
.6561
.6990
.6525
.6727
.6943
.6264
.6434
.6416
Alpha =
.6773
Item total correlation > .15 for model 4 (FEAR items):
F1, F7, F8, F10 (F6=.144)
F1_E
F2_E
F3_E
F4_E
F5_E
F6_E
F7_E
F8_E
F9_E
F10_E
F11_E
F12_E
Scale
Mean
if Item
Deleted
Scale
Variance
if Item
Deleted
4.8348
5.0201
4.7961
4.6801
4.8170
4.5305
4.8289
4.7597
4.8646
4.8259
4.7597
4.7217
.9730
.9810
.9338
.9958
.9204
.7979
.8211
.8087
.9443
.8210
.9089
1.0172
Reliability Coefficients
N of Cases =
112.0
Corrected
ItemTotal
Correlation
.1865
.0218
.0587
-.0597
.0872
.0929
.2839
.1896
.0066
.1770
.0846
.0000
N of Items = 12
Alpha
if Item
Deleted
.2613
.2903
.2819
.3227
.2706
.2772
.1810
.2152
.3062
.2232
.2719
.2879
Alpha =
.2856
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 4 OF 10
Exclude items where greater than 95% answered correctly (where the “correct” option is
considered tied if the difference in expert judgment is 2 or less experts – i.e., if A were
chosen by 5 experts and B by 7 then both would be considered correct):
A12, A13 (? 94.64%), S13, F12
•
•
S1 excluded because what appears to be the best answer is not chosen due to demand
characteristics (“make friends with her replacement” is not “nice” although it is adaptive).
S7 excluded as one of the distractors could be misunderstood (“concentrate on his work”
could be chosen under the assumption that this is his primary goal, not making friends)
Preliminary list of items 1:
A1, A6, A9, A10, A15, A16
S2, S3, S4, S5, S6, S9, S10, S12, S14
F1, F6, F7, F8, F10
IRT Analysis:
In addition, item fit parameters from a Rasch analysis were examined (again for models including all 44
items, and for three separate models including only the emotion in question). Poorly fitting items were:
S12, A5, S14 (p<.01), (for the all items model), S8 (p<.01) (for the sadness only model), and F3 (p<.001)
(for the fear only model – note that no items had p <.01 for the anger-only model).
S6, A14, S2, and A8 were also badly fitting items if the criteria of p<.05 were used (for the model of all
items) and S4 for sadness only.
In addition, the overlap between item location and person location was examined to see whether the items
were at an appropriate level of difficulty for the sample. For the all items model, items that were far too
easy included A12, A13, and S13 (Location < -2 where person location all > -1); items that were less than
–1.5 included A2, A11, A17, and F1. Items that were less than –1 were S2, S3, S9 (-1.03), S12, and S14.
For the sadness alone model, only S13 had an item location that had no overlap with person locations. For
the fear only model, only F1 had an item location that had no overlap with person location. For the anger
only model items A12, A13, A2, A17 and A11 had no overlap with the person location distribution. For
all models, these items were too easy.
From this IRT analysis it appears that S12 and S14 should definitely be excluded, as they fit the model
poorly, as well as being too easy for the group. Although items S2, S3 and S9 appear too easy in the all
item model, their locations are not extreme (less than –1.5) and none are problematic in the sadness-only
model. These items are therefore retained. F1 is excluded because it is too easy, and its item-total
correlation was <.05 for fear only and <.15 over all items in this new item set.
Preliminary list of items 2:
A1, A6, A9, A10, A15, A16
S2, S3, S4, S5, S6, S9, S10, S12, S14
F1, F6, F7, F8, F10
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 5 OF 10
Drop A10 as it is “hurt” not “anger”
Drop S10 as it has the lowest item-total correlation and it is not clear why “D” should be wrong.
Drop F10 as it does not really represent “fear”.
Scale
Mean
if Item
Deleted
Scale
Variance
if Item
Deleted
A1_E
A6_E
A9_E
A15_E
A16_E
7.7254
7.9509
7.7924
7.8780
7.9568
3.0389
3.1485
3.0094
3.1463
2.9855
.2679
.2100
.1722
.1658
.1532
.5628
.5737
.5878 alpha=.29
.5829
.5965
S2_E
S3_E
S4_E
S5_E
S6_E
S9_E
7.5789
7.4390
7.8341
7.5692
7.5528
7.6763
3.1568
3.2284
3.1955
3.1420
2.9244
3.2626
.3576
.1537
.2014
.2068
.4224
.2163
.5574
.5830
.5752
.5744 alpha=.51
.5351
.5746
F6_E
F7_E
F8_E
7.6496
7.9479
7.8787
2.9627
3.1723
3.0009
.2708
.2703
.3474
.5618
.5658 alpha=.40
.5491
Reliability Coefficients
N of Cases =
112.0
Corrected
ItemTotal
Correlation
N of Items = 14
Alpha
if Item
Deleted
Alpha =
.5882
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 6 OF 10
Retained Items
A1 Pete has specific skills that his workmates do not and he feels that his workload is higher because of
this.
What strategy would be the most effective for Pete?
[A] Speak to his boss about this.
[B] Start looking for a new job.
[C] Be very proud of his unique skills.
[D] Speak to his workmates about this.
A6 Mina and her sister-in-law get along quite well, and the sister--in-law regularly babysits for a small
fee. Lately she has also been cleaning away cobwebs, commenting on the mess, which Mina finds
insulting.
What strategy would be the most effective for Mina?
[A] Tell her sister-in-law these comments upset her.
[B] Get a new babysitter.
[C] Be grateful her house is being cleaned for free.
[D] Tell her only to babysit, not to clean.
A9 A demanding client takes up a lot of Jill's time and then asks to speak to Jill's boss about her
Q33 performance. Although Jill's boss assures her that her performance is fine, Jill can’t put it out of
her mind.
What action would be the most effective for Jill?
[A] Talk to her friends or workmates about it.
[B] Ignore the incident and move on to her next task.
[C] Calm down by taking deep breaths or going for a short walk.
[D] Think that she has been successful in the past and this client being difficult is not her fault.
A15 Hannah’s access to essential resources has been delayed and her work is way behind schedule. Her
Q38 progress report makes no mention of the lack of resources.
What strategy would be the most effective for Hannah?
[A] Tell her boss that the progress report is unfair.
[B] Learn that she should plan ahead for next time.
[C] Document the lack of resources in her progress report.
[D] Don’t worry about it.
A16 Lee’s workmate fails to deliver an important piece of information on time, causing Lee to fall
Q1 behind schedule also.
What action would be the most effective for Lee?
[A] Work harder to compensate.
[B] Get angry with the workmate.
[C] Explain the urgency of the situation to the workmate.
[D] Never rely on that workmate again.
S2 Blair and Flynn usually go to a cafe after the working week and chat about what’s going on in the
Q34 company. After Blair’s job is moved to a different section in the company, he stops coming to the
cafe. Flynn misses these Friday talks.
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 7 OF 10
What action would be the most effective for Flynn?
[A] Go to the cafe or socialise with other workers.
[B] Don’t worry about it, ignore the changes and let Blair be.
[C] Not talk to Blair again.
[D] Invite Blair again, maybe rescheduling for another time.
S3 Andre moves away from the city his friends and family are in. He finds his friends make less effort
Q11 to keep in contact than he thought they would.
What action would be the most effective for Andre?
[A] Try to adjust to life in the new city by joining clubs and activities there.
[B] Make the effort to contact them, but also try to meet people in his new city.
[C] Let go of his old friends, who have shown themselves to be unreliable.
[D] Explain to his friends he is hurt by their lack of contact.
S4 Shona has not spoken to her nephew for months, whereas when he was younger they were very
Q25 close. She rings him but he can only talk for five minutes.
What strategy would be the most effective for Shona?
[A] Realise that he is growing up and might not want to spend so much time with his family any
more.
[B] Make plans to drop by and visit him in person and have a good chat.
[C] Understand that relationships change, but keep calling him from time to time.
[D] Be upset about it, but realise there is nothing she can do.
S5 Julie hasn't seen Ka for a long time and looks forward to their weekend trip away. However, Ka
Q44 has changed a lot and Julie finds she is no longer an interesting companion.
What strategy would be the most effective for Julie?
[A] Cancel the trip and go home.Leave the trip early and go home.
[B] Realise that it is time to give up the friendship and move on.
[C] Move on, realising that people change, but remember the good times.
[D] Concentrate on her other, more rewarding friendships.
S6 Mallory moves from a small company to a very large one, where there is little personal contact,
Q32 which she misses.
What strategy would be the most effective for Mallory?
[A] Talk to her workmates, try to create social contacts and make friends.
[B] Start looking for a new job so she can leave that environment.
[C] Just give it time, and things will be okay.
[D] Concentrate on her outside-work friends and colleagues from previous jobs.
S9 Clayton has been overseas for a long time and returns to visit his family. So much has changed that
Q13 Clayton feels left out.
What strategy would be the most effective for Clayton?
[A] Nothing, it will sort itself out soon enough
[B] Tell his family he feels left out.
[C] Spend time listening and getting involved again.
[D] Reflect that relationships can change over time.
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 8 OF 10
F6 Mei Ling answers the phone and hears that close relatives are in hospital critically ill.
Q19 What strategy would be the most effective for Mei Ling?
[A] Let herself cry and express emotion for as long as she feels like.
[B] Speak to other family to calm herself and find out what is happening, then visit the hospital.
[C] There is nothing she can do.
[D] Visit the hospital and ask staff about their condition.
F7 Greg has just gone back to university after a lapse of several years. He is surrounded by younger
Q23 students who seem very confident about their ability and he is unsure whether he can compete with
them.
What strategy would be the most effective for Greg?
[A] Focus on his life outside the university.
[B] Study hard and attend all lectures.
[C] Talk to others in his situation.
[D] Realise he is better than the younger students as he has more life experience.
F8 Juno is fairly sure his company is going down and his job is under threat. It is a large company and
Q31 nothing official has been said.
What strategy would be the most effective for Juno?
[A] Find out what is happening and discuss his concerns with his family.
[B] Try to keep the company afloat by working harder.
[C] Start applying for other jobs.
[D] Think of these events as an opportunity for a new start.
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 9 OF 10
Re-phrased items:
A3 Alan helps Trudy with a difficult task, working as hard as he can. Trudy complains that Alan's work
isn't very good, and Alan responds that Trudy should be grateful he is doing her a favour. They
argue.
What strategy would be the most effective for Alan?
[A] Stop helping Trudy and don’t help her again.
[B] Try harder to help appropriately.
[C] Apologise to Trudy.
[D] Diffuse the argument by asking for advice.
A13 A junior employee making routine adjustments to some of Talia’s equipment accuses Talia of
causing the equipment malfunction. Talia has only ever used the equipment in the correct fashion.
What strategy would be the most effective for Talia?
[A] Reprimand the employee for making such accusations.
[B] Ignore the accusation, it is not important.
[C] Explain that malfunctions were not her fault.
[D] Learn more about using the equipment so that it doesn’t break.
F1 Phuong is having a large family gathering to celebrate her moving into her new home. She wants the
day to go smoothly and is a little nervous about it.
What strategy would be the most effective for Phuong?
[A] Talk to friends or relatives to ease her worries.
[B] Try to calm down, perhaps go for a short walk or meditate.
[C] Prepare ahead of time so she has everything she needs available.
[D] Think that she just has to get through the day, it doesn’t have to be perfect.
NEW
(from
Ch 4)
NEW
(from
Ch 4)
Mark has an exam in two days time that he really wants to do well on, but he is worried about
how he will go. He has regularly done all required work and often reviews his notes.
What strategy would be most effective for Mark?
[A] Review the notes a few more times and do some practice papers.
[B] Take these two days as some time out to relax before the exam.
[C] Find out whether he can re-take the course.
[D] Be better prepared by studying more the next time he has an exam.
Gladys experiences some chest pain that she thinks could be heart problems.
What strategy would be the most effective for Gladys?
[A] Keep a close watch to see hoe it develops over the next month and then see the doctor.
[B] Prepare for the worst, making sure that her affairs are in order.
[C] Change her lifestyle so that she can avoid scared like this in the future.
[D] Find out about any family history and then see the doctor as soon as possible.
APPENDIX 5.1: SELECTION OF STEM ITEMS
PAGE 10 OF 10
F5 Dorian needs to have some prostate surgery and is quite scared about the process. He has heard that
it is quite painful.
What strategy would be the most effective for Dorian?
[A] Look up information about the procedure at the library or on the internet.
[B] Keep busy in the meantime so he doesn’t think about the impending surgery.
[C] Talk to his family about his concerns.
[D] Talk to his doctor about what will happen.
S1 Wai-Hin and Connie have shared an office for years but Wai-Hin gets a new job and Connie loses
contact with her.
What action would be the most effective for Connie?
[A] Just accept that she is gone and the friendship is over
[B] Ring Wai-Hin and ask her out to lunch or coffee to catch up.
[C] Contact Wai-Hin and arrange to catch up but also try to make new friends around the office.
[D] Spend time getting to know the other people in the office, and strike up new friendships.
APPENDIX 5.2: RE-ANALYSIS WITHOUT GENDER MEAN CORRECTING
Page 1 of 1
Appendix 5.2
Alternative Version of Table 5.8 (without mean correcting separately by gender)
Factor Loadings, Factor Inter-Correlations, Fit Indices, and χ2 Differences for 1, 2, and 3factor Solutions from Confirmatory Factor Analysis Nested Models of Gf, Gc, and EI
Analysis 1:
Gf and Gc Scored Conventionally
Analysis 2:
Gf and Gc Scored by Consensus
1-factor
(27 df)
1-factor
(27 df)
Factor Loadings
2-factor
(25 df)
3-factor
(23 df)
Gc/EI Gf EI Gc Gf
.50
.57
g
.49
2-factor
(25 df)
3-factor
(23 df)
STEU
g
.49
Gc/EI Gf EI Gc Gf
.48
.55
STEM
.34
.40
.48
.37
.40
.46
MEIS
.63
.69
.75
.70
.71
.78
Vocabulary
.65
.68
.73
.69
.72
.76
General Knowledge
.46
.46
.49
.51
.50
.54
Esoteric Analogies
.81
.50
.43
.54 .42
.79
.63
Letter Series
.49
.65
.67
Nonsense Syllables
.45
.47
Letter Counting
.34
.55
.33
.65 .37
.37
.69
.73
.46
.37
.28
.26
.55
.22
.53
.53
Factor Inter-correlations
Gf
-
.55
Gc
-
-
- .48 .51
-
.40
- .73
-
-
- .42 .29
- .76
Fit Indices
RMSEA
.096**
.080*
.068
.105**
.097**
. 0.089*
CFI
.821
.883
.923
.792
.836
.874
AIC
130.543
115.392
2
χ
**
76.543
106.275
57.392
**
141.149
44.275
**
130.383
87.149
**
121.405
72.383
**
59.405**
∆χ2
19.151** 13.117**
14.774** 12.978**
Note. The p-value given for the RMSEA is the PLCOSE, a test of the null hypothesis that the
RMSEA is no greater than .05.
**
p < .01, *p < .05
APPENDIX 5.2: CORRELATION BETWEEN THE IPIP-NEO FACET
Page 1 of 1
Appendix 5.3: Correlations Between the IPIP-NEO facets
Correlationsa
o1
o2
o3
o4
o5
o6
c1
c2
c3
c4
c5
c6
e1
e2
e3
e4
e5
e6
a1
a2
a3
a4
a5
a6
n1
n2
n3
n4
n5
n6
IMAGINAT
ARTISTIC
EMOTION
ADVENTUR
INTELLEC
LIBERAL
SELFEFFI
ORDER
DUTIFUL
ACHIEVE
SELFDISC
CAUTIOUS
FRIENDLI
GREGAR
ASSERTIV
ACTIVITY
EXCITE
CHEERFUL
TRUST
MORALITY
ALTRUISM
COOPERAT
MODESTY
SYMPATHY
ANXIETY
ANGER
DEPRESS
SELFCONS
IMMODERA
VULNERAB
o4
e1
o1
o2
o3
o6
c1
c2
c3
c4
c5
c6
e3
AD o5
FR e2
IM
AR EM VE
IN
LI
SE
O
D
AC SE CA
G
AS
IE
AG
TI
OT NT TE BE
LF
R
UT
HI
LF
UT
RE SE
N
IN
ST
IO
U
LL
RA EF DE
IF
EV
DI
IO
DL GA RT
AT
IC
N
EC
L
FI
R
UL
E
SC US
R
IV
R
I
1.0 .36** .20* .15 .35** .14 -.01 -.32** -.16 -.12 -.21** -.23** .02 .04 .07
.36** 1.0 .32** .41** .51** .19* .15 .00 -.06 .04 .01 -.05 .28** .18* .20*
.20* .32** 1.0 .22** .24** .05 .13 .03 .19* .25** .13 -.01 .37** .22** .05
.15 .41** .22** 1.0 .42** .08 .17* -.15 -.03 -.02 -.01 -.13 .39** .40** .25**
.35** .51** .24** .42** 1.0 .20* .20* -.30** .04 -.03 -.03 .02 .17* .13 .21**
.14 .19* .05 .08 .20* 1.0 -.14 -.16* -.34** -.17* -.20* -.01 -.11 -.07 -.04
-.01 .15 .13 .17* .20* -.14 1.0 .11 .27** .56** .56** .19* .45** .29** .50**
-.32** .00 .03 -.15 -.30** -.16* .11 1.0 .21** .28** .41** .27** .09 -.06 .09
-.16 -.06 .19* -.03 .04 -.34** .27** .21** 1.0 .39** .36** .36** .22** .04 .07
-.12 .04 .25** -.02 -.03 -.17* .56** .28** .39** 1.0 .60** .28** .24** .07 .31**
-.21** .01 .13 -.01 -.03 -.20* .56** .41** .36** .60** 1.0 .40** .31** .10 .28**
-.23** -.05 -.01 -.13 .02 -.01 .19* .27** .36** .28** .40** 1.0 .01 -.17* -.07
.02 .28** .37** .39** .17* -.11 .45** .09 .22** .24** .31** .01 1.0 .73** .35**
.04 .18* .22** .40** .13 -.07 .29** -.06 .04 .07 .10 -.17* .73** 1.0 .36**
.07 .20* .05 .25** .21** -.04 .50** .09 .07 .31** .28** -.07 .35** .36** 1.0
-.01 .04 .23** .24** .04 -.14 .35** .08 .16* .41** .36** -.15 .32** .33** .39**
.32** .27** .11 .48** .19* .16* .17* -.19* -.27** -.08 -.13 -.44** .31** .54** .33**
.10 .25** .26** .30** .16* -.09 .54** .04 .10 .24** .33** -.11 .68** .56** .35**
-.03 .16* .27** .25** .05 -.05 .28** .16* .24** .17* .22** .07 .57** .37** .09
-.04 .08 .27** .21** .12 -.06 .12 .06 .47** .26** .17* .23** .22** .20* -.07
.11 .28** .66** .17* .19* .01 .20* .12 .34** .35** .20* .09 .45** .26** .07
.04 .13 .19* .26** .15 .02 .07 .10 .28** .09 .23** .27** .23** .08 -.19*
.04 -.08 -.01 -.15 -.19* .06 -.50** .01 -.02 -.19* -.19* -.01 -.27** -.20* -.50**
.10 .33** .42** .13 .12 .23** .08 .09 .17* .22** .17* .09 .34** .24** .07
.05 -.17* .11 -.42** -.33** .00 -.34** .00 -.10 .02 -.21** -.11 -.29** -.33** -.30**
-.05 -.11 .05 -.16* -.17* .02 -.14 -.07 -.18* -.02 -.27** -.42** -.20* -.07 .07
.07 -.17* -.02 -.27** -.18* .24** -.51** -.10 -.31** -.25** -.40** -.21** -.50** -.39** -.30**
-.07 -.27** -.22** -.43** -.27** .01 -.39** -.02 -.19* -.14 -.22** .00 -.75** -.65** -.51**
.32** .16* .14 .15 .11 .11 -.03 -.23** -.18* -.13 -.29** -.35** .10 .21** .02
-.03 -.13 .10 -.30** -.32** .09 -.44** -.02 -.11 -.08 -.34** -.19* -.29** -.28** -.39**
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
a. Listwise N=157
e6
a2
a4
a5
n4
n5
a3
a6
n1
n3
n6
C
M
C
M
SE
IM
e4
e5
AL
SY AN n2
DE LF
VU
HE a1
O
O
O
M
AC EX ER TR RA TR OP DE MP
XI
AN PR
LN
C
O
TIV CI
FU US LIT
UI
ER ST AT ET GE ES
O
DE ER
SM AT
HY
Y
S
ITY TE
L
T
Y
Y
R
NS RA AB
-.01 .32** .10 -.03 -.04 .11 .04 .04 .10 .05 -.05 .07 -.07 .32** -.03
.04 .27** .25** .16* .08 .28** .13 -.08 .33** -.17* -.11 -.17* -.27** .16* -.13
.23** .11 .26** .27** .27** .66** .19* -.01 .42** .11 .05 -.02 -.22** .14 .10
.24** .48** .30** .25** .21** .17* .26** -.15 .13 -.42** -.16* -.27** -.43** .15 -.30**
.04 .19* .16* .05 .12 .19* .15 -.19* .12 -.33** -.17* -.18* -.27** .11 -.32**
-.14 .16* -.09 -.05 -.06 .01 .02 .06 .23** .00 .02 .24** .01 .11 .09
.35** .17* .54** .28** .12 .20* .07 -.50** .08 -.34** -.14 -.51** -.39** -.03 -.44**
.08 -.19* .04 .16* .06 .12 .10 .01 .09 .00 -.07 -.10 -.02 -.23** -.02
.16* -.27** .10 .24** .47** .34** .28** -.02 .17* -.10 -.18* -.31** -.19* -.18* -.11
.41** -.08 .24** .17* .26** .35** .09 -.19* .22** .02 -.02 -.25** -.14 -.13 -.08
.36** -.13 .33** .22** .17* .20* .23** -.19* .17* -.21** -.27** -.40** -.22** -.29** -.34**
-.15 -.44** -.11 .07 .23** .09 .27** -.01 .09 -.11 -.42** -.21** .00 -.35** -.19*
.32** .31** .68** .57** .22** .45** .23** -.27** .34** -.29** -.20* -.50** -.75** .10 -.29**
.33** .54** .56** .37** .20* .26** .08 -.20* .24** -.33** -.07 -.39** -.65** .21** -.28**
.39** .33** .35** .09 -.07 .07 -.19* -.50** .07 -.30** .07 -.30** -.51** .02 -.39**
1.0 .27** .29** .11 .26** .17* .06 -.14 .11 -.15 .09 -.17* -.29** .09 -.14
.27** 1.0 .39** .04 -.07 .01 -.16* -.28** .05 -.27** .12 -.10 -.40** .41** -.16*
.29** .39** 1.0 .56** .12 .33** .09 -.37** .26** -.37** -.10 -.67** -.50** .19* -.40**
.11 .04 .56** 1.0 .14 .41** .31** -.07 .32** -.22** -.23** -.42** -.35** .09 -.21**
.26** -.07 .12 .14 1.0 .42** .47** .28** .31** -.11 -.19* -.12 -.17* .00 -.03
.17* .01 .33** .41** .42** 1.0 .39** .15 .63** .01 -.18* -.21** -.26** .12 -.01
.06 -.16* .09 .31** .47** .39** 1.0 .18* .30** -.21** -.47** -.21** -.16* .02 -.19*
-.14 -.28** -.37** -.07 .28** .15 .18* 1.0 .14 .28** .04 .40** .32** -.04 .32**
.11 .05 .26** .32** .31** .63** .30** .14 1.0 .01 -.19* -.12 -.21** .04 .06
-.15 -.27** -.37** -.22** -.11 .01 -.21** .28** .01 1.0 .36** .60** .43** .03 .79**
.09 .12 -.10 -.23** -.19* -.18* -.47** .04 -.19* .36** 1.0 .33** .23** .27** .42**
-.17* -.10 -.67** -.42** -.12 -.21** -.21** .40** -.12 .60** .33** 1.0 .46** .15 .66**
-.29** -.40** -.50** -.35** -.17* -.26** -.16* .32** -.21** .43** .23** .46** 1.0 -.08 .43**
.09 .41** .19* .09 .00 .12 .02 -.04 .04 .03 .27** .15 -.08 1.0 .18*
-.14 -.16* -.40** -.21** -.03 -.01 -.19* .32** .06 .79** .42** .66** .43** .18* 1.0
APPENDIX 5.4: REGRESSION WEIGHTS
Page 1 of 21
Appendix 5.4
Regression Weights for Regression Models Predicting Alexithymia, Life Satisfaction,
Loneliness and Stress from Gf, Gc, Personality and EI
(1) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and STEU Scores
a
Coefficients
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.441
.528
.290
.537
-1.402
.591
-.027
.046
-.136
.040
-.024
.036
-.016
.045
.140
.045
6.128
9.726
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.056
-.271
-.067
-.375
-.073
-.034
.360
.068
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
29.268
.540
-2.374
-.589
-3.371
-.656
-.350
3.120
.630
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.591
.021
.558
.001
.514
.727
.003
.531
a. Dependent Variable: TAS_DIF
(2) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and STEU Scores
a
Coefficients
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.220
.590
.618
.600
-.865
.660
-.059
.052
-.114
.045
-.063
.040
-.098
.050
-.052
.050
14.194
10.874
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.121
-.169
-.148
-.316
-.197
-.217
-.136
.160
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
22.411
1.030
-1.310
-1.149
-2.514
-1.574
-1.968
-1.042
1.305
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.307
.195
.255
.014
.120
.053
.301
.196
APPENDIX 5.4: REGRESSION WEIGHTS
Page 2 of 21
(3) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.794
.383
.010
.390
.245
.429
-.134
.033
-.059
.029
-.009
.026
-.123
.032
-.079
.033
-7.591
7.067
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
.003
.066
-.462
-.226
-.040
-.373
-.283
-.117
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
33.375
.026
.571
-4.008
-2.016
-.359
-3.784
-2.436
-1.074
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.979
.570
.000
.048
.721
.000
.018
.287
a. Dependent Variable: TAS_EOT
(4) Regression Predicting Loneliness from Gf and Gc, Personality and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.530
.573
.015
.583
-.709
.641
.090
.050
.046
.044
-.246
.039
-.053
.048
.094
.049
12.761
10.555
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.003
-.126
.204
.115
-.693
-.106
.221
.130
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
23.630
.025
-1.106
1.799
1.041
-6.302
-1.092
1.933
1.209
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.980
.273
.077
.302
.000
.279
.058
.231
APPENDIX 5.4: REGRESSION WEIGHTS
Page 3 of 21
(5) Regression Predicting Life Satisfaction from Gf and Gc, Personality and STEU
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.148
.562
.617
.572
.022
.630
-.044
.049
.048
.043
.123
.038
.049
.047
.051
.048
-1.370
10.365
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.138
.005
-.127
.150
.434
.123
.152
-.018
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.392
1.078
.035
-.906
1.104
3.206
1.030
1.074
-.132
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.285
.972
.368
.274
.002
.307
.287
.895
a. Dependent Variable: LIFESAT
(6) Regression Predicting Stress from Gf and Gc, Personality and STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.110
.466
-.713
.475
-.424
.522
-.028
.041
.012
.036
.002
.032
.023
.039
.133
.040
-5.035
8.597
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.179
-.106
-.089
.042
.007
.066
.442
-.072
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
40.979
-1.503
-.811
-.683
.327
.057
.587
3.358
-.586
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.138
.420
.497
.745
.955
.559
.001
.560
APPENDIX 5.4: REGRESSION WEIGHTS
Page 4 of 21
(7) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.369
.519
.346
.505
-.983
.591
-.033
.046
-.139
.040
-.012
.036
-.005
.044
.128
.044
-9.493
7.134
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.067
-.190
-.083
-.383
-.036
-.011
.329
-.132
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
29.586
.685
-1.663
-.730
-3.512
-.322
-.110
2.925
-1.331
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.496
.101
.468
.001
.749
.913
.005
.188
a. Dependent Variable: TAS_DIF
(8) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.150
.593
.894
.576
-.712
.675
-.061
.052
-.122
.045
-.064
.041
-.090
.050
-.062
.050
4.646
8.144
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.176
-.139
-.153
-.338
-.198
-.200
-.162
.065
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
22.174
1.552
-1.055
-1.168
-2.688
-1.540
-1.808
-1.249
.571
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.126
.295
.247
.009
.128
.075
.216
.570
APPENDIX 5.4: REGRESSION WEIGHTS
Page 5 of 21
(9) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.816
.380
-.160
.369
.290
.433
-.135
.033
-.055
.029
-.005
.027
-.124
.032
-.077
.032
-6.624
5.220
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.043
.078
-.465
-.209
-.020
-.377
-.273
-.128
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
33.719
-.434
.671
-4.050
-1.887
-.181
-3.876
-2.398
-1.269
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.666
.504
.000
.064
.857
.000
.019
.209
a. Dependent Variable: TAS_EOT
(10) Regression Predicting Loneliness from Gf and Gc, Personality and STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.404
.563
.166
.547
-.034
.641
.080
.049
.039
.043
-.228
.039
-.034
.047
.073
.047
-13.360
7.736
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.030
-.006
.182
.099
-.642
-.069
.173
-.170
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
23.797
.304
-.052
1.619
.911
-5.799
-.727
1.547
-1.727
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.762
.958
.110
.366
.000
.470
.127
.089
APPENDIX 5.4: REGRESSION WEIGHTS
Page 6 of 21
(11) Regression Predicting Life Satisfaction from Gf and Gc, Personality and STEM
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.198
.550
.655
.535
-.353
.626
-.039
.048
.048
.042
.111
.038
.041
.046
.060
.046
11.293
7.555
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.146
-.078
-.110
.151
.391
.102
.178
.180
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
40.352
1.225
-.564
-.802
1.140
2.881
.876
1.299
1.495
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.225
.575
.426
.259
.005
.384
.199
.140
a. Dependent Variable: LIFESAT
(12) Regression Predicting Stress from Gf and Gc, Personality and STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.123
.463
-.829
.450
-.377
.527
-.029
.041
.015
.035
.005
.032
.022
.039
.134
.039
-4.927
6.359
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.208
-.094
-.092
.052
.021
.064
.446
-.088
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
41.296
-1.842
-.716
-.707
.416
.167
.577
3.450
-.775
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.070
.477
.482
.679
.868
.566
.001
.441
APPENDIX 5.4: REGRESSION WEIGHTS
Page 7 of 21
(13) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and MEIS Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.256
.523
.533
.507
-.880
.597
-.016
.046
-.139
.039
-.025
.035
-.013
.043
.139
.043
-12.482
7.646
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.104
-.170
-.040
-.384
-.076
-.028
.357
-.178
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
29.158
1.052
-1.474
-.348
-3.543
-.703
-.291
3.206
-1.633
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.297
.145
.729
.001
.485
.772
.002
.107
a. Dependent Variable: TAS_DIF
(14) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and MEIS Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.059
.600
.937
.582
-.369
.685
-.057
.053
-.121
.045
-.061
.041
-.088
.050
-.063
.050
-6.333
8.774
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.184
-.072
-.142
-.337
-.188
-.195
-.164
-.091
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
21.749
1.612
-.539
-1.074
-2.686
-1.493
-1.777
-1.272
-.722
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.112
.592
.287
.009
.140
.080
.208
.473
APPENDIX 5.4: REGRESSION WEIGHTS
Page 8 of 21
(15) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and MEIS Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.722
.381
-.015
.369
.406
.434
-.122
.033
-.055
.029
-.014
.026
-.130
.031
-.069
.031
-10.079
5.562
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.004
.109
-.419
-.209
-.061
-.394
-.245
-.199
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
33.421
-.041
.935
-3.646
-1.916
-.558
-4.123
-2.181
-1.812
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.968
.353
.001
.060
.579
.000
.033
.075
a. Dependent Variable: TAS_EOT
(16) Regression Predicting Loneliness from Gf and Gc, Personality and MEIS Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.397
.583
.291
.564
-.294
.665
.091
.051
.039
.044
-.244
.039
-.044
.048
.084
.048
-4.714
8.515
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.052
-.052
.207
.097
-.685
-.088
.198
-.061
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
22.991
.515
-.443
1.786
.881
-6.188
-.908
1.742
-.554
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.608
.659
.079
.382
.000
.367
.086
.582
APPENDIX 5.4: REGRESSION WEIGHTS
Page 9 of 21
(17) Regression Predicting Life Satisfaction from Gf and Gc, Personality and MEIS
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.268
.562
.490
.544
-.306
.641
-.054
.049
.048
.042
.125
.038
.049
.046
.049
.046
9.470
8.206
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.110
-.068
-.154
.152
.441
.124
.145
.155
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.655
.902
-.478
-1.093
1.141
3.297
1.058
1.059
1.154
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.371
.634
.278
.258
.002
.294
.294
.253
a. Dependent Variable: LIFESAT
(18) Regression Predicting Stress from Gf and Gc, Personality and MEIS Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
MEIS composite
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.045
.467
-.714
.452
-.271
.532
-.018
.041
.015
.035
-.002
.032
.018
.039
.141
.039
-8.139
6.818
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.179
-.068
-.058
.052
-.007
.052
.467
-.150
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
40.816
-1.580
-.509
-.441
.415
-.058
.473
3.647
-1.194
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.119
.613
.661
.680
.954
.637
.001
.237
APPENDIX 5.4: REGRESSION WEIGHTS
Page 10 of 21
(19) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and AES 1 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.450
.511
.393
.496
-1.430
.546
-.017
.045
-.112
.041
.013
.039
-.006
.043
.130
.043
-.201
.102
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.077
-.277
-.043
-.309
.040
-.012
.334
-.244
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
30.217
.794
-2.617
-.381
-2.715
.336
-.129
3.032
-1.974
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.430
.011
.704
.008
.738
.898
.003
.053
a. Dependent Variable: TAS_DIF
(20) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and AES 1 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.187
.577
.863
.559
-.749
.616
-.050
.051
-.090
.047
-.019
.044
-.081
.048
-.070
.048
-.232
.115
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.170
-.146
-.124
-.250
-.058
-.180
-.183
-.285
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
22.874
1.545
-1.216
-.975
-1.927
-.422
-1.675
-1.457
-2.025
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.127
.229
.333
.058
.675
.099
.150
.047
APPENDIX 5.4: REGRESSION WEIGHTS
Page 11 of 21
(21) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and AES 1 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.879
.371
-.128
.359
-.041
.396
-.123
.033
-.032
.030
.017
.028
-.124
.031
-.076
.031
-.166
.074
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.034
-.011
-.421
-.124
.072
-.377
-.270
-.279
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
34.758
-.356
-.103
-3.742
-1.083
.599
-3.983
-2.443
-2.251
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.723
.918
.000
.283
.551
.000
.017
.028
a. Dependent Variable: TAS_EOT
(22) Regression Predicting Loneliness from Gf and Gc, Personality and AES 1 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.495
.565
.236
.547
-.585
.603
.097
.050
.063
.046
-.211
.043
-.038
.047
.078
.047
-.183
.112
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.042
-.104
.220
.160
-.592
-.077
.184
-.204
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
23.906
.431
-.970
1.945
1.388
-4.868
-.806
1.656
-1.632
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.668
.336
.056
.170
.000
.423
.103
.108
APPENDIX 5.4: REGRESSION WEIGHTS
Page 12 of 21
(23) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 1
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.133
.556
.595
.539
.071
.594
-.050
.049
.035
.045
.105
.043
.045
.047
.055
.047
.100
.111
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.133
.016
-.142
.110
.372
.114
.162
.140
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.816
1.105
.119
-1.015
.772
2.473
.968
1.175
.904
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.273
.906
.314
.443
.016
.336
.244
.369
a. Dependent Variable: LIFESAT
(24) Regression Predicting Stress from Gf and Gc, Personality and AES 1 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES1
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.149
.465
-.803
.450
-.555
.496
-.024
.041
.019
.038
.006
.036
.020
.039
.137
.039
-.035
.092
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.202
-.139
-.078
.068
.025
.057
.455
-.055
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
41.215
-1.783
-1.118
-.595
.511
.176
.519
3.519
-.377
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.079
.268
.554
.611
.861
.605
.001
.708
APPENDIX 5.4: REGRESSION WEIGHTS
Page 13 of 21
(25) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and AES 2 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.591
.511
.275
.492
-1.643
.557
-.001
.046
-.122
.039
-.026
.035
.008
.043
.110
.043
-.218
.092
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.054
-.318
-.001
-.337
-.081
.017
.283
-.255
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
30.518
.559
-2.952
-.012
-3.118
-.763
.176
2.525
-2.360
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.578
.004
.990
.003
.448
.861
.014
.021
a. Dependent Variable: TAS_DIF
(26) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and AES 2 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.324
.582
.744
.560
-.944
.634
-.034
.052
-.104
.045
-.064
.039
-.068
.049
-.090
.049
-.221
.105
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.146
-.184
-.086
-.289
-.198
-.152
-.234
-.262
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
22.910
1.328
-1.490
-.658
-2.325
-1.618
-1.398
-1.820
-2.107
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.189
.141
.513
.023
.111
.167
.073
.039
APPENDIX 5.4: REGRESSION WEIGHTS
Page 14 of 21
(27) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and AES 2 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.940
.381
-.189
.367
-.108
.415
-.117
.034
-.046
.029
-.014
.026
-.119
.032
-.085
.032
-.116
.069
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.051
-.029
-.403
-.175
-.061
-.361
-.304
-.188
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
33.978
-.515
-.261
-3.425
-1.567
-.554
-3.694
-2.627
-1.681
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.608
.795
.001
.122
.581
.000
.011
.098
a. Dependent Variable: TAS_EOT
(28) Regression Predicting Loneliness from Gf and Gc, Personality and AES 2 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.631
.565
.123
.544
-.793
.615
.113
.051
.055
.043
-.247
.038
-.026
.048
.059
.048
-.207
.102
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.022
-.141
.257
.139
-.694
-.051
.139
-.222
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
24.134
.227
-1.289
2.235
1.267
-6.451
-.537
1.229
-2.029
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.821
.202
.029
.210
.000
.593
.223
.047
APPENDIX 5.4: REGRESSION WEIGHTS
Page 15 of 21
(29) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 2
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.146
.566
.600
.545
.015
.616
-.046
.051
.047
.043
.123
.038
.047
.048
.054
.048
.013
.102
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.134
.003
-.130
.150
.434
.118
.160
.017
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.155
1.101
.024
-.901
1.089
3.208
.982
1.121
.123
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.275
.981
.371
.280
.002
.330
.266
.903
a. Dependent Variable: LIFESAT
(30) Regression Predicting Stress from Gf and Gc, Personality and AES 2 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES2
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.204
.468
-.843
.451
-.653
.509
-.017
.042
.020
.036
-.001
.032
.026
.039
.129
.040
-.074
.084
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.212
-.163
-.054
.072
-.005
.072
.430
-.111
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
41.068
-1.871
-1.281
-.403
.565
-.043
.649
3.252
-.870
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.066
.205
.689
.574
.965
.519
.002
.387
APPENDIX 5.4: REGRESSION WEIGHTS
Page 16 of 21
(31) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and AES 3 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.340
.517
.188
.516
-1.471
.558
-.018
.046
-.143
.039
-.004
.037
-.010
.043
.142
.043
-.296
.180
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
.037
-.285
-.044
-.395
-.012
-.022
.366
-.174
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
29.694
.364
-2.635
-.385
-3.637
-.106
-.234
3.273
-1.649
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.717
.011
.701
.001
.916
.815
.002
.104
a. Dependent Variable: TAS_DIF
(32) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and AES 3 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.089
.591
.723
.590
-.706
.638
-.055
.052
-.124
.045
-.047
.042
-.087
.049
-.060
.050
-.206
.205
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.142
-.138
-.139
-.345
-.144
-.192
-.156
-.122
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
22.151
1.225
-1.106
-1.058
-2.751
-1.104
-1.755
-1.206
-1.002
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.225
.273
.294
.008
.274
.084
.232
.320
APPENDIX 5.4: REGRESSION WEIGHTS
Page 17 of 21
(33) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and AES 3 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.804
.380
-.246
.380
-.027
.411
-.126
.034
-.057
.029
-.001
.027
-.128
.032
-.068
.032
-.172
.132
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.066
-.007
-.432
-.218
-.006
-.389
-.241
-.140
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
33.655
-.648
-.065
-3.732
-1.970
-.053
-4.019
-2.117
-1.302
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.519
.948
.000
.053
.958
.000
.038
.197
a. Dependent Variable: TAS_EOT
(34) Regression Predicting Loneliness from Gf and Gc, Personality and AES 3 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.457
.577
.253
.576
-.431
.623
.086
.051
.039
.044
-.243
.041
-.043
.048
.082
.048
.018
.200
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
.045
-.076
.195
.098
-.684
-.087
.192
.010
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
23.325
.439
-.692
1.680
.881
-5.911
-.895
1.686
.091
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.662
.491
.098
.381
.000
.374
.097
.928
APPENDIX 5.4: REGRESSION WEIGHTS
Page 18 of 21
(35) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 3
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.179
.559
.665
.558
.061
.604
-.048
.049
.050
.043
.117
.040
.048
.047
.050
.047
.102
.194
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.149
.014
-.137
.157
.411
.120
.147
.069
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.664
1.192
.101
-.970
1.163
2.919
1.018
1.061
.525
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.238
.920
.336
.249
.005
.313
.293
.601
a. Dependent Variable: LIFESAT
(36) Regression Predicting Stress from Gf and Gc, Personality and AES 3 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES3
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.128
.465
-.844
.465
-.568
.503
-.024
.041
.014
.035
.004
.033
.019
.039
.139
.039
-.060
.162
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.212
-.142
-.078
.049
.015
.055
.463
-.045
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
41.098
-1.817
-1.129
-.587
.386
.114
.500
3.562
-.368
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.074
.263
.559
.701
.909
.619
.001
.714
APPENDIX 5.4: REGRESSION WEIGHTS
Page 19 of 21
(37) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
and AES 4 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
15.630
.625
.279
.624
-.870
.627
15.404
.522
.398
.506
-1.275
.552
-.029
.046
-.140
.040
-.022
.036
-.011
.044
.134
.044
15.640
.482
-.100
.483
-1.422
.508
.017
.044
-.084
.039
.015
.034
.027
.041
.156
.040
-.431
.117
Standardized
Coefficients
Beta
.054
-.168
.077
-.247
-.072
-.384
-.067
-.024
.345
-.019
-.275
.043
-.232
.046
.060
.402
-.429
t
24.998
.447
-1.386
29.517
.786
-2.307
-.629
-3.502
-.607
-.250
3.070
32.423
-.207
-2.802
.392
-2.138
.433
.658
3.860
-3.692
Sig.
.000
.657
.170
.000
.435
.024
.531
.001
.546
.803
.003
.000
.837
.007
.696
.036
.666
.513
.000
.000
a. Dependent Variable: TAS_DIF
(38) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and AES 4 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
13.133
.604
1.418
.603
-.673
.606
13.133
.589
.869
.572
-.570
.624
-.063
.052
-.121
.045
-.059
.040
-.087
.049
-.065
.049
13.536
.466
.021
.467
-.821
.491
.015
.042
-.027
.038
.003
.033
-.022
.040
-.028
.039
-.733
.113
a. Dependent Variable: TAS_DDF
Standardized
Coefficients
Beta
.279
-.132
.171
-.111
-.158
-.338
-.183
-.194
-.170
.004
-.161
.038
-.076
.010
-.049
-.072
-.737
t
21.761
2.353
-1.112
22.287
1.520
-.913
-1.220
-2.697
-1.461
-1.767
-1.325
29.021
.046
-1.673
.359
-.718
.096
-.557
-.709
-6.500
Sig.
.000
.021
.270
.000
.133
.365
.227
.009
.149
.082
.190
.000
.964
.099
.721
.475
.924
.579
.481
.000
APPENDIX 5.4: REGRESSION WEIGHTS
Page 20 of 21
(39) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
and AES 4 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
13.151
.452
.432
.452
-.486
.454
12.841
.381
-.124
.370
.087
.404
-.132
.033
-.055
.029
-.012
.026
-.128
.032
-.072
.032
12.933
.378
-.318
.379
.030
.398
-.114
.034
-.034
.031
.002
.027
-.113
.032
-.064
.032
-.168
.091
Standardized
Coefficients
Beta
.116
-.130
-.033
.023
-.454
-.210
-.050
-.390
-.258
-.086
.008
-.393
-.128
.010
-.345
-.227
-.231
t
29.088
.956
-1.071
33.669
-.335
.216
-3.948
-1.888
-.451
-4.013
-2.263
34.204
-.839
.075
-3.331
-1.084
.090
-3.497
-2.007
-1.832
Sig.
.000
.342
.288
.000
.739
.830
.000
.063
.653
.000
.027
.000
.405
.941
.001
.283
.929
.001
.049
.072
a. Dependent Variable: TAS_EOT
(40) Regression Predicting Loneliness from Gf and Gc, Personality and AES 4 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
14.146
.682
.239
.681
.882
.685
13.453
.571
.240
.554
-.443
.604
.086
.050
.039
.044
-.242
.039
-.043
.048
.082
.048
13.590
.566
-.048
.567
-.529
.596
.113
.051
.071
.046
-.221
.040
-.021
.049
.095
.047
-.249
.137
a. Dependent Variable: LONELY
Standardized
Coefficients
Beta
.043
.156
.043
-.079
.196
.097
-.681
-.087
.194
-.009
-.094
.257
.178
-.622
-.042
.224
-.227
t
20.737
.352
1.289
23.561
.433
-.734
1.726
.884
-6.200
-.901
1.719
24.001
-.085
-.888
2.202
1.523
-5.512
-.432
1.999
-1.821
Sig.
.000
.726
.202
.000
.666
.466
.089
.380
.000
.371
.090
.000
.932
.378
.031
.133
.000
.667
.050
.073
APPENDIX 5.4: REGRESSION WEIGHTS
Page 21 of 21
(41) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 4
Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
22.195
.549
.224
.548
-.489
.551
22.157
.555
.593
.538
-.006
.587
-.044
.049
.048
.042
.123
.038
.048
.046
.053
.046
22.101
.561
.709
.562
.028
.591
-.055
.051
.035
.046
.114
.040
.039
.048
.047
.047
.100
.136
Standardized
Coefficients
Beta
.050
-.109
.132
-.001
-.126
.153
.433
.121
.155
.158
.006
-.156
.112
.403
.098
.140
.115
t
40.455
.409
-.888
39.956
1.102
-.011
-.907
1.141
3.231
1.029
1.132
39.368
1.261
.047
-1.077
.771
2.868
.809
1.007
.740
Sig.
.000
.684
.377
.000
.274
.991
.368
.258
.002
.307
.262
.000
.212
.962
.286
.443
.006
.422
.318
.462
a. Dependent Variable: LIFESAT
(42) Regression Predicting Stress from Gf and Gc, Personality and AES 4 Scores
Coefficientsa
Model
1
2
3
(Constant)
Gf composite score
Gc composite score
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
(Constant)
Gf composite score
Gc composite score
O
C
E
A
N
AES4
Unstandardized
Coefficients
B
Std. Error
19.623
.464
-1.195
.463
-.289
.466
19.141
.461
-.802
.447
-.528
.488
-.026
.040
.014
.035
.000
.032
.019
.039
.138
.039
19.178
.467
-.880
.468
-.551
.492
-.019
.042
.023
.038
.006
.033
.025
.040
.141
.039
-.068
.113
a. Dependent Variable: STRESS
Standardized
Coefficients
Beta
-.300
-.072
-.201
-.132
-.085
.051
.001
.055
.457
-.221
-.138
-.062
.082
.024
.072
.469
-.087
t
42.293
-2.578
-.620
41.512
-1.793
-1.082
-.654
.411
.007
.499
3.566
41.023
-1.880
-1.121
-.454
.605
.179
.630
3.598
-.597
Sig.
.000
.012
.537
.000
.078
.283
.516
.682
.994
.619
.001
.000
.065
.266
.652
.548
.858
.531
.001
.553
APPENDIX 6.1: NEW STEU ITEMS
Page 1 of 4
Appendix 6.1
New Items for the STEU Representing Fear, Anger and Sadness Content
1. Five New Items with Sadness-Related Content
SAD1 Yuni has played competitive basketball for several years and enjoys it. An unlucky injury she
sustains means she will be unable to play at the same level again.
Yuni is most likely to feel?
[A] Unhappy
[B] Outraged
[C] Guilty
[D] Hopeful
[E] Worried
SAD2 Frank works closely with Steve, whom he is good friends with. Steve leaves Frank’s work to
get a better job in another city.
Frank is most likely to feel?
[A] Sadness
[B] Dislike
[C] Distress
[D] Stress
[E] Anxiety
SAD3
Jeff really enjoys working on a particularly interesting case. That case is completed and Jeff is
given other work to do, but he finds the new work much less interesting.
Jeff is most likely to feel?
[A] Sadness
[B] Anger
[C] Fear
[D] Regret
[E] Irritation
APPENDIX 6.1: NEW STEU ITEMS
Page 2 of 4
SAD4 A gym class Kathy enjoys going to is cancelled because not enough people were attending.
Kathy is most likely to feel?
[A] Sad
[B] Mad
[C] Disgusted
[D] Anxious
[E] Surprised
SAD5 Sadhana is at the airport saying goodbye to her family as she prepares to go overseas for a long
time.
Sadhana is most likely to feel?
[A] Hopeful
[B] Excited
[C] Anxious
[D] Irritated
[E] Sad
2. Five New Items with Fear-Related Content
FEAR2 Joe is about to go out with a date with a girl he has not gone out with before. He wants the
evening to go well but is not sure whether it will.
Joe is most likely to feel?
[A] Nervous
[B] Elated
[C] Disappointed
[D] Irritable
[E] Regretful
FEAR2 Susan is about to find out the results of a tribunal who has been reviewing her work. She
wants the results to be positive but does not know what they will be.
Susan is most likely to feel?
[A] Worried
[B] Pleased
[C] Annoyed
[D] Sad
[E] Upset
APPENDIX 6.1: NEW STEU ITEMS
Page 3 of 4
FEAR3 Stavros is about to go for a job interview for a job he really wants. He does not know how
likely it is he will get the job.
Stravros is most likely to feel?
[A] Anxious
[B] Hostile
[C] Depressed
[D] Proud
[E] Irritated
FEAR4 Jenny is about to see the doctor to find out the results of a blood test. She doesn’t know what
the results are likely to be.
Jenny is most likely to feel?
[A] Scared
[B] Angry
[C] Sad
[D] Disgusted
[E] Surprised
FEAR5 Bilal has entered a competition and is about to perform. He does not know how good the
other competitors are.
Bilal is most likely to feel?
[A] Angry
[B] Sad
[C] Surprised
[D] Proud
[E] Scared
3. Five New Items with Anger-Related Content
ANGER1 Greg’s workmate tells him he does not need to attend a meeting. Greg does not attend and
is later reprimanded for missing a compulsory meeting.
Greg is most likely to feel?
[A] Angry
[B] Anxious
[C] Regretful
[D] Depressed
[E] Terrified
APPENDIX 6.1: NEW STEU ITEMS
Page 4 of 4
ANGER2 Lily and Grace plan to attend a concert together, and agree that Grace should buy the
tickets in advance. Grace buys two tickets but then sells one of them to someone other than
Lily.
Lily is most likely to feel?
[A] Irritated
[B] Stressed
[C] Worried
[D] Disgusted
[E] Elated
ANGER3 Francis’ flatmate agreed to cook dinner for Francis and herself. Francis comes home and
finds that her flatmate has gone out, and has not cooked a meal
Francis is most likely to feel?
[A] Angry
[B] Contemptuous
[C] Anxious
[D] Terrified
[E] Hopeful
ANGER4 Allen borrows Jenny’s car and returns it with the petrol tank empty. Jenny needs to drive to
work the next day.
Jenny is most likely to feel?
[A] Irritated
[B] Depressed
[C] Hopeful
[D] Regretful
[E] Shocked
ANGER5 The cashier at the supermarket makes a impolite comment to George.
George is most likely to feel?
[A] Irritated
[B] Disgusted
[C] Ashamed
[D] Happy
[E] Depressed
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI
Page 1 of 4
Appendix 6.2
Separate nested Analyses for Strategic EI with Intelligence and ERA with Intelligence
SECTION 1: AMOS OUTPUT FOR 1-FACTOR MODEL OF STRATEGIC WITH
INTELLIGENCE
md
ud
rcd
rpmd
gkd
STEM
STEU
Reading
RAPM
Knowledge
STEU and STEM
1
1
1
1
1
STEM
STEU
Reading
g
1
RAPM
Knowledge
Standardised Loading
0.423
0.633
0.596
0.560
0.569
Modification Indices
(Co-variances of error terms)
7.939
Fit Indices
CFI
GFI
RMSEA
Chi Square
df
p
0.005
0.910
0.955
0.114
12.014
5
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI
Page 2 of 4
SECTION 2: AMOS OUTPUT FOR 2-FACTOR MODEL OF STRATEGIC EI WITH
INTELLIGENCE
md
ud
rcd
rpmd
gkd
STEM
STEU
Reading
RAPM
Knowledge
Factor Correlation = .592
1
1
1
1
1
STEM
1
EI
1
Cognitive
Ability
STEU
Reading
RAPM
Knowledge
Standardised Loading
0.478
0.908
0.644
0.563
0.625
Fit Indices
CFI
GFI
RMSEA
Chi Square
df
1.000
0.994
0.000
1.691
4
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI
Page 3 of 4
SECTION 3: AMOS OUTPUT FOR 1-FACTOR MODEL OF ERA WITH
INTELLIGENCE
vd
fd
rcd
rpmd
gkd
Faces
RAFL
Reading
RAPM
Knowledge
Faces and RAPM
1
1
1
1
1
RAFL
Faces
Reading
g
1
RAPM
Knowledge
Standardised Loading
0.236
0.290
0.701
0.535
0.591
Modification Indices
(Co-variances of error terms)
4.524
Fit Indices
CFI
GFI
RMSEA
Chi Square
df
p
0.003
0.886
0.963
0.105
10.907
5
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI
Page 4 of 4
SECTION 4: AMOS OUTPUT FOR 2-FACTOR MODEL OF ERA WITH
INTELLIGENCE
vd
fd
rcd
rpmd
gkd
Faces
RAFL
Reading
RAPM
Knowledge
Factor Correlation = .527
1
1
1
1
1
RAFL
Gf
Faces
Reading
1
1
Gc
RAPM
Knowledge
Standardised Loading
0.304
0.305
0.741
0.925
0.584
Fit Indices
CFI
GFI
RMSEA
Chi Square
df
0.965
0.979
0.065
5.801
4
APPENDIX 6.3: REGRESSION WEIGHTS
Page 1 of 4
Appendix 6.3
Regression Weights for Eight Regression Models Predicting Academic Achievement
from Intelligence, Personality, and EI
(1) Predicting University Admissions Index (UAI) from STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
89.723
.597
5.506
.764
87.880
1.570
5.782
.857
-.053
.153
.127
.160
.241
.147
.230
.248
-.069
.138
87.969
1.612
5.679
.943
-.048
.155
.131
.161
.234
.150
.214
.256
-.071
.139
1.786
6.640
Standardized
Coefficients
Beta
.570
.598
-.030
.066
.134
.079
-.043
.588
-.028
.069
.130
.074
-.044
.024
t
150.313
7.204
55.960
6.747
-.344
.794
1.638
.927
-.499
54.585
6.022
-.310
.813
1.559
.838
-.510
.269
Sig.
.000
.000
.000
.000
.732
.429
.104
.356
.619
.000
.000
.757
.418
.122
.404
.611
.789
a. Dependent Variable: TER
(2) Predicting Semester 1 Psychology Grade (self-reported) from STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
a. Dependent Variable: psyc1_2
Unstandardized
Coefficients
B
Std. Error
63.556
.986
8.226
1.303
63.120
2.575
7.641
1.369
.488
.230
.566
.251
-.107
.217
.140
.395
-.037
.211
63.325
2.584
7.022
1.509
.516
.232
.573
.251
-.124
.218
.088
.399
-.046
.211
10.543
10.787
Standardized
Coefficients
Beta
.552
.513
.196
.199
-.043
.032
-.016
.471
.207
.202
-.049
.020
-.020
.092
t
64.483
6.313
24.513
5.582
2.125
2.258
-.495
.355
-.173
24.505
4.655
2.230
2.284
-.569
.220
-.218
.977
Sig.
.000
.000
.000
.000
.036
.026
.622
.723
.863
.000
.000
.028
.025
.571
.826
.828
.331
APPENDIX 6.3: REGRESSION WEIGHTS
Page 2 of 4
(3) Predicting Semester 2 Psychology Grade (obtained from official records) from
STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
Unstandardized
Coefficients
B
Std. Error
61.969
.792
8.090
.997
58.448
2.118
8.321
1.121
-.018
.209
.112
.214
.059
.195
.597
.337
-.061
.191
58.658
2.212
8.168
1.209
-.011
.210
.118
.216
.054
.197
.562
.354
-.057
.192
2.851
8.257
Standardized
Coefficients
Beta
.615
.633
-.007
.042
.024
.147
-.027
.621
-.005
.045
.022
.138
-.025
.030
t
78.205
8.111
27.601
7.426
-.084
.521
.301
1.774
-.319
26.524
6.754
-.053
.545
.273
1.589
-.295
.345
Sig.
.000
.000
.000
.000
.933
.603
.764
.079
.750
.000
.000
.958
.587
.785
.115
.769
.731
a. Dependent Variable: PSYCSEM2
(4) Predicting Adjusted Average Mark (AAM) from STEU Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
a. Dependent Variable: AAM
Unstandardized
Coefficients
B
Std. Error
61.875
.785
6.987
.988
56.456
2.034
7.579
1.076
-.177
.200
.190
.206
.091
.188
.912
.324
-.289
.183
57.162
2.110
7.064
1.154
-.156
.201
.211
.206
.075
.188
.792
.337
-.275
.183
9.603
7.878
Standardized
Coefficients
Beta
.562
.610
-.076
.076
.039
.237
-.134
.569
-.066
.085
.032
.206
-.127
.106
t
78.797
7.069
27.755
7.041
-.883
.926
.486
2.818
-1.577
27.088
6.121
-.776
1.023
.397
2.347
-1.499
1.219
Sig.
.000
.000
.000
.000
.379
.357
.628
.006
.118
.000
.000
.440
.309
.692
.021
.137
.226
APPENDIX 6.3: REGRESSION WEIGHTS
Page 3 of 4
(5) Predicting University Admissions Index (UAI) from STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
89.723
.597
5.506
.764
87.880
1.570
5.782
.857
-.053
.153
.127
.160
.241
.147
.230
.248
-.069
.138
88.114
1.598
5.627
.878
-.042
.154
.110
.161
.241
.148
.184
.254
-.079
.139
2.640
3.168
Standardized
Coefficients
Beta
.570
.598
-.030
.066
.134
.079
-.043
.582
-.024
.057
.134
.064
-.049
.070
t
150.313
7.204
55.960
6.747
-.344
.794
1.638
.927
-.499
55.157
6.407
-.271
.681
1.636
.725
-.566
.833
Sig.
.000
.000
.000
.000
.732
.429
.104
.356
.619
.000
.000
.787
.498
.105
.470
.572
.407
a. Dependent Variable: TER
(6) Predicting Semester 1 Psychology Grade (self-reported) from STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
a. Dependent Variable: psyc1_2
Unstandardized
Coefficients
B
Std. Error
63.556
.986
8.226
1.303
63.120
2.575
7.641
1.369
.488
.230
.566
.251
-.107
.217
.140
.395
-.037
.211
63.213
2.562
7.247
1.391
.525
.230
.477
.258
-.101
.216
.087
.395
-.085
.213
7.818
5.645
Standardized
Coefficients
Beta
.552
.513
.196
.199
-.043
.032
-.016
.486
.211
.168
-.040
.020
-.036
.126
t
64.483
6.313
24.513
5.582
2.125
2.258
-.495
.355
-.173
24.671
5.211
2.282
1.851
-.469
.220
-.400
1.385
Sig.
.000
.000
.000
.000
.036
.026
.622
.723
.863
.000
.000
.025
.068
.640
.826
.690
.170
APPENDIX 6.3: REGRESSION WEIGHTS
Page 4 of 4
(7) Predicting Semester 2 Psychology Grade (obtained from official records) from
STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
Unstandardized
Coefficients
B
Std. Error
61.969
.792
8.090
.997
58.448
2.118
8.321
1.121
-.018
.209
.112
.214
.059
.195
.597
.337
-.061
.191
58.972
2.165
8.038
1.147
.014
.210
.090
.215
.056
.195
.500
.347
-.078
.191
4.952
4.392
Standardized
Coefficients
Beta
.615
.633
-.007
.042
.024
.147
-.027
.611
.006
.034
.023
.123
-.034
.092
t
78.205
8.111
27.601
7.426
-.084
.521
.301
1.774
-.319
27.235
7.009
.068
.418
.289
1.440
-.408
1.128
Sig.
.000
.000
.000
.000
.933
.603
.764
.079
.750
.000
.000
.946
.677
.773
.153
.684
.262
a. Dependent Variable: PSYCSEM2
(8) Predicting Adjusted Average Mark (AAM) from STEM Scores
Coefficientsa
Model
1
2
3
(Constant)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
a. Dependent Variable: AAM
Unstandardized
Coefficients
B
Std. Error
61.875
.785
6.987
.988
56.456
2.034
7.579
1.076
-.177
.200
.190
.206
.091
.188
.912
.324
-.289
.183
57.143
2.069
7.208
1.096
-.135
.201
.162
.205
.088
.187
.784
.332
-.312
.183
6.488
4.196
Standardized
Coefficients
Beta
.562
.610
-.076
.076
.039
.237
-.134
.580
-.058
.065
.037
.204
-.145
.128
t
78.797
7.069
27.755
7.041
-.883
.926
.486
2.818
-1.577
27.623
6.579
-.674
.788
.473
2.363
-1.705
1.546
Sig.
.000
.000
.000
.000
.379
.357
.628
.006
.118
.000
.000
.502
.432
.637
.020
.091
.125