appendix 2.1 steu items - university of sydney

APPENDIX 2.1: STEU ITEMS 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.

Clara receives a gift.

Clara is most likely to feel?

X [A] Happy

[B] Angry

[C] Frightened

[D] Bored

[E] Hungry


[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 [B] Joy

[C] Relief

[D] Guilt

[E] Hope


[5] 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.


[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


[9] 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] Somebody is most likely to feel surprised after?

x [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


[13] 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] Someone believes that another person harmed them on purpose. There is not a lot that can be

done to make things better.


x [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


[17] 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 [E] Hope

[18] 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.


[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.


[21] 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 [E] Distressed

[22] 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


[25] An unwanted situation becomes less likely or stops altogether.


[A] Regret

[B] Hope

[C] Joy

[D] Sadness

x [E] Relief

[26] 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 [E] Frustrated

[27] 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] 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?

x [A] Scared

[B] Distressed

[C] Irritated

[D] Sad

[E] Hopeful


[29] Quan and his wife are talking about what happened to them that day. Something happened that

caused Quan to feel surprised.


[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.


[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


[33] 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.


[A] Confused

[B] Relieved

[C] Surprised

x [D] Frustrated

[E] Distressed


[37] Someone believes another person has deliberately caused something good to stop happening to

them. However, they feel they can do something about it.


x [A] Angry

[B] Contemptuous

[C] Distress

[D] Depressed

[E] Frustrated

[38] 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?

x [A] Dislike

[B] Rage

[C] Jealousy

[D] Surprise

[E] Anxiety

[39] 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?

x [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


[41] Matthew has been at his current job for six months. Something happened that caused him to

feel regret.


x [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

68 6 74

3 23 26

71 29 100

.00

1.00

JOY2

Total

.00 1.00

JOY

Total

SAD2 * SAD Crosstabulation

Count

71 5 76

10 14 24

81 19 100

.00

1.00

SAD2

Total

.00 1.00

SAD

Total

FEAR2 * FEAR Crosstabulation

Count

82 3 85

1 14 15

83 17 100

.00

1.00

FEAR2

Total

.00 1.00

FEAR

Total

ANG2 * ANGER Crosstabulation

Count

62 3 65

2 33 35

64 36 100

.00

1.00

ANG2

Total

.00 1.00

ANGER

Total

DISG2 * DISG Crosstabulation

Count

89 2 91

9 9

89 11 100

.00

1.00

DISG2

Total

.00 1.00

DISG

Total


SURP2 * SURP Crosstabulation

Count

84 3 87

3 10 13

87 13 100

.00

1.00

SURP2

Total

.00 1.00

SURP

Total

_________________________________________________________________________

INTENS2 * INTENS Crosstabulation

Count

10 4 1 15

5 13 27 45

1 19 20

15 18 47 80

1.00

2.00

3.00

INTENS2

Total

1 2 3

INTENS

Total

_________________________________________________________________________

DOMAIN * DOMAIN2 Crosstabulation

Count

23 1 2 2 28

22 1 1 24

1 16 17

1 9 10

1 5 6

1 2 10 13

1 1

23 24 19 11 8 13 1 99

1

2

3

4

5

6

7

DOMAIN

Total

1 2 3 4 5 6 7

DOMAIN2

Total

Symmetric Measures

.846 .058 12.527 .000

.838 .042 17.685 .000

99

GammaOrdinal by Ordinal

KappaMeasure of Agreement

N of Valid Cases

Value

Asymp.

Std. Errora

Approx. Tb

Approx. Sig.

Not assuming the null hypothesis.a.

Using the asymptotic standard error assuming the null hypothesis.b.

_________________________________________________________________________


FIGHT2 * FIGHT Crosstabulation

Count

87 3 90

3 7 10

90 10 100

.00

1.00

FIGHT2

Total

.00 1.00

FIGHT

Total

ACHIEV2 * ACHIEV Crosstabulation

Count

88 2 90

3 7 10

91 9 100

.00

1.00

ACHIEV2

Total

.00 1.00

ACHIEV

Total

PUTDOWN2 * PUTDOWN Crosstabulation

Count

82 1 83

4 13 17

86 14 100

.00

1.00

PUTDOWN2

Total

.00 1.00

PUTDOWN

Total

UNFAIR2 * UNFAIR Crosstabulation

Count

81 2 83

10 7 17

91 9 100

.00

1.00

UNFAIR2

Total

.00 1.00

UNFAIR

Total

ROLECH2 * ROLECH Crosstabulation

Count

92 3 95

2 3 5

94 6 100

.00

1.00

ROLECH2

Total

.00 1.00

ROLECH

Total


HELPOTH2 * HELPOTH Crosstabulation

Count

91 2 93

5 2 7

96 4 100

.00

1.00

HELPOTH2

Total

.00 1.00

HELPOTH

Total

LACKTIM2 * LACKTIME Crosstabulation

Count

93 1 94

4 2 6

97 3 100

.00

1.00

LACKTIM2

Total

.00 1.00

LACKTIME

Total

CELEBR2 * CELEBR Crosstabulation

Count

91 2 93

3 4 7

94 6 100

.00

1.00

CELEBR2

Total

.00 1.00

CELEBR

Total

MORAL2 * MORAL Crosstabulation

Count

93 3 96

1 3 4

94 6 100

.00

1.00

MORAL2

Total

.00 1.00

MORAL

Total

ANTICIP2 * ANTICIP Crosstabulation

Count

87 9 96

1 3 4

88 12 100

.00

1.00

ANTICIP2

Total

.00 1.00

ANTICIP

Total


GOALSTR2 * GOALSTR Crosstabulation

Count

94 1 95

1 4 5

95 5 100

.00

1.00

GOALSTR2

Total

.00 1.00

GOALSTR

Total

AFFIL2 * AFFIL Crosstabulation

Count

78 78

12 10 22

90 10 100

.00

1.00

AFFIL2

Total

.00 1.00

AFFIL

Total

PART2 * PART Crosstabulation

Count

93 3 96

3 1 4

96 4 100

.00

1.00

PART2

Total

.00 1.00

PART

Total

HLTHOTH2 * HEALTH Crosstabulation

Count

95 1 96

2 2 4

97 3 100

.00

1.00

HLTHOTH2

Total

.00 1.00

HEALTH

Total

LOSEFR2 * LOSEFR Crosstabulation

Count

90 3 93

4 3 7

94 6 100

.00

1.00

LOSEFR2

Total

.00 1.00

LOSEFR

Total


LONE2 * LONELY Crosstabulation

Count

97 1 98

1 1 2

98 2 100

.00

1.00

LONE2

Total

.00 1.00

LONELY

Total

ILL2 * ILLNESS Crosstabulation

Count

92 6 98

1 1 2

93 7 100

.00

1.00

ILL2

Total

.00 1.00

ILLNESS

Total

DISORG2 * DISORG Crosstabulation

Count

95 95

2 3 5

97 3 100

.00

1.00

DISORG2

Total

.00 1.00

DISORG

Total

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 high-

school 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


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



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


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 over-

protectiveness; 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


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


Surprise


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 Real

O C E A N O C E A N

Speak to boss or supervisor 17 14 0.59 -0.26 0.18 0.13 0.01 0.71 -0.12 0.57 1.11 -0.34

Ask for more money 3 8 0.27 -0.43 -0.22 -0.37 0.30 -0.18 0.07 0.54 0.61 0.03

Look for another job 3 6 -0.86 0.44 0.75 -0.09 -0.17 -1.01 0.61 0.99 -0.17 0.20

Evaluate situation, amounts of work 2 1

Be proud of his superior ability 5 3 -0.05 -0.08 -0.50 -0.18 0.20 0.32 0.24 -1.19 -0.32 0.78

Distract himself with other things 1 0

Do not do more work than anyone else 1 3 0.11 -0.13 -2.14 0.43 1.27

Speak to workmates 3 3 -0.64 -0.46 -0.63 0.23 -0.05 -0.31 -0.24 -0.28 -0.26 -0.96

Just deal with it 0 2

Q1

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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Speak to boss or supervisor 17 14 0.59 -0.26 0.18 0.13 0.01 0.71 -0.12 0.57 1.11 -0.34

Ask for more money 3 8 0.27 -0.43 -0.22 -0.37 0.30 -0.18 0.07 0.54 0.61 0.03

Look for another job 3 6 -0.86 0.44 0.75 -0.09 -0.17 -1.01 0.61 0.99 -0.17 0.20

Evaluate situation, amounts of work 2 1

Be proud of his superior ability 5 3 -0.05 -0.08 -0.50 -0.18 0.20 0.32 0.24 -1.19 -0.32 0.78

Distract himself with other things 1 0

Do not do more work than anyone else 1 3 0.11 -0.13 -2.14 0.43 1.27

Speak to workmates 3 3 -0.64 -0.46 -0.63 0.23 -0.05 -0.31 -0.24 -0.28 -0.26 -0.96

Just deal with it 0 2

Q3 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?


Best Freq Real

Best Real

O C E A N O C E A N

Discuss with boss /exception made 16 14 0.15 0.14 0.61 0 -0.95 0.31 0.34 1.13 0.56 -0.85

Accept it or do nothing 5 9 0.1 -0.44 -0.35 -0.14 0.94 0.26 -0.54 -0.79 -0.26 0.46

Wonder if it was her fault 1 0

Cry or vent 1 2

Leave 2 4 -1.28 -1.05 0.89 0.25 -0.36 -0.79

Work to be promoted 6 4 -0.42 0.28 -0.25 0.63 0.19 -0.65 -0.1 -0.71 -0.24 -0.24

Tell boss or work her feelings 1 2

Think of it as valuable experience 2 2

Take to discrimination board 1 0

Calming techniques 0 2


Q40 Alana has been acting in a high-level position for several months. A decision is made that only 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?

[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?


Best Freq Real

Best Real

O C E A N O C E A N

Apologise to Trudy 10 7 -0.33 -0.73 -0.12 -0.36 -0.27 0.17 -0.43 -0.79 -0.31 -0.29

Tell her he'll leave 5 5 0.35 0.32 -0.36 0.41 -0.65 0.29 0.32 -0.18 0.73 -0.63

Actually leave 5 9 0.01 -0.03 0.61 0.38 -0.20 -0.30 0.31 0.74 0.24 0.10

Try harder to help 6 6 0.45 -0.82 -0.17 -0.69 0.84 0.21 -0.13 -0.35 -0.30 0.26

Tell her it's too hard 1 0

Confront Trudy 2 2


Explain that he did his best 3 0 -0.59 -1.76 -0.29 0.37 -0.07

Diffuse argument ask for advice 5 1 -0.34 0.90 0.57 0.98 0.08

Empathise with Trudy 1 2

Accept Trudy is unappreciative 1 1

Let it cool down for a few days 0 2

Wait for Trudy to apologise 0 1

Q8 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Try to be included 16 13 0.23 0.07 0.37 -0.03 -0.35 0.15 -0.07 1.04 0.21 -0.15

Find other ways of getting information 2 2

Introduce communication system 5 6 0.28 0.52 -0.01 -0.32 -0.36 0.54 0.66 -0.17 -0.04 -0.51

Explicitly tell others the problem 8 7 -0.26 0.09 -0.04 0.35 0.24 0.18 -0.05 -0.77 -0.32 0.52

Don't care about such things 1 1

Do nothing 0 3 -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?


Best Freq Real

Best Real

O C E A N O C E A N

Explain to person in charge 21 14 -0.24 -0.08 0.23 0.02 -0.73 -0.60 0.28 0.57 -0.10 -0.71

Document problem in progress report 8 7 0.29 -0.19 0.67 -0.07 0.22 0.42 -0.61 0.26 -0.41 -0.28

Learn to plan ahead next time 4 2 0.00 -0.23 -1.30 0.05 0.12

Distract self with other activity 0 2

Don't worry about it 3 1 0.84 0.25 -0.54 0.86 0.61

Try harder on the final report 1 4 0.13 -0.93 -0.68 -0.80 0.34

Hope for the best 1 1

Find out more information 1 0

Nothing 0 3 0.89 1.04 -0.58 2.04 0.92

Talk to person responsible 0 1 -0.24 -0.08 0.23 0.02 -0.73 -0.60 0.28 0.57 -0.10 -0.71

File a complaint 0 2 0.29 -0.19 0.67 -0.07 0.22 0.42 -0.61 0.26 -0.41 -0.28

Q38 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Ask for explanation 7 8 -0.02 0.15 -0.66 0.17 -0.26 -0.19 -0.06 -0.65 -0.29 -0.57

Tell authorities 5 8 0.26 -0.46 0.46 0.19 0.34 -0.52 -0.60 0.23 0.23 0.28

Accept forgive excuse 3 1 -0.27 -0.51 -0.27 -0.28 -0.33

Tell her it is unacceptable 20 17 -0.01 0.17 0.21 0.11 -0.01 0.07 0.42 0.38 0.49 -0.40

Leave when shift is up 1 0

Threaten with consequences 1 0

Calming techniques 3 1 0.60 0.56 0.08 1.50 -0.21

Tell her she owes 20 mins 2 2

Do nothing 1 2

Think about extra money or positives 1 1

Talk to someone else 0 1

Be angry 0 1

Turn up late for her shift 0 1

Q20 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Tell boss or roster setters she is not pleased 26 16 -0.18 0.58 0.31 0.98 0.04 0.49 0.15 0.25 0.15 0.07

Refuse shifts 3 6 -0.05 0.73 0.00 -1.41 -0.72 0.39 0.20 -0.30 0.48 0.05

Ask for explanation 2 3 -0.34 -0.70 -0.45 -0.85 0.34

Complain to union or authorities 1 1

Just do it, accept it 2 7 -0.76 -0.19 -0.01 -0.13 -0.04

Look for another job 0 2

Q42 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Tell her the comments upset her 10 7 0.11 -0.24 -0.02 0.05 0.21 0.00 0.76 -0.60 0.00 -0.80

Ask her only to babysit not to clean 5 6 -0.64 0.37 0.13 -0.39 0.10 -0.53 0.12 -0.34 -0.43 0.00

Do nothing 6 7 -0.82 -0.91 -1.14 0.22 -0.37 -0.35 -0.45 0.15 -0.39 -0.12

Try to be cleaner 7 6 0.14 -0.51 -0.31 -0.23 0.20 -0.31 -0.25 0.04 0.15 -0.02

Be grateful or happy her house is getting cleaned 3 2 0.07 0.89 0.72 0.50 1.69 1.75 0.29 -0.24 0.96 0.39

Get new babysitter 5 4 0.95 0.27 1.04 -0.30 0.59 0.98 0.05 1.18 0.41 0.57

Make excuses for mess 1 1

Pay her more for cleaning 2 4 -0.90 -0.46 -0.33 0.06 0.00

Speak to brother about it 1 1

Q29 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?


Best Freq Real

Best Real

O C E A N O C E A N

Learn how to use VCR 1 2

Do nothing or ignore it 7 3 -0.50 -0.91 0.06 -0.16 0.37 -0.39 -1.58 -2.04 -1.17 0.70

Get her sister to do it 6 11 0.07 0.20 -0.56 -0.26 -0.07 -0.49 -0.05 1.18 1.11 -0.40

Tell her sister she is upset 11 7 0.66 0.51 0.07 -0.19 0.16 1.23 1.15 -0.04 0.27 0.23

Say something rude back 1 8 -0.23 -0.38 -0.34 -0.69 0.25

Make excuses for lack of knowledge 3 3 -0.68 -0.57 0.27 0.29 0.09 -0.68 -0.57 0.27 0.29 0.09

Ask for help 5 3 0.13 0.88 0.43 0.75 -0.23 0.49 1.26 -0.02 0.54 0.60

Leave the room 0 1


Q14 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?


Best Freq Real

Best Real

O C E A N O C E A N

Introduce new system for shopping and bills 9 4 0.35 -0.32 0.22 -0.46 0.43 0.32 0.13 0.81 -0.25 -0.39

Tell them how she feels 16 15 -0.21 0.38 0.22 0.84 -0.37 -0.29 -0.32 -0.50 0.13 -0.14

Have personal non-shared supply 4 8 -0.04 0.62 -0.45 -0.18 -0.77 -0.04 0.00 0.26 0.06 0.24

Don't worry about it 1 4 0.62 -0.38 -0.65 0.60 0.73

Think of positives 1 1

Demand they buy items 1 0

not buy them 4 5 -0.18 -1.00 0.14 -0.85 -0.17 0.62 0.70 0.55 0.31 -0.13

Move out 1 1

Q24 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Time out 6 10 0.82 -0.07 -0.08 -0.24 0.60 0.49 0.37 -0.22 -0.02 -0.10

Calming techniques 4 2 -0.39 -0.49 -0.04 -0.16 0.47

Remind self of previous successes 4 2 -0.45 0.24 0.07 0.70 -0.14

Talk to friend 5 4 0.03 1.13 0.56 0.45 -0.09 0.56 0.89 0.16 0.15 0.32

Get someone else to take client 1 1

Speak to her boss 1 3 -0.21 0.79 1.72 1.07 -0.18

Realise client difficult it is not personal 5 4 0.44 0.12 0.58 0.18 -0.54 0.31 0.64 0.63 0.22 -1.05

Remind self boss said it was fine 2 3 0.24 -0.17 -0.67 0.96 -0.35

Confront the client! 1 0

Kick the client out 1 1

Distracting activities 1 0

Ignore this, move onto next client 3 2 0.23 1.04 -0.62 0.74 -0.53

Nothing 0 2

Work harder to please them 0 2

Go home 0 1

Q33 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Ignore father's comments 9 5 -0.07 0.13 0.14 0.33 0.67 -0.31 0.53 0.17 0.24 -0.07

Go well in new job (prove him wrong) 7 11 -0.39 0.29 0.34 -0.52 0.10 0.21 -0.11 -0.27 0.45 -0.39

Believe in himself 3 4 -0.77 0.47 0.98 1.33 -0.31 0.65 0.38 1.44 -0.56 -0.77


Gain more knowledge 1 0

Think father is wrong 5 4 -0.04 -0.60 -0.32 -0.22 -0.20 -0.23 0.06 0.39 -0.20 -0.04

Think of positives of the job 6 6 0.27 -0.47 -0.47 -0.12 -0.22 -0.47 -0.63 -0.37 -0.24 0.27

Explain job to father 1 0

Explain how hurt he is by comments 1 1

Find interesting non-work activities 1 1

Don't give up job 1 1

Seek employment in different industry 0 0

get drunk 0 0

Seek support from friends 0 1

Joke about it 1 1

Ask for father's support 0 1

Q35 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.


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 Real

O C E A N O C E A N

Tell father this is unfair 21 16 0.33 -0.06 0.71 0.05 0.52 0.19 0.55 0.17 0.20 -0.08

Accept criticism 1 0

Get new job or second job 2 1

Ask why he is being criticised 3 1 -0.28 0.12 -0.72 0.20 -1.06

Accept father's sexism 4 2 -0.62 -0.79 -0.40 -0.75 -0.60

Ignore dad 3 4 -0.05 -0.06 -1.18 0.32 0.80 -0.03 -0.68 -0.50 -0.32 0.79

Ask what's wrong with his job 2 1

Talk to dad about future jobs 1 1

Do a good job 1 0

Defend career or job 1 2

Tell father off 0 3 -0.24 0.01 1.48 0.87 -1.08

Think that dad cares 0 1

Do nothing 0 3 1.08 -0.41 0.50 -0.12 1.18

Avoid topic 0 1 0.33 -0.06 0.71 0.05 0.52 0.19 0.55 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 Freq Best

Freq Real

Best Real

O C E A N O C E A N

Train or practice more 21 21 -0.22 -0.04 0.23 0.36 0.13 -0.21 0.41 0.75 0.63 -0.10

Talk to the criticisers 2 2

Ask for reassurance 3 2

Focus on other positives 6 4 -0.38 0.89 0.61 0.09 0.10 -0.48 0.63 0.47 0.33 -0.38

Think they are jealous 1 0

Forget it 1 5 0.55 0.15 -1.08 -0.76 0.24

Believe in himself 2 1

Leave team 2 5 0.33 -0.10 -0.97 -0.47 -0.42

Distract with other activity 1 0

Be upset 0 1

Q26 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Ignore interruption 8 5 1.18 0.32 0.07 0.11 0.07 0.07 -0.35 0.01 -0.51 -0.08

Learn new changes 5 8 -0.66 0.15 0.44 0.7 -0.4 -0 0.23 0.75 0.59 0.34

No longer show Min around 2 1

Apologise 3 5 0.21 0.17 0.34 0.73 -0.06 0.7 0.57 -0.5 0.69 -0.65

Joke 4 3 -0.23 -0.18 -1.17 -0.26 -0.76 -1.69 0.13 -0.17 0.22 -0.89

Talk to the boss 4 6 0.73 -0.09 -0.08 -0.26 1.19 0.47 -0.21 0.1 -0.36 0.99

Calming techniques 2 3 -0.49 0.84 0.31 -0.26 -0.87

Explain he didn't know about changes 4 9 -0.98 0.27 0.61 -0.14 0.32 0.14 -0.32 -0 -0.11 0.15

Grumble about boss' rudeness 0 1

Request info on changes 0 4 0.14 -0.32 -0 -0.11 0.15

Q4 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?


Best Freq Real

Best Real

O C E A N O C E A N

Explain it was not his fault 8 8 0.32 -0.67 -0.35 -0.31 0.25 0.29 -0.45 0.03 0.09 0.30

Learn how to use equipment properly 6 8 0.02 -0.41 -0.36 0.24 0.41 -0.05 0.04 -0.31 0.43 -0.24

Use calming techniques 2 2

Ignore 6 7 0.74 0.26 0.10 0.57 0.02 -0.79 -0.40 -0.18 -0.74 -0.02

Apologise 2 2

Snap back at employee 3 2 0.69 0.50 0.60 -0.36 -0.59

Joke 1 2

Get someone else to fix it 4 6 -0.25 1.25 0.22 0.37 0.09 0.02 0.88 -0.03 0.44 0.45

Threaten employee 4 3 0.89 0.08 -0.10 0.49 -0.48 2.09 0.52 0.32 0.49 -0.62

Take blame 1 1

Vent to self 0 1

Ask for more detail 5 7 -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.


Q18 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?


Best Freq Real

Best Real

O C E A N O C E A N

Get it fixed 3 2 -0.78 -0.46 -0.24 -0.73 -0.27 -0.50 -0.15 -0.11 -0.66 0.02

Apologise 5 4 -0.47 -0.56 0.17 -0.24 -0.24 -0.50 -0.70 0.48 -0.15 -0.24

Determine if it was his fault 1 1

Replace equipment 7 9 -0.91 -0.41 -0.12 -0.15 -0.61 -0.26 0.24 0.24 0.17 -0.34

Explain it was not his fault 20 15 1.28 0.74 0.33 0.81 0.47 0.59 0.32 0.23 0.47 0.10

Learn how to use equipment 3 3 -0.37 0.08 1.05 0.15 -0.62 -0.16 0.38 0.66 0.40 -1.71

Ring consumer affairs 1 1

Threaten 0 1

Yell at worker 0 2

Be upset 0 2

Assure self of blamelessness 0 2

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?


Best Freq Real

Best Real

O C E A N O C E A N

Tell brother to stop turn down use earphones 20 13 0.19 -0.04 -0.59 -0.03 0.34 0.80 0.42 -0.33 0.18 -0.10

Tell her brother off 4 8 -0.04 0.21 -1.35 -0.30 0.12 -0.50 -0.31 0.57 -0.59 0.58

Explain how this affects her 8 6 -0.43 -0.06 1.14 0.18 -0.37 -0.05 -0.50 -0.23 0.02 -0.65

Revenge 1 6 -0.59 -0.01 -0.08 0.47 -0.29

Talk to other family 2 4 -0.17 -0.93 -1.34 -0.27 -0.12

Use earplugs or sleep elsewhere 3 2 0.50 -0.49 0.21 -1.00 -0.65

Take or break stereo or CD 0 1

Violence 0 1

Ignore 0 4 0.34 0.29 -0.89 -0.04 0.13


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 Real

O C E A N O C E A N

Accept that this happens 2 0 -0.26 0.32 -0.34 -0.24 0.18 -0.21 0.53 -0.01 0.25 0.18

Tell flatmate to clean it up 19 17 0.14 -0.91 -0.65 -0.42 0.65 0.04 -0.62 -0.01 -0.34 0.05

Clean up the mess 3 4

Move out 1 1

Empathise 1 1 0.16 0.11 -0.77 0.02 0.20 0.48 0.36 -0.06 0.67 0.63

Ask for no next time 7 6 -0.24 1.13 2.22 2.33 0.20 0.47 -0.18 0.49 0.06 0.13

Express irritation or anger 3 7

Talk 0 0 0.63 -0.08 0.59 0.21 -0.30 -0.13 -0.39 -0.11 -0.45 -0.24

Assume will be cleaned later 6 8 -0.26 0.32 -0.34 -0.24 0.18 -0.21 0.53 -0.01 0.25 0.18

Revenge 0 2

Talk to others about it 0 1

Q22 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?


Best Freq Real

Best Real

O C E A N O C E A N

Tell team to improve work 15 1 -0.77 -0.37 -0.10 -0.50 0.16

Don't worry about it 3 0 0.43 -0.60 -0.25 -0.79 0.51

Make record of poor work 1 0

Tell project manager or superior 5 0 0.11 -0.75 -0.70 -0.21 -0.08

Re-do the other team's work 7 0 0.75 0.55 -0.11 0.53 -0.03

Think of it as a challenge 1 0

Empathise with other team 1 0

Time out 1 0

Don't work with them again 1 0

Talk to someone about it 1 0


Q12 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?


Best Freq Real

Best Real

O C E A N O C E A N

Reorganise tasks 2 2 0.50 -0.14 -0.33 0.44 0.53 0.00 1.05 0.44 1.07 -0.18

Tell them he won't do it 27 22 -1.08 -0.33 0.32 0.18 0.25 -0.12 0.67 1.13 1.07 0.00

Tell supervisor 5 4 -0.85 -0.28 -0.92 -1.61 -0.69 0.04 -0.29 -0.64 -2.08 0.31

Forget about it 3 4 -0.02 1.26 -0.25 0.34 -0.21 -0.01 -0.69 -0.56 -0.23 0.40

Fix their mistakes 3 10 0.50 -0.14 -0.33 0.44 0.53 0.00 1.05 0.44 1.07 -0.18

Q16 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Talk to friends or family for support 8 6 -0.11 -0.37 -0.42 0.12 0.02 -0.27 -0.29 -1.33 0.00 1.08

Gather information about what will happen 25 24 0.10 0.57 0.50 0.71 -0.08 0.54 1.06 0.89 1.17 -0.83

Do other activities to distract himself 1 1

Calming relaxation techniques 2 1

Think positive 0 2

Q37 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?


Best Freq Real

Best Real

O C E A N O C E A N

Prepare beforehand 7 7 -0.05 0.14 0.49 0.49 0.09 0.26 0.31 1.05 0.60 0.42

Ask for help 5 7 -0.01 0.05 0.21 0.44 -0.18 -0.02 -0.36 -0.18 -0.19 0.26

Calm down or relax 12 14 0.01 0.27 0.13 -0.36 0.31 -0.14 0.21 0.17 -0.22 -0.33

Tell others how he feels 2 1

Positive thinking -- it'll be okay 6 4 -0.03 -0.58 -0.15 -0.06 -0.83 -0.84 -0.86 0.08 -0.31 -0.71

Talk to someone 3 1 0.70 0.73 -0.98 0.07 -2.14

Keep busy 2 1

Accept that things might not be perfect 2 3

Invite some friends over 1 0 -0.19 -0.48 -1.07 -1.35 -0.11 -0.19 0.33 -0.02 -0.34 -0.42

Realise it doesn't matter THAT much 0 1

Q27 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Do training or practice 30 22 -0.48 0.05 0.60 0.24 -0.35 -0.48 0.05 0.60 0.24 -0.35Use nerve reduction techniques ("picture everyone naked") 2 3 -0.93 -2.15 -1.51 -1.29 -0.16

Talk to someone 2 2

Let her boss know her fears 1 0

Pray for calmness 1 1

Don't take the job 0 4 0.43 -0.45 -0.41 -0.26 0.00

Ask boss & others for advice 0 3 -0.36 1.36 1.02 1.55 0.47

Just do it 0 1

Analyse emotions 0 1

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?


Best Freq Real

Best Real

O C E A N O C E A N

Calming techniques (deep breaths etc) 10 6 0.44 0.10 0.50 -0.30 0.08 0.78 0.90 0.74 -0.34 0.09

Ask others for advice 5 5 0.27 0.02 0.17 1.57 -0.23 0.41 0.40 0.63 1.57 0.00

Just do his best 4 5 -0.09 -0.38 0.12 0.52 0.13 -0.16 -0.98 -0.92 0.08 -0.09

Believe in himself, think positive 6 3 -1.09 -0.16 0.01 -0.34 -0.11 -0.52 1.52 0.92 0.15 -0.08

Practice 4 7 -0.68 0.27 0.41 0.07 -0.18 -0.62 -0.51 0.35 0.08 -0.29

Pray 2 2 Talk to others about how he is feeling 3 3 -0.36 0.58 0.29 -0.24 0.57 -0.59 0.38 0.48 0.25 0.14

Forget they are there 2 2

Put things in perspective 3 3 -0.67 -0.60 -0.60 -0.46 -0.78 -0.19 0.33 -0.02 -0.34 -0.42

Do nothing 0 1

Pretend not to be nervous 0 1

Don't act 0 1

Freak out 0 2

Q30 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Work on presentation 13 10 -0.21 0.03 0.31 0.25 -0.14 -0.29 -0.21 -0.26 0.14 -0.15

Practice presenting to nonexpert audience 3 1 0.37 -0.09 0.12 -0.06 -0.16

Talk to seniors about issue or advice 4 5 0.65 0.47 0.56 0.24 0.62 0.45 0.49 0.66 0.59 0.32

Just do it 6 7 -0.44 -0.23 -0.14 0.01 -0.46 -0.66 -0.43 -0.25 0.24 -0.32

Use calming techniques 5 5 0.54 0.79 0.13 -0.22 0.51 -0.30 0.09 -0.31 -0.57 -0.11

Think she is better than the seniors 1 2

Think of the importance of this 1 0

Don't worry about it, it is not important 2 3 0.20 -0.29 -1.07 -1.29 1.13

Be positive and confident 3 3 -0.13 -0.50 -1.75 -0.80 -0.80 1.16 0.12 -0.10 -0.27 1.13

Q10 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?


Best Freq Real

Best Real

O C E A N O C E A N

Tell his parents his concerns 9 9 0.52 0.29 1.01 0.27 -0.96 0.39 -0.11 0.06 0.34 -0.21

Keep suggesting other options 6 7 0.21 -0.39 0.43 -0.11 0.12 0.61 0.25 1.09 0.72 -0.87

Get others to check up on them 4 4 0.62 0.91 0.89 0.90 -0.38 0.14 0.23 0.89 0.41 0.16

Visit frequently 5 5 -0.02 -0.06 -0.31 0.04 -0.01 -0.23 -0.36 0.13 0.01 -0.04

Contact frequently 3 3 0.22 0.03 -0.26 0.16 0.05 -0.70 -1.53 -0.74 -1.10 1.04

Believe parents' claims they are OK 4 2 -0.09 0.90 -0.53 0.68 0.12

Move house to be closer to them 1 1

Help them secretly 4 3 0.06 0.83 -0.38 -0.38 0.27

Get other family to intervene 4 1 0.81 0.67 0.52 0.32 -0.27

Hire someone to take care of them 1 3 0.32 0.70 -0.15 0.64 -0.42

Get third party to come in 2 2

Force them to move 0 3 0.45 0.24 0.55 -0.56 -0.17


Q15 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?


Best Freq Real

Best Real

O C E A N O C E A N

Talk to friends or family for support 8 6 -0.11 -0.37 -0.42 0.12 0.02 -0.27 -0.29 -1.33 0.00 1.08

Gather information about what will happen 25 24 0.10 0.57 0.50 0.71 -0.08 0.54 1.06 0.89 1.17 -0.83

Do other activities to distract himself 1 1

Calming relaxation techniques 2 1

Think positive 0 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?


Best Freq Real

Best Real

O C E A N O C E A N

Visit them 22 24 -0.14 0.36 0.26 0.22 -0.22 -0.49 0.17 -0.13 0.08 -0.05

Contact or send condolences 2 2

Cry or express emotion 2 4 -1.04 -0.95 0.18 0.23 0.69

Assess seriousness or get information 6 4 -0.32 -0.44 0.00 -0.46 0.55 -0.19 -0.44 0.06 -0.86 0.93

Get emotional support from friends or relatives 9 8 -0.24 -0.17 0.51 0.02 -0.27 -0.41 -0.05 0.16 -0.02 0.02

Think positive 2 1

Calm self 9 9 -0.29 -0.43 -0.31 -0.57 0.64 0.18 -0.23 -0.37 -0.42 0.71

Pray for them 1 1

Recall pleasant memories 1 0

Q19 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Talk to others in his situation 6 5 0.57 -0.70 0.62 0.18 0.09 0.04 -0.41 0.01 0.00 1.13

Age is no big deal 4 3 -0.70 0.17 -0.68 -1.29 -0.71 -0.94 0.12 -0.31 -0.51 -0.53

Just study hard 9 13 0.83 0.57 0.47 0.32 -0.22 0.31 0.36 0.29 -0.47 0.05

Make friends and socialise 9 8 -0.26 0.82 0.36 0.43 0.13 0.25 0.08 0.16 0.67 0.45

Don't worry 5 7 -0.86 -1.18 -0.62 -0.59 0.29 -0.08 -0.71 -0.49 -0.07 -0.27

Tell himself he is not the only one 1 0

Remember the importance of it 1 2

Go part time to settle in 1 1

Take night classes 0 1

Not go to Uni 0 1

Q23 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?


Best Freq Real

Best Real

O C E A N O C E A N

Information seeking 11 11 0.43 0.08 0.07 -0.02 0.21 -0.31 -0.72 0.19 -0.54 0.24

See doctor or professional 14 7 -0.04 -0.33 -0.51 -0.28 0.61 0.13 -0.09 -0.01 -0.05 0.38

Look for new job 18 21 -0.23 0.13 0.46 -0.03 -0.15 -0.42 -0.23 0.33 -0.13 -0.31

See professional about finances 1 1

Look after own health (no professional) 1 1

Realise lack of control 1 1

Try to keep the company afloat 1 3 -0.66 -0.68 -0.04 -0.48 -0.34

Talk to friends family 2 5 0.49 0.05 -0.18 0.21 -0.33

See losing weight as positive 0 0


Q31 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?


Best Freq Real

Best Real

O C E A N O C E A N

Talk to older workers about this issue 7 5 -0.18 0.00 0.85 0.10 -0.35 0.29 -0.42 0.20 -0.59 -0.30

Believe she is competent at job 8 8 -0.35 0.27 0.24 -0.15 -0.57 -0.16 1.02 0.43 0.56 -0.56

Get advice from work 2 1

Manage professionally regardless of age 13 10 -0.23 0.01 -0.53 -0.38 0.53 -0.27 0.01 -0.14 0.49 0.29

Try not to be condescending 1 0

Be friendly 3 8 0.14 -0.31 0.28 0.20 -0.50 0.29 -0.04 0.10 0.14 -0.29

Be tough 5 5 -0.91 -0.22 0.30 -0.14 -0.39 -0.34 0.36 -0.28 -0.15 0.28

Know that she is the boss 1 0

Look for another job 1 1

Take a course 1 0

Be respectful 0 3 -0.85 -0.33 -0.66 -2.17 1.28

Nothing 0 1


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?


Best Freq Real

Best Real

O C E A N O C E A N

See a professional 9 7 0.76 -0.13 0.13 -0.63 0.37 0.94 0.14 0.16 -0.41 0.28

Find alternative travel 7 4 -0.14 0.04 0.37 -0.15 -0.04 -0.85 -0.30 -0.28 0.28 -0.56

Try to counsel himself 3 3 1.78 0.87 -0.27 0.17 0.40 2.01 0.87 -0.52 -0.28 0.36

Not go 1 3 -0.58 -0.67 -1.39 -1.27 0.21

Calming techniques 3 1 -0.32 -0.95 0.03 -0.46 -0.40

Just get through it 7 7 -0.12 -0.18 -0.04 0.65 0.51 -0.22 0.08 -0.42 0.62 0.26

Distract himself 1 1

Drugs 2 4 0.03 -0.94 0.32 -0.37 0.39

Fly at night 2 1

Think of importance of the work 2 2

Tell workplace about phobia 1 1

Talk to others with same phobia 1 2

Get friend to go with 0 1

Q6 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 Real

O C E A N O C E A N

Consult professional 15 15 -0.03 -0.11 0.38 0.22 -0.22 -0.20 -0.27 0.36 0.20 -0.22

Realise all different no worries 9 10 0.08 -0.17 -0.23 -0.20 0.22 0.26 -0.17 0.04 -0.31 0.02

Be angry with friend 2 3 0.05 0.26 0.90 0.45 -0.67

Concentrate on strengths 1 0

Find out information 6 9 1.18 0.15 -1.10 -0.69 0.33 0.47 0.50 -0.54 0.02 0.14

Talk to friend 1 3 -0.68 0.61 0.60 -0.60 0.92

Not worry 2 1

Ruminate obsessively 0 1


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. 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 co-

worker 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?


Best Freq Real

Best Real

O C E A N O C E A N

Ask his boss why 23 15 0.13 0.81 0.86 0.32 -0.49 -0.09 0.21 0.83 0.08 -0.76

Try to do better work 5 10 -0.31 -1.78 0.41 -0.54 0.45 -0.34 -1.17 -0.26 -0.34 0.62

Don't worry about it 1 4 0.27 0.52 -0.39 0.81 -0.16

Think positive 4 1 -0.32 -0.15 -1.28 -0.18 -0.33

Worry or question own ability 0 2

Be jealous 0 2

Q27 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.


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 Real

O C E A N O C E A N

Explain she didn't know 22 19 -0.17 -0.26 -0.14 -0.23 0.28 -0.29 0.02 0.50 -0.19 -0.32

Think through it (??) 1 0

Learn from mistake 8 12 0.23 -0.22 -0.75 -0.32 -0.08 0.22 -0.10 -0.65 0.54 -0.11

Forget about it 1 1


Talk to friends about it 1 0

Accept warning 5 4 -0.29 -0.72 -0.08 -0.47 -0.31 0.50 -0.63 -0.54 -0.46 0.27

Worry or vent 0 3 -0.92 0.46 0.90 0.03 0.03

Q39 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.


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 Real

O C E A N O C E A N

Contact Wai-Hin 28 28 0.47 0.37 0.56 0.03 -0.52 1.14 0.08 0.07 0.25 -0.90

Make other friends instead 8 9 -0.20 0.47 -0.44 0.02 0.51 -0.84 1.15 -0.09 0.07 -0.22

Accept that she is gone 1 3 -1.70 -0.58 -0.34 -0.14 0.59

Be angry or insulted at Connie 0 1

Talk to someone else 1 0

Q5 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?


Best Freq Real

Best Real

O C E A N O C E A N

Ask Blair elsewhere or again 11 15 0.20 0.42 0.59 0.62 -0.10 0.35 0.20 0.42 0.28 0.06

Drink or make friends with someone else 17 9 0.04 0.03 -0.36 0.33 -0.31 0.32 0.81 -0.10 0.27 -0.07

Accept that it's stopped 1 5 -1.06 -0.97 -0.67 -0.69 0.44

Talk to someone about it. 0 0

Drink alone 0 1

Get another job? 1 1

Confront Blair about stopping coming 2 1

Stop talking to snobby Blair 0 1

Stay at work instead of drinking 0 1

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.

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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Speak or explain to Shane 14 10 0.14 0.28 -0.03 -0.19 -0.24 -0.01 -0.18 -0.25 0.06 -0.48

Yell or abuse Shane 2 3 -0.33 0.69 0.83 -0.63 -0.45

Get others' advice 0 1

Get to know girlfriend and friends 0 1

Empathise with Shane 4 7 0.29 0.03 -0.28 -0.55 0.92 0.63 0.05 -0.50 0.17 0.16

Accept situation as normal 3 6 0.45 -0.34 -0.04 -0.17 -0.60 -0.04 -0.10 0.16 -0.44 -0.25

One more chance 1 0

Ignore Shane or stop the friendship 3 4 0.53 0.32 -0.27 0.26 -0.07 -0.74 0.89 0.62 0.00 -0.34

Fake emotion 0 1 0.14 0.28 -0.03 -0.19 -0.24 -0.01 -0.18 -0.25 0.06 -0.48

Speak to girlfriend 0 1 -0.33 0.69 0.83 -0.63 -0.45

Bitch to others 0 1

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?


Best Freq Real

Best Real

O C E A N O C E A N

Make new friends 14 15 0.07 0.07 0.37 0.19 0.34 0.41 0.20 -0.01 0.02 0.31

Make an effort to contact old friends 20 16 -0.12 -0.42 -0.18 0.12 -0.29 -0.31 -0.12 0.03 0.49 0.36

Make allowances for old friends 3 0 0.27 -0.41 -0.32 -0.37 -0.05

Let go of old friends 4 5 0.63 0.44 -0.64 0.34 1.03 0.35 -0.78 -0.07 -0.54 -0.26

Talk to another friend about it 1 1

Tell old friends they are bad 1 1

Move back 0 1

Cry or be upset 0 2

Q11 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.



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?


Best Freq Real

Best Real

O C E A N O C E A N

Make effort to contact 15 14 -0.21 -0.33 0.26 -0.05 -0.22 -0.14 -0.47 -0.12 -0.14 -0.19

Understand relationships change 12 7 0.14 -0.93 -0.44 0.29 0.27 -0.10 0.28 -0.04 0.30 -0.58

Find replacement 2 1

Make excuses allowances for nephew 5 3 -0.17 0.42 -0.45 -0.65 0.53 -0.37 0.46 -0.82 -0.42 0.49

No longer talk to nephew 2 3 -0.34 0.44 1.08 -0.26 -0.97

Confront him 3 4 0.80 1.00 -0.43 -0.19 -0.68 0.10 0.40 0.20 0.28 -0.22

Talk to his parents 0 1

Be upset but do nothing 0 2

Q25 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Take someone else along on the trip 1 1

Make other friends 9 7 1.00 -0.16 0.18 0.37 0.00 0.43 0.35 -0.18 0.43 -0.73

Understand that people change 9 7 -0.15 0.55 -0.12 0.27 -0.03 -0.30 -0.23 0.05 -0.15 0.46

Give up or move on 9 8 -0.80 0.92 -0.20 -0.38 -0.01 -0.31 0.98 0.01 0.16 -0.11

Tell Ka her feelings 4 2 0.64 0.37 0.12 0.50 -0.28

Make the best of this one weekend 5 6 0.35 -0.35 -0.15 0.00 0.42 0.03 -0.34 0.13 0.13 0.10

Take pleasure in good memories 3 3 -0.29 0.40 -0.24 0.82 -0.11 0.13 0.76 -0.51 0.17 0.59

Cancel the trip 1 1

Accept new differences 1 3 -0.58 -0.60 0.28 0.38 0.87

Do nothing 0 1

Get drunk 0 1

Think about why Ka changed 0 1


Q44 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?


Best Freq Real

Best Real

O C E A N O C E A N

Make effort to make new friends 23 20 0.28 0.71 0.09 0.78 -0.52 0.30 0.10 -0.08 0.40 -1.44

Spend time with friends away from work 6 7 0.08 1.07 0.00 -0.41 0.31 -0.43 0.21 -0.75 -0.90 3.18

Leave the job 2 2

Distract herself with other challenges 1 2

New social activities 4 3 0.58 -1.76 -0.10 -0.84 0.67 0.18 -0.15 1.75 0.31 -0.05

Do nothing, see what happens 0 2

Q32 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?


Best Freq Real

Best Real

O C E A N O C E A N

Make an effort to make new friends 18 18 0.15 0.43 -0.62 0.28 0.43 -0.30 0.46 -0.28 0.47 -0.53

Concentrate on non-work socialising 8 7 -0.52 0.19 -0.15 -0.27 -0.30 0.27 0.36 -0.40 -0.20 0.03

Leave 4 6 0.74 0.31 0.81 0.28 -0.91 0.28 0.57 1.24 0.79 -0.41

Just deal with it. 2 2

Just concentrate on work 3 3 0.32 -0.65 -0.20 -0.67 -0.24 0.13 -0.26 0.27 -0.56 0.77

Tell workmates you are lonely 1 1

Talk to old friends about it 1 0

Be upset and cry 0 1


Q9 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Try to see old workmates socially 12 10 0.54 0.00 -0.09 0.66 -0.11 0.08 0.01 -0.17 0.59 -0.18

Accept changes of motherhood 1 1

Make contacts in new sphere of life 8 9 0.46 -0.21 -0.31 0.06 0.29 -0.03 0.10 0.50 -0.08 0.05

Go back to work part time 11 7 -0.05 -0.48 0.03 -0.48 0.25 0.09 -0.14 0.24 -0.41 -0.64

Hobby or distraction 2 1

enjoy being a mum 2 1

Interact more with her husband 1 0

Visit work with baby 1 1

Q2 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.



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?


Best Freq Real

Best Real

O C E A N O C E A N

Give time and involvement 21 18 -0.29 -0.11 0.73 -0.42 0.01 -0.88 0.17 0.48 -0.28 -0.10

Reflect that things change 4 4 -0.04 0.73 -0.16 -0.09 0.50 -0.11 -0.27 0.09 -0.09 -0.49

Tell family how he feels, what is happening 4 4 0.62 0.08 -0.72 0.08 -0.43 1.07 0.94 -0.20 0.29 -0.80

Believe that it will sort itself out 4 5 -0.24 -0.42 -0.30 0.60 -0.47 0.27 -0.04 -1.06 0.36 0.31

Go back Overseas 1 3 0.30 -0.52 -0.64 0.51 1.39

Reflect on strength of relationship with fmaily 1 0

Talk to a friend 1 0

Go out and do other things 0 1

Spend less time with family 0 1

Don't worry about it, it’s family 0 1

Give time and involvement 21 18 -0.29 -0.11 0.73 -0.42 0.01 -0.88 0.17 0.48 -0.28 -0.10

Reflect that things change 4 4 -0.04 0.73 -0.16 -0.09 0.50 -0.11 -0.27 0.09 -0.09 -0.49

Q13 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.


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?


Best Freq Real

Best Real

O C E A N O C E A N

Keep doing a lesser version of training 20 17 0.57 -0.17 0.32 0.30 -0.20 -0.52 -0.91 -0.62 -0.76 0.21

Study part time 3 2 -0.04 0.53 1.81 1.67 -0.19

Reflect on which is more important 4 4 -0.95 -0.65 -0.33 -0.59 -0.08 0.56 -0.12 -0.27 -0.66 -0.25

Train later when time & $$ allow 2 2

Apply for sporting scholarships 4 4 0.16 0.13 -0.19 -0.48 -0.26 -0.24 0.67 0.44 0.38 -0.53

Concentrate on her studies more 5 5 0.08 0.11 -1.23 0.09 0.87 -0.40 0.47 -1.16 0.16 0.73

Don't worry about it 0 2

Talk to someone else about it 0 1


Q21 Upon entering full-time study, Vincent cannot afford the time or money he used to spend on 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?

[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?


Best Freq Real

Best Real

O C E A N O C E A N

Ask Hasina what she wants 4 3 0.84 0.26 0.58 0.35 -0.01 0.01 0.04 -1.11 0.12 2.09

Comfort Hasina 26 28 -0.72 -0.49 -0.08 -0.33 -0.11 -0.36 -0.10 0.89 0.14 -0.34

Go back and visit relatives 10 11 0.35 0.43 1.17 0.90 -0.76 0.29 0.51 0.69 0.73 -0.75

Contact other relatives for info 1 0

Realise inevitability 1 2

Do something to honour his memory 2 1

Q28 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?


Best Freq Real

Best Real

O C E A N O C E A N

Ask if rumours are true 3 3 0.56 -0.05-0.35-0.39 -0.04-0.27-0.34 0.83 0.23 0.24

Be confident or think positive 11 9 0.06 0.11 0.01-0.15 -0.07-0.20-0.15 -0.27-0.63 0.36

Analyse situation (weight up pros and cons) 5 6 0.04 0.27 0.16 0.43 -0.37-0.11-0.99 -0.32-0.09 0.26

Start applying for jobs 5 8 -1.42 0.30 0.28-0.38 0.09-1.15 0.39 -0.07-0.10-0.51

Seek advice or info 8 8 0.84 -0.33 0.28 0.09 -0.42 0.69 0.11 0.18 0.44-0.42

Get toe in the door (part time, do course) 3 3 -0.13 -0.40-0.75-0.07 1.24 0.23-0.27 0.04-0.07 0.53


Stay with current job 0 1


Q7 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

Exp2 .63 .52 .55 .52 .52 .59 .57 .70 .48 .61 .57 .64

Exp3 .60 .34 .61 .64 .50 .68 .50 .64 .68 .39 .64 .64

Exp4 .50 .38 .47 .57 .48 .57 .55 .59 .48 .41 .61 .52

Exp5 .42 .35 .50 .42 .57 .70 .59 .73 .57 .45 .68 .52

Exp6 .50 .35 .33 .29 .42 .50 .50 .64 .52 .32 .61 .48

Exp7 .44 .45 .57 .42 .60 .33 .64 .68 .57 .55 .61 .66

Exp8 .43 .42 .34 .39 .45 .33 .52 .59 .52 .41 .55 .55

Exp9 .56 .60 .51 .45 .63 .51 .57 .46 .57 .52 .59 .61

Exp10 .60 .30 .57 .29 .42 .35 .42 .37 .42 .32 .52 .45

Exp11 .23 .48 .16 .20 .27 .09 .39 .22 .36 .09 .41 .43

Exp12 .53 .41 .50 .47 .57 .47 .48 .39 .44 .35 .20 .61

Exp13 .41 .50 .49 .35 .35 .29 .53 .39 .48 .26 .23 .47

Means over all Experts

Kappa .49 .43 .45 .39 .45 .35 .48 .39 .50 .37 .24 .44 .39

Kappa (no 11) .51 .43 .47 .40 .47 .38 .48 .41 .51 .39 .46 .41

Raw .62 .58 .59 .55 .59 .52 .61 .54 .63 .53 .44 .59 .56

Raw (no 11) .64 .58 .61 .56 .61 .54 .62 .56 .64 .55 .61 .57

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 Scale-

Point, and Mean Scale Value for Each Option

Section 1: Expert Proportions for Each Option

q1

12 100.0 100.0 100.0CValidFrequency Percent Valid Percent

Cumulative

Percent

q2

3 25.0 25.0 25.0

8 66.7 66.7 91.7

1 8.3 8.3 100.0

12 100.0 100.0

B

C

D

Total

ValidFrequency Percent Valid Percent

Cumulative

Percent

q3

10 83.3 83.3 83.3

1 8.3 8.3 91.7

1 8.3 8.3 100.0

12 100.0 100.0

A

C

D

Total


Cumulative

Percent

q4

4 33.3 33.3 33.3

5 41.7 41.7 75.0

3 25.0 25.0 100.0

12 100.0 100.0

A

C

D

Total


Cumulative

Percent

q5

11 91.7 91.7 91.7

1 8.3 8.3 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent


q6

9 75.0 75.0 75.0

3 25.0 25.0 100.0

12 100.0 100.0

A

D

Total


Cumulative

Percent

q7

9 75.0 75.0 75.0

3 25.0 25.0 100.0

12 100.0 100.0

A

B

Total


Cumulative

Percent

q8

2 16.7 16.7 16.7

1 8.3 8.3 25.0

1 8.3 8.3 33.3

8 66.7 66.7 100.0

12 100.0 100.0

A

B

C

D

Total


Cumulative

Percent

q9

2 16.7 16.7 16.7

10 83.3 83.3 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q10

8 66.7 66.7 66.7

4 33.3 33.3 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent

q11

12 100.0 100.0 100.0BValidFrequency Percent Valid Percent

Cumulative

Percent


q12

5 41.7 41.7 41.7

7 58.3 58.3 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q13

2 16.7 16.7 16.7

9 75.0 75.0 91.7

1 8.3 8.3 100.0

12 100.0 100.0

B

C

D

Total


Cumulative

Percent

q14

2 16.7 16.7 16.7

8 66.7 66.7 83.3

2 16.7 16.7 100.0

12 100.0 100.0

A

B

C

Total


Cumulative

Percent

q15

8 66.7 66.7 66.7

2 16.7 16.7 83.3

2 16.7 16.7 100.0

12 100.0 100.0

A

B

C

Total


Cumulative

Percent

q16

9 75.0 75.0 75.0

3 25.0 25.0 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q17

10 83.3 83.3 83.3

2 16.7 16.7 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent


q18

6 50.0 50.0 50.0

6 50.0 50.0 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent

q19

1 8.3 8.3 8.3

11 91.7 91.7 100.0

12 100.0 100.0

A

B

Total


Cumulative

Percent

q20

2 16.7 16.7 16.7

1 8.3 8.3 25.0

7 58.3 58.3 83.3

2 16.7 16.7 100.0

12 100.0 100.0

A

B

C

D

Total


Cumulative

Percent

q21

8 66.7 66.7 66.7

1 8.3 8.3 75.0

3 25.0 25.0 100.0

12 100.0 100.0

B

C

D

Total


Cumulative

Percent

q22

3 25.0 25.0 25.0

7 58.3 58.3 83.3

2 16.7 16.7 100.0

12 100.0 100.0

A

B

D

Total


Cumulative

Percent


q23

3 25.0 25.0 25.0

9 75.0 75.0 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q24

4 33.3 33.3 33.3

8 66.7 66.7 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q25

3 25.0 25.0 25.0

9 75.0 75.0 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q26

5 41.7 41.7 41.7

7 58.3 58.3 100.0

12 100.0 100.0

A

C

Total


Cumulative

Percent

q27

2 16.7 16.7 16.7

9 75.0 75.0 91.7

1 8.3 8.3 100.0

12 100.0 100.0

B

C

D

Total


Cumulative

Percent

q28

12 100.0 100.0 100.0AValidFrequency Percent Valid Percent

Cumulative

Percent


q29

9 75.0 75.0 75.0

2 16.7 16.7 91.7

1 8.3 8.3 100.0

12 100.0 100.0

A

C

D

Total


Cumulative

Percent

q30

3 25.0 25.0 25.0

5 41.7 41.7 66.7

4 33.3 33.3 100.0

12 100.0 100.0

A

B

D

Total


Cumulative

Percent

q31

9 75.0 75.0 75.0

3 25.0 25.0 100.0

12 100.0 100.0

A

C

Total


Cumulative

Percent

q32

11 91.7 91.7 91.7

1 8.3 8.3 100.0

12 100.0 100.0

A

D

Total


Cumulative

Percent

q33

1 8.3 8.3 8.3

11 91.7 91.7 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent

q34

2 16.7 16.7 16.7

10 83.3 83.3 100.0

12 100.0 100.0

A

D

Total


Cumulative

Percent


q35

5 41.7 41.7 41.7

1 8.3 8.3 50.0

6 50.0 50.0 100.0

12 100.0 100.0

B

C

D

Total


Cumulative

Percent

q36

1 8.3 8.3 8.3

11 91.7 91.7 100.0

12 100.0 100.0

B

D

Total


Cumulative

Percent

q37

4 33.3 33.3 33.3

8 66.7 66.7 100.0

12 100.0 100.0

A

D

Total


Cumulative

Percent

q38

2 16.7 16.7 16.7

10 83.3 83.3 100.0

12 100.0 100.0

A

C

Total


Cumulative

Percent

q39

6 50.0 50.0 50.0

6 50.0 50.0 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q40

1 8.3 8.3 8.3

7 58.3 58.3 66.7

4 33.3 33.3 100.0

12 100.0 100.0

A

B

D

Total


Cumulative

Percent


q41

3 25.0 25.0 25.0

9 75.0 75.0 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent

q42

9 75.0 75.0 75.0

3 25.0 25.0 100.0

12 100.0 100.0

B

C

Total


Cumulative

Percent

q43

1 8.3 8.3 8.3

1 8.3 8.3 16.7

5 41.7 41.7 58.3

5 41.7 41.7 100.0

12 100.0 100.0

A

B

C

D

Total


Cumulative

Percent

q44

11 91.7 91.7 91.7

1 8.3 8.3 100.0

12 100.0 100.0

C

D

Total


Cumulative

Percent

Section 2: Expert Proportions for Each Scale-Point of Each Option

Q1a

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent


Q1b

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

5.00

Total


Cumulative

Percent

Q1c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q1d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

Total


Cumulative

Percent

Q2a

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q2b

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q2c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent


Q2d

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q3a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q3b

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

Total


Cumulative

Percent

Q3c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q3d

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

5.00

6.00

Total


Cumulative

Percent


Q4a

2 40.0 40.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q4b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

4.00

Total


Cumulative

Percent

Q4c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q4d

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q5a

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent


Q5b

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q5c

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q5d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q6a

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

6.00

Total


Cumulative

Percent

Q6b

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q6c

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

5.00

Total


Cumulative

Percent


Q6d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q7a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q7b

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q7c

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q7d

5 100.0 100.0 100.01.00ValidFrequency Percent Valid Percent

Cumulative

Percent


Q8a

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q8b

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q8c

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q8d

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

3.00

5.00

Total


Cumulative

Percent

Q9a

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent


Q9b

2 40.0 40.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q9c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q9d

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

5.00

Total


Cumulative

Percent

Q10a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q10b

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

2.00

3.00

Total


Cumulative

Percent

Q10c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent


Q10d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q11a

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q11b

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

4.00

6.00

Total


Cumulative

Percent

Q11c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

Total


Cumulative

Percent

Q11d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

Total


Cumulative

Percent

Q12a

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent


Q12b

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q12c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q12d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

4.00

Total


Cumulative

Percent

Q13a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

4.00

Total


Cumulative

Percent

Q13b

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent


Q13c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q13d

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

5.00

6.00

Total


Cumulative

Percent

Q14a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

6.00

Total


Cumulative

Percent

Q14b

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q14c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

5.00

Total


Cumulative

Percent


Q14d

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q15a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q15b

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

5.00

Total


Cumulative

Percent

Q15c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q15d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q16a

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q16b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q16c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

4.00

5.00

Total


Cumulative

Percent

Q16d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

Total


Cumulative

Percent

Q17a

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q17b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q17c

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q17d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q18a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q18b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

4.00

Total


Cumulative

Percent


Q18c

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

6.00

Total


Cumulative

Percent

Q18d

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

5.00

6.00

Total


Cumulative

Percent

Q19a

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q19b

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q19c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q19d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q20a

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

4.00

Total


Cumulative

Percent

Q20b

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q20c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q20d

2 40.0 40.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

4.00

5.00

Total


Cumulative

Percent


Q21a

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

Total


Cumulative

Percent

Q21b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q21c

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q21d

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

5.00

6.00

Total


Cumulative

Percent

Q22a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent


Q22b

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q22c

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q22d

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q23a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q23b

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent


Q23c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q23d

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q24a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q24b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q24c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent


Q24d

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q25a

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q25b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q25c

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q25d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q26a

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q26b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q26c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q26d

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q27a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent


Q27b

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

6.00

Total


Cumulative

Percent

Q27c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q27d

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q28a

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q28b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent


Q28c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q28d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

2.00

3.00

5.00

Total


Cumulative

Percent

Q29a

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q29b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q29c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

5.00

Total


Cumulative

Percent


Q29d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q30a

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q30b

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q30c

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

3.00

4.00

Total


Cumulative

Percent

Q30d

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent


Q31a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q31b

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

4.00

Total


Cumulative

Percent

Q31c

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

5.00

Total


Cumulative

Percent

Q31d

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q32a

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q32b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent


Q32c

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

3.00

4.00

Total


Cumulative

Percent

Q32d


Cumulative

Percent

Q33a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

2.00

3.00

4.00

Total


Cumulative

Percent

Q33b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q33c

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

3.00

4.00

Total


Cumulative

Percent

Q33d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

5.00

6.00

Total


Cumulative

Percent


Q34a

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

5.00

Total


Cumulative

Percent

Q34b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q34c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q34d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q35a

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q35b

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

6.00

Total


Cumulative

Percent


Q35c

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q35d

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q36a

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q36b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

5.00

Total


Cumulative

Percent

Q36c

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q36d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q37a

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q37b

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

4.00

5.00

Total


Cumulative

Percent

Q37c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q37d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q38a


Cumulative

Percent


Q38b

2 40.0 40.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

5.00

Total


Cumulative

Percent

Q38c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

5.00

6.00

Total


Cumulative

Percent

Q38d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q39a

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q39b

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent


Q39c

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q39d

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q40a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

5.00

Total


Cumulative

Percent

Q40b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q40c

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent


Q40d

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q41a

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

Total


Cumulative

Percent

Q41b

1 20.0 20.0 20.0

4 80.0 80.0 100.0

5 100.0 100.0

1.00

2.00

Total


Cumulative

Percent

Q41c

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

6.00

Total


Cumulative

Percent

Q41d

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent


Q42a

2 40.0 40.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q42b

1 20.0 20.0 20.0

2 40.0 40.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q42c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

1 20.0 20.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent

Q42d

4 80.0 80.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

Total


Cumulative

Percent

Q43a

2 40.0 40.0 40.0

3 60.0 60.0 100.0

5 100.0 100.0

3.00

4.00

Total


Cumulative

Percent


Q43b

3 60.0 60.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

6.00

Total


Cumulative

Percent

Q43c

1 20.0 20.0 20.0

2 40.0 40.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

6.00

Total


Cumulative

Percent

Q43d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Q44a

1 20.0 20.0 20.0

3 60.0 60.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

1.00

2.00

3.00

Total


Cumulative

Percent

Q44b

2 40.0 40.0 40.0

1 20.0 20.0 60.0

1 20.0 20.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

2.00

3.00

4.00

5.00

Total


Cumulative

Percent


Q44c

1 20.0 20.0 20.0

1 20.0 20.0 40.0

2 40.0 40.0 80.0

1 20.0 20.0 100.0

5 100.0 100.0

3.00

4.00

5.00

6.00

Total


Cumulative

Percent

Q44d

3 60.0 60.0 60.0

2 40.0 40.0 100.0

5 100.0 100.0

4.00

5.00

Total


Cumulative

Percent

Section 3: Expert Means for Each Option

Descriptive Statistics

N Mean

Q1a 5 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


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


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


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


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


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.


Table 2.8.1

Summary of Coping Strategy Divisions From Some Major Studies of Coping (based on Skinner, Edge, Altman, Sherwood, 2003)

Amirkhan (1990): Coping Strategy Indicator

Carver et al.

(1989): COPE:

Aspinwall &

Taylor

(1992):

WOCC

Endler & Parker

(1990): Self

Report Measure Aldwin & Revenson (1987): WOCC

Folkman et al (1986): WOCC

Folkman &

Lazarus (1985):

WOCC

Problem-Focused

“Coping that is aimed at

managing or altering the problem

causing the distress” (Lazarus &

Folkman, 1984, p. 150).

Problem

Solving

Active coping

Planning

Suppression of

competing

activities

Active Coping Task-oriented Cautiousness

Instrumental

Action

Negotiation

Confrontive

coping

Planful problem

solving

Problem focused

Emotion-Focused

“coping that is directed at

regulating emotional responses to

the problem” (Lazarus &

Folkman, 1984, p. 150).

Restraint coping

Turning to religion

Focus on and

venting of

emotions

Emotion-

oriented

Escapism

Mobilization

Self-Blame

Self-controlling

Accepting

responsibility

Wishful thinking

Self-blame

Tension

reduction

Seeking Social Support

“Utilize methods that involve

other people” (Latack &

Havlovic, 1992, p. 492).

Seeking Social

Support

Seeking social

support

Seeking social

support

Support Seeking social

support

Seeking social

support

Positive Reappraisal

“primary focus on appraising and

reappraising a situation . . .

involves attempts to define the

meaning of a situation” (Moos &

Billings, 1982, p. 218).

Positive re-

interpretation and

growth

Seeking Meaning Positive re-

appraisal

Emphasizing the

positive

Avoidance / Denial

Abandoning the situation or

denying that it exists

Avoidance Acceptance

Denial

Alcohol and drug

disengagement

Avoidant

coping

Avoidance-

oriented

Cautiousness

Minimisation

Escape-

Avoidance

Self-isolation

Distancing

Minimising the importance or

relevance of the situation

Behavioral

Disengagement

Mental

disengagement

Distancing

Distancing


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


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


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.


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


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 4

th (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).


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.


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.

Rank

Order

Score

(partial

weighting)

Score

(dichot-

omous)

[A] He should make the effort to

contact them, but also try to meet

people in his new city.

Approach, social

interaction, increased

activity, plus it’s

versatile.

1 3 1

[B] Try to adjust to life in the new

city by joining clubs and activities

there.

Increased activity and

social interaction.

2 2 0

[C] Let go of his old friends, who

have shown themselves to be

unreliable.

Distancing or

avoidance.

=4 0 0

[D] Tell his friends he is

disappointed in them for not

contacting him.

Somewhat related to

rumination, plus it is

confrontive.

=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 4

th (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


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 Questions

Theme 1 – Unfairness (work life) A1, A2, A3, A5, A9

Theme 2 – Unfairness (personal life) A8, A10, A14

Theme 3 – Rudeness or put down (work life) A4, A12, A13

Theme 4 – Rudeness or put down (personal life) A6, A7, A11

Theme 5 – Goal Striving Impeded (work life) A15, A16, A17, A18

FEAR – breakdown into different causes Questions

Theme 1 – Anticipation /Role Change (work life) F2, F3, F8, F10, F12

Theme 2 – Anticipation / Role Change (personal life) F1, F7

Theme 3 – Health (personal life) F4, F5, F6, F11

SADNESS – breakdown into different causes Questions

Theme 1 – Losing Friendship + Loneliness (work life) S1, S2, S6, S7

Theme 2 – Losing Friendship + Loneliness (personal life) S3, S4, S5, S8, S9

Theme 3 – Parting (personal life only) S12, S13, S14


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)

Question Scoring Rationale Rank Score Score 2

*S1 Wai-Hin and Connie have shared

an office for years but Wai-Hin

gets a new job and Connie loses

contact with her.

Q5 [A] Contact Wai-Hin and arrange to

catch up but also make friends with

her replacement.

Versatile (uses 2 strategies), both

of which are good for dealing with

loneliness (approach and social

interaction)

1 3 1

[B] Ring Wai-Hin and ask her out

for lunch or coffee to catch up.

Still good for loneliness but not as

versatile as [A]

=2 2 0

[C] Spend time getting to know the

other people in the office, and strike

up new friendships.

Still good for loneliness but not as

versatile as [A]

=2 2 0

[D] Just accept that she is gone and

the friendship is over.

Could be interpreted as

“acceptance and reflection” but

also as distancing.

4 0 0

*S2 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.

Q34 [A] Invite Blair again, maybe

rescheduling for another time.

Approach strategy. =1 3 1

[B] Go to the cafe or socialise with

other workers.

Approach strategy. =1 3 1

[C] Don’t worry about it, ignore the

changes and let Blair be.

Denying or ignoring loneliness

(but distancing, and this situation

is not clearly only loneliness so is

better than D).

3 1 0

[D] Not talk to Blair again. Extreme avoidance. 4 0 0



*S3 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.

Q11 [A] He should make the effort to

contact them, but also try to meet

people in his new city.

Approach, social interaction,

increased activity, plus it’s

versatile.

1 3 1

[B] Try to adjust to life in the new

city by joining clubs and activities

there.

Increased activity and social

interaction.

2 2 0

[C] Let go of his old friends, who

have shown themselves to be

unreliable.

Distancing or avoidance. =4 0 0

[D] Tell his friends he is

disappointed in them for not

contacting him.

Somewhat related to rumination,

plus it is confrontive.

=4 0 0

*S4 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.

Q25 [A] Understand that relationships

change, but keep calling him from

time to time.

Approach + Acceptance and

reflection (versatile)

1 3 1

[B] Make plans to drop by and visit

him in person and have a good chat.

Not versatile, so not as good as

[A]

=2 2 0

[C] Realise that he is growing up

and might not want to spend so

much time with his family any

more.

Not versatile so not as good as [A] =2 2 0

[E] Be upset about it, but realise

there is nothing she can do.

Rumination 3 0 0



*S5 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.

Q44 [A] Understand that people change,

so move on, but remember the good

times.

Positive re-appraisal (which is

good for depression) + distancing

+ problem solving (as versatile

coping is better)

1 3 1

[B] Realise that it is time to give up

the friendship and move on.

Distancing in the absence of

positive re-appraisal

3 1 0

[C] Cancel the trip and go home Avoidance 4 0 0

[D] Concentrate on her other, more

rewarding friendships.

Distancing + problem focused 2 2 0

S6 Mallory moves from a small

company to a very large one,

where there is little personal

contact, which she misses.

Q32 [A] Talk to her workmates, try to

create social contacts and make

friends

Approach strategies =1 3 1

[B] Concentrate on her outside-work

friends and colleagues from

previous jobs.

Social interaction strategies =1 3 1

[C] Start looking for a new job so

she can leave that environment.

Avoidance 4 0 0

[D] Just give it time, and things will

be okay.

Distancing, but not as extreme as

[C]

3 1 0

*S7 Surbhi starts a new job where he

doesn’t know anyone and finds

that no one is particularly friendly

Q9 [A] Make an effort to talk to people

and be friendly himself

Approach =1 3 1

[B] Have fun with his friends

outside of work hours.

Social interaction =1 3 1

[C] Concentrate on doing his work

well at the new job.

Attempts to deny loneliness BUT

also elements of ‘increased

activity’ so is better than D

3 1 0

[D] Leave the job and find one with

a better environment.

Avoidance 4 0 0



S8 Rhea has left her job to be a full-

time mother, which she loves, but

she misses the company and


Q2 [A] Try to see her old workmates

socially, inviting them for coffee or

dinner.

Social interaction/approach =1 3 1

[B] Join a playgroup or social group

of new mothers.

Social interaction/approach =1 3 1

[C] See if she can find part time

work.

Social interaction/approach BUT

she will have to give up the full-

time mother status that she loves

3 1 0

[D] Enjoy being a full-time mum. Attempting to ignore or deny

loneliness.

4 0 0

S9 Clayton has been overseas for a

long time and returns to visit his

family. So much has changed that


Q13 [A] Spend time listening and getting

involved again.

Approach strategy 1 3 1

[B] Reflect that things can change

with time.

Rumination (bad) but could also

be viewed as positive re-appraisal

so is better than C (wishful

thinking)

3 1 0

[C] Nothing – it will sort itself out

soon enough.

Wishful thinking 4 0 0

[D] Tell his family he feels left out. Seeking social support (but is a bit

confrontive, so is not as good as

A)

2 2 0



S10 Upon entering full-time study,

Vincent cannot afford the time or

money he used to spend on water-

polo training, which he was quite

good at. Although he enjoys full-

time study, he misses training.

Q21 [A] See if there is a local league or a

less expensive time-consuming

sport.

Active problem solving =1 3 1

[B] Find out about sporting

scholarships or bursaries.

Active problem solving =1 3 1

[C] Think deeply about whether

sport or study is more important to

him.

Rumination =4 0 0

[D] Concentrate on studying hard, to

pass his course.

Do nothing =4 0 0

S11 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.

Q7 [A] Talk to his boss or the

management about it.

Problem solving 2 2 0

[B] Carefully consider his options

and discuss it with his family.

Problem solving + seeking social

support.

1 3 1

[C] Walk out of that job. Avoid, plus this just seems not to

consider practical concerns at all.

=4 0 0

[D] Accept the situation, but still

feel bitter about it.

Acceptance + venting =4 0 0



S12 Hasina is overseas when she finds

out that her father has passed

away from an illness he has had

for years.

Q28 [A] Contact her close relatives for

information and support.

Seeking information and social

support.

1 3 1

[B] Try not to think about it, going

on with her daily life as best she

can.

Avoidance =4 0 0

[C] Think deeply about the more

profound meaning of this loss.

Rumination =4 0 0

[D] Feel terrible that she left the

country at such a time.

Rumination =4 0 0

*S13 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.

Q36 [A] Make sure she keeps in contact

through email, phone or letter

writing.

prob solv =1 3 1

[B] Spend time with other friends,

and keep busy.

soc support =1 3 1

[C] Think that Dara and her partner

will return soon.

Avoidance 3 1 0

[D] Forget about Dara Wishful thinking 4 0 0

*S14 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.

Q17 [A] Set up a system for staying in

touch, like weekly phone calls or

emails.

Problem solving =1 3 1

[B] Think about the great

opportunities this change offers.

Re-appraisal =1 3 1

[C] Don’t take the position Avoidance =4 0 0

[D] Realise he shouldn’t have

applied for the job if he didn’t want

to leave.

Self-blame =4 0 0



A1 Pete has specific skills his

workmates do not and he feels

that his workload is higher

because of it.

Q3 Speak to his boss about this. Problem solving 1 3 1

Start looking for a new job Avoidance 4 0 0

Be very proud of his unique skills. Re-appraisal 3 1 0

Speak to his workmates about this. Problem solving (but with

insufficient authority)

2 2 0

*A2 Alana has been acting in a high-

ranking role for several months. A

decision is made that only long-

term employees can now act in

these roles, and Alana has not

been with the company long

enough to do so.

Q40 [A] Ask management if an

exception can be made.

Problem solving (with role

ambiguity / insufficient authority)

2 3 1

[B] Accept this new rule, but feel

hard-done-by.

Acceptance + venting =4 0 0

[C] Quit that position. Avoidance =4 0 0

[D] Use that experience to get

promoted when she is long term.

Problem solving / Positive

reappraisal

1 3 1

A3 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

Q8 Apologise to Trudy Problem focused =2 2 0

Stop helping Trudy and don’t help

her again.

Avoidance 4 0 0

Try harder to help appropriately. Problem-focused =2 2 0

Diffuse the argument by asking for

advice.

Problem focused and emotion

focused.

1 3 1



A4 The woman who relieves Celia at

the end of her shift is twenty

minutes late without excuse or

apology

Q20 Tell her that this is unacceptable. Problem solving =4 0 0

Ask for an explanation of her

lateness.


Forget about it unless it happens

again.

Distancing (best because this

situation is almost entirely about

reducing emotional discomfort)

1 3 1

Tell the boss about it. Prob solving =4 0 0

*A5 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.

Q42 Tell the manager in charge of shifts

that he is not happy about it.


Refuse to work the new shifts. Problem solving but with

insufficient authority

3 1 0

Find out if there is some reasonable

explanation for the shift changes.

Problem solving +

reappraisal/distancing

1 3 1

Grumpily accept the changes and do

the shifts.

Acceptance + venting 4 0 0

A6 Mina and her sister-in-law

normally get along quite well, and

the sister-in-law regularly baby-

sits for her for a small fee. Lately

she has also been cleaning away

cobwebs, commenting on the

mess, which Mina finds insulting.

Q29 Tell her sister-in-law these

comments upset her.

Problem solving – more

confrontive than C

2 2 0

Tell her only to babysit, not to clean. Problem solving but more

confrontive than A

3 1 0

Be grateful her house is being

cleaned for free.

Positive reappraisal 1 3 1

Get a new babysitter. Avoidant. 4 0 0



A7 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

Q14 Ignore her sister and keep at the

task.

Distancing =1 3 1

Get her sister to help or to do it. Seeking help =1 3 1

Tell her sister she is being mean. Confrontive =4 1 0

Never work appliances in front of

her sister or family again.

Avoidant =4 1 0

*A8 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.

Q24 Introduce a new system for grocery

shopping and sharing costs.


Tell her flatmates she has a problem

with this.

Problem solving (but more

confrontive)

2 2 0

Hide her own personal store of

items from the others.

Problem solving but also avoidant 3 1 0

Don’t buy the items. Avoidant 4 0 0



A9 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.

Q33 Calm down by taking deep breaths

or going for a short walk.

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).

=1 3 1

Think that she has been successful

in the past and this client being

difficult is not her fault.

Positive reappraisal (increases

anxiety in low-medium threat

situations which this is)

3 1 0

Talk to her friends or workmates

about it.

Seeking social support. =1 3 1

Ignore the incident and move on to

her next task.

Avoidance. 4 0 0

A10 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

Q35 Ignore his father’s comments. Distancing 3 1 0

Prove him wrong by working hard

to succeed at the new job.

Strength from adversity and

reappraisal

1 3 1

Tell his father he is completely

wrong.

Confrontive 4 0 0

Think of the positives of the new

job.

Reappraisal 2 2 0

A11 Moshe finds out that some

members of his social sports team

have been saying that he is not a

very good player

P Do some extra training to try and

improve.


Q26 Although he may be bad at sport

remember he is good at other things.

Reappraisal =1 3 1

Forget about it. Distancing 3 1 0

Leave that sports team. Avoidance 4 0 0



A12 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.

Q4 Not worry about it, just ignore the

interruption.

Distancing 2 2 0

Learn the new changes. Problem solving (but accepting

blame)

3 1 0

Tell his boss that such criticism was

inappropriate.

Problem solving (but with

insufficient authority)

4 0 0

Make a joke to Min, explaining he

didn’t know about the changes.

Problem solving (with humour,

distancing)

1 3 1

*A13 A junior employee making routine

adjustments to some of Teo’s

equipment and accuses Teo of

causing the equipment

malfunction

Q18 Ignore the accusation, it is not

important.

Distancing 1 3 1

Explain that malfunctions were not

his fault.

Problem Solving =2 2 0

Learn more about using the

equipment so that it doesn’t break.

Problem Solving =2 2 0

Reprimand the employee for making

such accusations.

Confrontive 4 0 0

*A14 Evan’s flatmate cooked food late

at night and left a huge mess in

the kitchen that Even discovered

at breakfast

Q22 Tell his flatmate to clean up the

mess.

Problem solving (but more

confrontive than B)

3 1 0

Ask his flatmate that this not happen

again.


Clean up the mess himself. Accepting blame 4 0 0

Assume that the flatmate will clean

it later.

Distancing and positive

reappraisal

=1 3 1



*A15 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.

(criteria = task performance)

Q38 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.

This does not really address the

problem – avoidance of sorts

=4 0 0

Don’t worry about it. Distancing. =4 0 0

A16 Lee’s workmate fails to deliver an

important piece of information on

time, causing Lee to fall behind

schedule also.

Q1 Explain the urgency of the situation

to the workmate.

Problem solving and also more

‘seeking social support’ than D

1 3 1

Never rely on that workmate again. Avoidance =4 0 0

Get angry with the workmate. Acceptance + venting =4 0 0

Work harder to compensate. Problem solving 2 2 0

*A17 Helga’s team has been performing

very well. They receive poor-

quality work from another team

that they must incorporate into

their own project.

Criterion = task performance

Q12 Tell the other team they must re-do

their work.

Problem solving but with

insufficient authority.

3 1 0

Don’t worry about it. Avoidance 4 0 0

Tell the project manager about the

situation.


Re-do the other team’s work to get it

up to scratch.




*A18 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.

Q16 Confront the others, and tell them

they must fix their mistakes.

Problem solving (but with

insufficient authority – he is

ordering around his equals)

=2 2 0

Tell the project manager about the

situation.

Problem solving with instrumental

social support.

1 3 1

Forget about it. Avoidance/distancing (this is bad

because there is a clear task-focus

in this question).

4 0 0

Fix the mistakes. Problem solving. =2 2 0

*F1 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.

Q43 Prepare ahead of time so he has

everything he needs available.


Talk to friends or relatives to ease

his worries.

Social support =1 3 1

Try to calm down, perhaps go for a

short walk or meditate.

Emotion focused only 3 1 0

Accept that things aren’t going to be

perfect but the family will

understand.

Positive re-appraisal 4 0 0

F2 Billy is nervous about acting a

scene when there are a lot of very

experienced actors in the crowd.

Q30 Use some acting techniques to clam

his nerves.

Active problem solving (NB:

although this is emotion focused,

the goal is problem solving since

this allows Billy to perform)

=1 3 1

Practice his scenes more so that he

will act well.


Believe in himself and know it will

be fine.

Wishful thinking =4 0 0

Put things in perspective – it is not

the end of the world.

Positive re-appraisal – not good

for low-med levels of threat, which

this is.

=4 0 0



*F3 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.

Q10 Work on her presentation,

simplifying the explanations.


Practice presenting to laypeople

such as friends or family.


Just give the presentation. Nothing – passive coping (this is

good for high levels of threat only)

3 1 0

Be positive and confident, knowing

it will go well.

Wishful thinking and reappraisal 4 0 0

F4 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.

Q15 Keep telling his parents his

concerns, stressing their importance.

Problem solving, but more

confrontive than B

2 2 0

Visit frequently and get others to

check on them.


Believe his parents’ claims that they

are fine.

Wishful thinking (or possibly re-

appraisal, which is bad for this

level of threat)

3 1 0

Force his parents to move into a

home.

Problem solving, but VERY

confrontive.

4 0 0

*F5 Dorian needs to have some

prostate surgery and is quite

scared about the process. He has

heard that it is quite painful.

Q37 Find out as much as he can about

the procedure and focus on calming

down.

Problem focused + emotion

focused

1 3 1

Talk to his family about his

concerns.


Talk to his doctor about what will

happen.

Problem focused coping =2 2 0

Keep busy in the meantime so he

doesn’t think about the impending

surgery.

Ignoring 4 0 0



*F6 Mei Ling answers the phone and

hears that close relatives are in

hospital critically ill.

Q19 Speak to other family to calm

herself and find out what is

happening, then visit the hospital.

Versatile coping 1 3 1

Visit the hospital and ask staff about

their condition.

Versatile but not as much as A 2 2 0

Let herself cry and express emotion

for as long as she feels like.

Only 1 strategy + ruminative, so

could possibly backfire (but could

also be good grief-work –

evidence is uncertain)

3 1 0

There is nothing she can do. Avoidant. 4 0 0

*F7 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.

Q23 Talk to others in his situation. Social support =1 3 1

Study hard and attend all lectures. Problem focused coping =1 3 1

Realise he is better than the younger

students as he has more life

experience.

Positive re-appraisal (but bad for

low-medium level of threat, which

this is)

3 1 0

Focus on his life outside the

university.

Distancing. 4 0 0

F8 Juno is fairly sure his company is

going down and his job is under

threat. It is a large company and


Q31 Start applying for other jobs. Active problem solving =1 3 1

Find out what is happening and

discuss his concerns with his family.

Problem solving with social

support

=1 3 1

Try to keep the company afloat by

working harder.

Problem solving with insufficient

authority.

=4 0 0

Think of these events as an

opportunity for a new start.

Positive reappraisal (not good for

threat at med/low level)

=4 0 0



*F9 Martina is accepted for a highly

sought after contract, but has to

fly to the location. Martina has a

phobia of flying.

Q6 See a doctor about this. Problem solving =1 3 1

Find alternative travel arrangements. Problem solving =1 3 1

Just get through it. Distancing =4 0 0

Don’t go to the location. Avoidance =4 0 0

F10 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.

Q27 Ask his boss why the co-worker was

given the job.

Problem solving, but with role

ambiguity.

=2 2 0

Do good work so that he will be

given the complex tasks in future.

Problem solving but Planning for

the future (bad for relieving stress

under Dewe, 1991)

=2 2 0

Not worry about this unless it

happens again.

Distancing + active (watching the

situation to see if it happens

again)

1 3 1

Believe he is performing well and

will be given the next complex job.

Wishful thinking. 4 0 0

*F11 Reece’s friend points out that her

young children seem to be

developing more quickly than

Reece's. Reece sees that this is

true.

Q41 Talk to a doctor what the normal

rates of development are.

Problem solving. =1 3 1

Realise that children develop at

different rates.

Positive re-appraisal (not good for

threat).

3 1 0

Angrily confront her friend about

making such statements.

Confrontive coping (bad) 4 0 0

Talk the issue over with another

friend.




*F12 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.

Q39 Explain that she didn’t know it was

restricted.


Accept the warning and be careful

not to go in restricted areas from

now on.

Problem solving of sorts, but

planning for the future and

accepting situation (so not as

good as A)

2 2 0

Take a few deep breaths and calm

down about it.

Emotion focussed alone. 3 1 0

Think about the unfairness of the

situation.

Acceptance + venting 4 0 0

APPENDIX 3.1: CORRELATIONS CRITERION VARIABLES Page 1 of 1

Appendix 3.1

Correlations Between Criterion Variables

1.00 .04 -.02 -.04 .10 -.04 -.11 -.05 -.26** .06 -.20*

.04 1.00 .13 -.01 .07 -.05 -.12 -.19** -.27** .09 .01

-.02 .13 1.00 -.03 .27** .11 -.14 -.18* -.12 .07 -.10

-.04 -.01 -.03 1.00 .14* -.24** -.14 -.35** -.05 .34** -.26**

.10 .07 .27** .14* 1.00 .06 -.05 -.27** -.25** .05 -.08

-.04 -.05 .11 -.24** .06 1.00 .53** .28** .00 -.33** .47**

-.11 -.12 -.14 -.14 -.05 .53** 1.00 .48** .19** -.31** .47**

-.05 -.19** -.18* -.35** -.27** .28** .48** 1.00 .35** -.31** .35**

-.26** -.27** -.12 -.05 -.25** .00 .19** .35** 1.00 -.15* .10

.06 .09 .07 .34** .05 -.33** -.31** -.31** -.15* 1.00 -.48**

-.20* .01 -.10 -.26** -.08 .47** .47** .35** .10 -.48** 1.00

VOCAB

OPEN

CONSC

EXTRA

AGREE

NEUR

TAS_DIF

TAS_DDF

TAS_EOT

SWLS

GHQ

VOC

AB

OPE

N

CON

SC

EXT

RA

AGR

EE

NE

UR

TAS_

DIF

TAS_

DDF

TAS_

EOT SWL GHQ

Correlation is significant at the 0.01 level (2-tailed).**.

Correlation is significant at the 0.05 level (2-tailed).*.

APPENDIX 3.2: CORRELATIONS BY SEX Page 1 of 1

Appendix 3.2

Correlations between EI and Criterion Variables For Males and Females Separately

MANM_ER = MC STEM

MANr_ZED = Ratings STEM

UND_V = STEU

STOR_ZDE = Stories

Correlations

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

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

Sex.00

1.00

MANM_ER MANR_ZED UND_V STOR_zDE



Cannot be computed because at least one of the variables is constant.a.

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

16.862 .406 41.538 .000

-3.398 2.107 -.117 -1.612 .109

12.407 3.322 3.735 .000

-2.743 1.774 -.095 -1.546 .124

-.150 .113 -.081 -1.319 .189

-.322 .110 -.187 -2.919 .004

-.048 .100 -.030 -.475 .636

-.024 .149 -.011 -.163 .870

.940 .112 .532 8.402 .000

12.129 3.334 3.638 .000

-1.829 2.003 -.063 -.913 .362

-.136 .114 -.074 -1.193 .234

-.331 .111 -.192 -2.987 .003

-.057 .101 -.036 -.562 .575

-.001 .151 .000 -.005 .996

.935 .112 .529 8.353 .000

-3.130 3.186 -.069 -.982 .327

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: TAS_DIFa.

(2) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality


13.598 .316 43.035 .000

-.820 1.640 -.037 -.500 .618

26.054 2.634 9.891 .000

-.399 1.407 -.018 -.284 .777

-.250 .090 -.175 -2.776 .006

-.184 .088 -.138 -2.096 .037

-.377 .080 -.310 -4.745 .000

-.344 .118 -.193 -2.904 .004

.311 .089 .228 3.509 .001

25.805 2.642 9.768 .000

.419 1.587 .019 .264 .792

-.238 .091 -.166 -2.626 .009

-.191 .088 -.144 -2.178 .031

-.385 .080 -.316 -4.829 .000

-.323 .120 -.181 -2.693 .008

.307 .089 .225 3.461 .001

-2.804 2.525 -.080 -1.111 .268

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: TAS_DDFa.


(3) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality

and STEU Scores

Coefficientsa

17.640 .341 51.707 .000

-6.020 1.771 -.241 -3.399 .001

31.672 3.159 10.027 .000

-5.603 1.687 -.224 -3.321 .001

-.404 .108 -.254 -3.750 .000

-.047 .105 -.032 -.449 .654

-.092 .095 -.068 -.961 .338

-.389 .142 -.196 -2.738 .007

-.022 .106 -.015 -.209 .835

30.665 3.054 10.040 .000

-2.294 1.835 -.092 -1.250 .213

-.356 .105 -.224 -3.404 .001

-.078 .102 -.053 -.772 .441

-.124 .092 -.092 -1.347 .180

-.304 .139 -.153 -2.189 .030

-.039 .103 -.026 -.380 .704

-11.340 2.919 -.292 -3.885 .000

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: TAS_EOTa.

(4) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and

STEU Scores

Coefficientsa

14.417 .284 50.718 .000

1.014 1.476 .050 .687 .493

13.483 2.573 5.241 .000

.998 1.374 .049 .727 .468

.106 .088 .082 1.203 .231

.098 .086 .082 1.150 .252

.278 .078 .253 3.574 .000

-.075 .116 -.047 -.651 .516

-.317 .087 -.257 -3.657 .000

13.837 2.570 5.383 .000

-.167 1.544 -.008 -.108 .914

.089 .088 .069 1.007 .315

.109 .085 .091 1.280 .202

.289 .078 .264 3.723 .000

-.105 .117 -.066 -.904 .367

-.311 .086 -.253 -3.602 .000

3.993 2.457 .127 1.625 .106

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: SWL_NOWa.


(5) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality

and STEU Scores

Coefficientsa

8.795 .216 40.667 .000

1.424 1.123 .092 1.268 .206

5.375 1.927 2.790 .006

1.371 1.029 .089 1.333 .184

.056 .066 .057 .846 .399

.112 .064 .122 1.749 .082

.257 .058 .307 4.415 .000

.035 .087 .029 .404 .687

-.211 .065 -.225 -3.252 .001

5.628 1.926 2.922 .004

.542 1.157 .035 .468 .640

.044 .066 .044 .660 .510

.120 .064 .131 1.871 .063

.265 .058 .317 4.554 .000

.014 .087 .011 .155 .877

-.207 .065 -.220 -3.196 .002

2.842 1.841 .118 1.544 .124

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: SWL_PASTa.

(6) Regression Predicting GHQ scores from Vocabulary, Personality and STEU Scores

Coefficientsa

40.098 .925 43.329 .000

-11.449 5.139 -.213 -2.228 .028

36.232 9.292 3.899 .000

-6.785 4.722 -.126 -1.437 .154

.121 .287 .037 .421 .675

-.320 .254 -.110 -1.263 .210

-.394 .264 -.135 -1.494 .138

-.285 .397 -.064 -.718 .474

1.283 .277 .426 4.635 .000

35.976 9.626 3.738 .000

-6.495 5.432 -.121 -1.196 .235

.125 .291 .038 .429 .669

-.324 .257 -.111 -1.261 .210

-.395 .265 -.136 -1.490 .139

-.270 .421 -.061 -.641 .523

1.285 .279 .427 4.607 .000

-.958 8.743 -.011 -.110 .913

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: GHQa.


(7) Regression Predicting Psychology Grade from Vocabulary, Personality and STEU

Scores

Coefficientsa

67.721 1.023 66.222 .000

19.593 5.624 .305 3.484 .001

40.977 10.212 4.013 .000

24.376 5.569 .380 4.377 .000

.661 .330 .170 1.999 .048

.526 .306 .153 1.717 .089

-.279 .305 -.080 -.915 .362

.374 .421 .079 .888 .377

.622 .326 .172 1.912 .058

48.250 9.980 4.835 .000

15.025 5.973 .234 2.515 .013

.419 .323 .108 1.295 .198

.625 .294 .182 2.127 .036

-.226 .292 -.065 -.774 .440

.020 .415 .004 .048 .962

.558 .311 .154 1.792 .076

34.350 9.979 .323 3.442 .001

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: p1002a.

(8) Regression Predicting Weighted Average Mark from Vocabulary, Personality and

STEU Scores

Coefficientsa

67.352 1.090 61.793 .000

17.573 5.709 .285 3.078 .003

51.200 12.252 4.179 .000

21.044 5.912 .342 3.559 .001

.398 .379 .099 1.050 .296

.422 .335 .121 1.262 .210

.122 .336 .035 .364 .717

-.228 .516 -.043 -.442 .659

.576 .352 .159 1.637 .105

56.617 12.466 4.542 .000

15.104 6.678 .245 2.262 .026

.315 .377 .079 .836 .405

.503 .334 .144 1.506 .135

.198 .334 .057 .594 .554

-.617 .552 -.115 -1.117 .266

.565 .348 .156 1.625 .107

21.266 11.572 .204 1.838 .069

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_UND

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: WAMa.



and Multiple-choice STEM Scores

Coefficientsa

17.017 .523 32.544 .000

-3.774 2.732 -.132 -1.381 .170

20.832 4.941 4.217 .000

-2.657 2.318 -.093 -1.146 .254

-.109 .159 -.056 -.683 .496

-.416 .137 -.249 -3.039 .003

-.197 .139 -.120 -1.413 .161

-.246 .209 -.099 -1.180 .241

.785 .146 .455 5.379 .000

21.895 4.978 4.399 .000

-4.194 2.560 -.147 -1.638 .104

-.084 .159 -.043 -.528 .598

-.413 .136 -.247 -3.031 .003

-.212 .139 -.129 -1.529 .129

-.311 .213 -.125 -1.458 .148

.777 .145 .450 5.343 .000

22.439 16.185 .127 1.386 .169

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




Coefficientsa

13.522 .401 33.691 .000

-1.840 2.097 -.085 -.878 .382

30.435 3.843 7.920 .000

-1.669 1.803 -.077 -.926 .357

-.289 .124 -.193 -2.334 .022

-.110 .107 -.086 -1.034 .303

-.396 .108 -.317 -3.665 .000

-.567 .163 -.298 -3.486 .001

.236 .113 .179 2.081 .040

30.973 3.893 7.956 .000

-2.447 2.002 -.112 -1.222 .224

-.276 .125 -.185 -2.218 .029

-.109 .107 -.085 -1.019 .310

-.404 .109 -.323 -3.723 .000

-.599 .167 -.315 -3.595 .001

.232 .114 .176 2.041 .044

11.366 12.658 .084 .898 .371

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.





Coefficientsa

16.484 .412 39.965 .000

-5.396 2.155 -.235 -2.504 .014

32.470 4.370 7.430 .000

-5.646 2.050 -.246 -2.754 .007

-.489 .141 -.311 -3.479 .001

.141 .121 .105 1.165 .247

-.204 .123 -.155 -1.659 .100

-.439 .185 -.219 -2.375 .019

-.116 .129 -.083 -.897 .372

30.455 4.249 7.167 .000

-2.730 2.185 -.119 -1.250 .214

-.536 .136 -.340 -3.941 .000

.136 .116 .101 1.165 .247

-.174 .119 -.132 -1.468 .145

-.317 .182 -.158 -1.742 .085

-.100 .124 -.072 -.809 .421

-42.574 13.816 -.299 -3.081 .003

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Multiple-choice STEM Scores

Coefficientsa

14.720 .368 39.998 .000

2.941 1.923 .146 1.529 .129

8.731 3.960 2.205 .030

2.878 1.858 .143 1.549 .125

.039 .127 .028 .304 .762

.085 .110 .072 .770 .443

.363 .111 .314 3.260 .002

.071 .167 .040 .424 .673

-.108 .117 -.089 -.924 .358

8.766 4.028 2.176 .032

2.826 2.071 .141 1.365 .175

.040 .129 .029 .307 .760

.085 .110 .072 .767 .445

.363 .112 .314 3.229 .002

.069 .172 .039 .399 .691

-.108 .118 -.089 -.921 .359

.749 13.096 .006 .057 .955

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.





Coefficientsa

8.867 .288 30.808 .000

3.000 1.504 .189 1.995 .049

-.020 3.007 -.007 .995

3.211 1.410 .203 2.276 .025

.137 .097 .126 1.420 .159

.163 .083 .176 1.961 .053

.285 .085 .313 3.367 .001

.115 .127 .083 .902 .369

-.053 .089 -.056 -.602 .549

1.009 2.985 .338 .736

1.722 1.535 .109 1.122 .265

.161 .096 .148 1.687 .095

.166 .082 .179 2.033 .045

.270 .083 .296 3.237 .002

.052 .128 .038 .410 .683

-.061 .087 -.064 -.703 .483

21.741 9.704 .221 2.240 .027

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(14) Regression Predicting GHQ scores from Vocabulary, Personality and Multiple-

choice STEM Scores

Coefficientsa

40.088 .890 45.054 .000

-10.947 4.834 -.215 -2.264 .026

35.149 9.044 3.886 .000

-6.970 4.450 -.137 -1.566 .120

.168 .286 .051 .587 .559

-.284 .249 -.099 -1.142 .256

-.326 .255 -.116 -1.278 .204

-.320 .383 -.074 -.835 .406

1.255 .271 .423 4.625 .000

33.785 9.144 3.695 .000

-4.669 5.002 -.092 -.933 .353

.131 .288 .040 .456 .649

-.290 .249 -.101 -1.164 .247

-.303 .256 -.108 -1.184 .239

-.243 .390 -.057 -.624 .534

1.278 .272 .431 4.693 .000

-30.195 29.986 -.100 -1.007 .316

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: GHQa.


(15) Regression Predicting Psychology Grade from Vocabulary, Personality and


Coefficientsa

70.051 1.042 67.241 .000

22.176 5.377 .378 4.124 .000

41.473 11.460 3.619 .000

24.526 5.262 .418 4.661 .000

.901 .365 .221 2.467 .015

.441 .313 .127 1.410 .162

-.266 .317 -.078 -.839 .404

.413 .478 .080 .864 .390

.528 .333 .146 1.585 .116

44.192 11.497 3.844 .000

20.596 5.773 .351 3.568 .001

.972 .365 .238 2.661 .009

.436 .310 .126 1.403 .164

-.312 .316 -.091 -.987 .326

.253 .485 .049 .521 .604

.512 .331 .142 1.549 .125

57.898 36.324 .160 1.594 .114

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: p1002a.

(16) Regression Predicting Weighted Average Mark from Vocabulary, Personality and


Coefficientsa

68.545 1.128 60.755 .000

15.539 5.832 .256 2.664 .009

44.695 12.572 3.555 .001

18.554 5.868 .306 3.162 .002

.643 .402 .154 1.598 .113

.548 .343 .155 1.595 .114

-.026 .347 -.007 -.073 .942

.009 .526 .002 .017 .986

.621 .364 .171 1.708 .091

45.122 12.764 3.535 .001

17.928 6.466 .296 2.773 .007

.656 .408 .157 1.607 .111

.550 .345 .155 1.594 .114

-.032 .350 -.009 -.092 .927

-.019 .542 -.004 -.035 .972

.617 .366 .170 1.685 .095

9.634 40.834 .026 .236 .814

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: WAMa.



and Ratings-based STEM Scores

Coefficientsa

16.723 .627 26.652 .000

-2.875 3.185 -.100 -.903 .369

2.798 4.457 .628 .532

-4.368 2.634 -.153 -1.659 .101

-.288 .162 -.165 -1.783 .079

-.189 .182 -.106 -1.036 .303

.134 .138 .091 .970 .335

.220 .216 .104 1.016 .313

1.206 .175 .650 6.874 .000

2.434 4.520 .538 .592

-4.050 2.700 -.141 -1.500 .138

-.300 .164 -.172 -1.835 .070

-.171 .186 -.096 -.923 .359

.134 .139 .091 .966 .337

.247 .222 .117 1.112 .270

1.192 .178 .642 6.706 .000

-1.167 1.987 -.057 -.588 .559

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




Coefficientsa

13.776 .487 28.308 .000

.726 2.470 .033 .294 .770

22.567 3.845 5.869 .000

1.045 2.272 .047 .460 .647

-.200 .139 -.148 -1.434 .156

-.333 .157 -.243 -2.119 .037

-.341 .119 -.299 -2.856 .006

-.122 .187 -.075 -.656 .514

.389 .151 .272 2.572 .012

22.250 3.899 5.707 .000

1.321 2.329 .060 .567 .572

-.211 .141 -.156 -1.491 .140

-.318 .160 -.232 -1.986 .051

-.341 .120 -.299 -2.843 .006

-.099 .192 -.060 -.515 .608

.377 .153 .263 2.460 .016

-1.013 1.714 -.064 -.591 .556

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.





Coefficientsa

19.544 .513 38.071 .000

-5.694 2.606 -.237 -2.185 .032

30.811 4.246 7.257 .000

-4.367 2.509 -.182 -1.741 .086

-.392 .154 -.268 -2.548 .013

-.360 .174 -.242 -2.075 .041

-.038 .132 -.031 -.292 .771

-.135 .206 -.076 -.656 .514

.138 .167 .088 .824 .413

29.557 4.182 7.068 .000

-3.273 2.498 -.136 -1.310 .194

-.434 .151 -.297 -2.868 .005

-.300 .172 -.201 -1.745 .085

-.038 .129 -.031 -.298 .767

-.041 .206 -.023 -.201 .841

.090 .164 .058 .547 .586

-4.018 1.838 -.235 -2.186 .032

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Ratings-based STEM Scores

Coefficientsa

14.071 .428 32.873 .000

-1.753 2.173 -.090 -.807 .422

19.239 3.147 6.113 .000

-.353 1.860 -.018 -.190 .850

.272 .114 .229 2.381 .020

.200 .129 .165 1.555 .124

.179 .098 .178 1.837 .070

-.344 .153 -.238 -2.251 .027

-.652 .124 -.516 -5.267 .000

19.308 3.198 6.037 .000

-.414 1.911 -.021 -.216 .829

.274 .116 .230 2.366 .021

.197 .131 .163 1.499 .138

.179 .098 .178 1.825 .072

-.349 .157 -.242 -2.220 .030

-.650 .126 -.514 -5.166 .000

.221 1.406 .016 .157 .875

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.





Coefficientsa

8.614 .316 27.270 .000

-.695 1.603 -.048 -.433 .666

9.889 2.386 4.145 .000

-.001 1.410 .000 -.001 .999

.026 .087 .029 .297 .767

.097 .098 .109 .993 .324

.220 .074 .297 2.971 .004

-.030 .116 -.028 -.258 .797

-.421 .094 -.452 -4.481 .000

10.198 2.410 4.231 .000

-.271 1.440 -.019 -.188 .851

.036 .087 .041 .413 .681

.082 .099 .092 .827 .411

.220 .074 .297 2.968 .004

-.053 .118 -.050 -.448 .656

-.409 .095 -.439 -4.314 .000

.992 1.059 .097 .936 .352

(Constant)

MC_VOC

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

(Constant)

MC_VOC

OPEN

CONSC

EXTRA

AGREE

NEUR

MC_MAN

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


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).


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 emotions in personal life Typical

Understanding emotions in work life Superior

Understanding positive emotions Typical

Understanding negative emotions Superior

Understanding emotions total score 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.


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 anger-related situations Excellent

Managing fear-related situations Very Superior

Managing sadness-related situations Typical

Managing emotional situations at work Excellent

Managing emotional situations in personal life Excellent

Managing emotional situations total score 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): A1, A6, A9, A15

Item-total correlations > .10 (where total is for 18 anger items only): A6, A9, A13, A15, A16

Final List: A1, 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 2.7999 .9937 .1867 .3317

A7_E 2.6972 1.0936 .1189 .3648

A9_E 2.6414 .8134 .2372 .2934

A10_E 2.8289 1.1315 .1702 .3570

A15_E 2.7269 .9945 .1250 .3658

A16_E 2.8058 .8152 .1774 .3467

A18_E 2.6384 1.0282 .2129 .3253

For fear items:

Item-total correlations > .20 (where total is for all 44 items): F1, F6, F7, F8, F10

Item-total correlations > .10 (where total is for 12 fear items only): F1, F7, F8, F10

Final List: F1, F6, 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).


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


Retained Items

A1

Q3

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?

10 80 [A] Speak to his boss about this.

0 5 [B] Start looking for a new job.

1 22 [C] Be very proud of his unique skills.

1 5 [D] Speak to his workmates about this.

A2

Q40

Alana has been acting in a high-level position for several months. A decision is made that only

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?

1 0 [A] Quit that position.

7 41 [B] Use that experience to get promoted when she is long term.

0 7 [C] Accept this new rule, but feel hard-done-by.

4 64 [D] Ask management if an exception can be made.

A6

Q29

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?

9 48 [A] Tell her sister-in-law these comments upset her.

0 2 [B] Get a new babysitter.

2 30 [C] Be grateful her house is being cleaned for free.

1 32 [D] Tell her only to babysit, not to clean.

A9

Q33

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.


0 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.

12 67 [D] Think that she has been successful in the past and this client being difficult is not her

fault.

A15

Q38

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 strategy would be the most effective for Hannah?

2 46 [A] Explain the lack of resources to her boss or to management.

0 13 [B] Learn that she should plan ahead for next time.

10 53 [C] Document the lack of resources in her progress report.

0 0 [D] Don’t worry about it.


A16

Q1

Lee’s workmate fails to deliver an important piece of information on time, causing Lee to fall

behind schedule also.


0 57 [A] Work harder to compensate.

0 1 [B] Get angry with the workmate.

12 43 [C] Explain the urgency of the situation to the workmate.

0 11 [D] Never rely on that workmate again.

A17

Q12

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?

0 1 [A] Don’t worry about it.

5 22 [B] Tell the other team they must re-do their work.

7 82 [C] Tell the project manager about the situation.

1 7 [D] Re-do the other team’s work to get it up to scratch.

S1

Q5

Wai-Hin and Connie have shared an office for years but Wai-Hin gets a new job and Connie

loses contact with her.


0 1 [A] Just accept that she is gone and the friendship is over

10 14 [B] Ring Wai-Hin and ask her out to lunch or coffee to catch up.

2 84 [C] Contact Wai-Hin and arrange to catch up but also make friends with her replacement.

0 13 [D] Spend time getting to know the other people in the office, and strike up new friendships.

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.

What action would be the most effective for Flynn?

2 7 [A] Go to the cafe or socialise with other workers.

0 4 [B] Don’t worry about it, ignore the changes and let Blair be.

0 0 [C] Not talk to Blair again.

10 101 [D] Invite Blair again, maybe rescheduling for another time.

S3

Q11

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.


0 6 [A] Try to adjust to life in the new city by joining clubs and activities there.

12 101 [B] He should make the effort to contact them, but also try to meet people in his new city.

0 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.


S4

Q25

Shona has not spoken to her nephew for months, whereas when he was younger they were very


What action would be the most effective for Shona?

0 9 [A] Realise that he is growing up and might not want to spend so much time with his family

any more.

3 38 [B] Make plans to drop by and visit him in person and have a good chat.

9 63 [C] Understand that relationships change, but keep calling him from time to time.

0 2 [D] Be upset about it, but realise there is nothing she can do.

S5

Q44

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?

0 0 [A] Cancel the trip and go home.

0 5 [B] Realise that it is time to give up the friendship and move on.

11 93 [C] Move on, realising that people change, but remember the good times.

1 14 [D] Concentrate on her other, more rewarding friendships.

S6

Q32

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?

11 96 [A] Talk to her workmates, try to create social contacts and make friends.

0 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.

1 3 [D] Concentrate on her outside-work friends and colleagues from previous jobs.

S7

Q9

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?

0 0 [A] Have fun with his friends outside of work hours.

2 15 [B] Concentrate on doing his work well at the new job.

10 95 [C] Make an effort to talk to people and be friendly himself.

0 2 [D] Leave that job and find one with a better environment.

S8

Q2

Rhea has left her job to be a full-time mother, which she loves, but she misses the company and


What action would be the most effective for Rhea?

0 0 [A] Enjoy being a full-time mum.

3 57 [B] Try to see her old workmates again socially, inviting them out.

8 33 [C] Join a playgroup or social group of new mothers.

1 22 [D] See if she can find part time work.

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.

What action would be the most effective for Clayton?

0 3 [A] Nothing, it will sort itself out soon enough

2 8 [B] Tell his family he feels left out.

9 97 [C] Spend time listening and getting involved again.

1 4 [D] Reflect that relationships can change over time.


S10

Q21

Upon entering full-time study, Vincent cannot afford the time or money he used to spend on

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?

0 2 [A] Concentrate on studying hard, to pass his course.

8 42 [B] See if there is a local league or a less intensive sport.

1 14 [C] Think deeply about whether sport or study is more important to him.

3 54 [D] Find out about sporting scholarships or bursaries.

S11

Q7

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?

9 78 [A] Carefully consider his options and discuss it with family.

3 32 [B] Talk to his boss or the management about it.

0 1 [C] Accept the situation, but still feel bitter about it.

0 1 [D] Walk out of that job.

S12

Q28

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?

12 100 [A] Contact her close relatives for information and support.

0 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.

S13

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?

0 1 [A] Forget about Dara.

1 4 [B] Spend time with other friends, keeping herself busy.

0 1 [C] Think that Dara and her partner will return soon.

11 106 [D] Make sure she keeps in contact through email or phone.

S14

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?

0 2 [A] Realise he shouldn’t have applied for the job if he didn’t want to leave.

10 94 [B] Set up a system for staying in touch, like weekly phone calls or emails.

2 16 [C] Concentrate on the great opportunities this change offers.

0 0 [D] Don’t take the position.


F1

Q43

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?

1 5 [A] Talk to friends or relatives to ease her worries.

1 5 [B] Try to calm down, perhaps go for a short walk or meditate.

5 79 [C] Prepare ahead of time so she has everything she needs available.

5 23 [D] Accept that things aren’t going to be perfect but the family will understand.

F3

Q10

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?

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.

F6

Q19

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?

1 5 [A] Let herself cry and express emotion for as long as she feels like.

11 84 [B] Speak to other family to calm herself and find out what is happening, then visit the

hospital.

0 0 [C] There is nothing she can do.

0 23 [D] Visit the hospital and ask staff about their condition.

F7

Q23

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 strategy would be the most effective for Greg?

0 1 [A] Focus on his life outside the university.

3 68 [B] Study hard and attend all lectures.

9 36 [C] Talk to others in his situation.

0 7 [D] Realise he is better than the younger students as he has more life experience.

F8

Q31

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 strategy would be the most effective for Juno?

9 59 [A] Find out what is happening and discuss his concerns with his family.

0 9 [B] Try to keep the company afloat by working harder.

3 30 [C] Start applying for other jobs.

0 14 [D] Think of these events as an opportunity for a new start.

F10

Q27

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?

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.


Re-phrased Items

A3

Q8

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?

2 15 [A] Stop helping Trudy and don’t help her again.

1 22 [B] Try harder to help appropriately.

1 6 [C] Apologise to Trudy.

*8 69 [D] Diffuse the argument by asking for advice.

A13

Q18

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?

0 3 [A] Reprimand the employee for making such accusations.

1 3 [B] Ignore the accusation, it is not important.

**6 70 [C] Explain that malfunctions were not her fault.

6 36 [D] Learn more about using the equipment so that it doesn’t break.

F5

Q37

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?

4 50 [A] Look up information about the procedure at the library or on the internet.

0 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.

**8 43 [D] Talk to his doctor about what will happen.


New Items

New Items with Anger Content

NEW

A_n1

At her new workplace, people seem to misunderstand Heather’s role, and ask her to do menial

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

A_n2

Patrick’s work is sent to Homer, but is delayed in the internal mail system for several days.

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

A_n3

Carlos works on several different projects, reporting to different people. One of his superiors

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

A_n4

George agrees to help his brother John move house. Near the end of the day, John says he has

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

A_n5

April’s manager accuses her of not working hard enough in front of some clients, which April

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


NEW

A_n6

One of Rory’s workmates Mick comments that he wishes he had an easy job like Rory’s. Rory

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

F_n1

Angelo applies for a job where he will need to chair large meetings, but he has little experience

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

F_n2

Loren is competing in a martial arts tournament tomorrow. She has been preparing for this for

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

F_n3

Gladys finds a lump that she thinks could be cancer.

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

F_n4

Mark has an exam in two days time that he really wants to do well on, but he is unsure how he

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 Variable Name Mean SD

U1_ANG STEU: Anger 1.50 0.91

U2_CONT STEU: Contempt 1.38 0.99

U3_DISL STEU: Dislike 1.65 0.97

U4_DIST STEU: Distress 1.82 0.76

U5_FRUS STEU: Frustration 1.58 0.64

U6_REGR STEU: Regret 2.40 0.77

U7_REL STEU: Relief 2.60 0.65

U8_SAD STEU: Sadness 1.69 0.87

U9_FEAR STEU: Fear 1.34 0.86

U10_SUR STEU: Surprise 2.64 0.55

U11_GRA STEU: Gratitude 2.60 0.60

U12_HOP STEU: Hope 1.83 1.01

U13_JOY STEU: Joy 2.36 0.77

U14_PRI STEU: Pride 2.43 0.80

M1_GS STEM: Goal striving impeded 1.85 0.55

M2_UNF STEM: Unfairness 4.12 0.68

M3_RUDE STEM: Rudeness 3.98 1.04

M4_ANT STEM: Anticipation 2.37 0.62

M5_RC STEM: Role Change 1.80 0.54

M6_HLTH STEM: Health Concerns 2.43 0.65

M7_LONW STEM: Workplace isolation 2.44 0.68

M8_LONP STEM: Loneliness/Losing friendship 3.30 0.79

M9_PART STEM: Parting 2.54 0.44

M10_LOSS STEM: Loss 1.02 0.34

APPENDIX 4.3: ITEM PARCELS FOR STEU AND STEM Page 2 of 2

Correlationsa

1.00 .08 .02 -.01 .00 .16 .00 .04 .30** .04 .05 .08 .13 .06 .10 .21** .08 .17* .01 .00 .05 -.08 .02

.08 1.00 .09 .10 .14 .09 .14 -.11 .17* .13 .14 .15 .10 .09 .01 .14 .11 .01 -.11 .07 .02 .23** -.01

.02 .09 1.00 -.17* -.01 .09 .04 -.13 -.02 .13 .00 -.01 .10 .07 -.11 -.10 -.01 -.04 .01 .04 .02 -.03 .04

-.01 .10 -.17* 1.00 .11 .02 .06 .03 -.02 .07 .03 .05 -.01 -.08 .04 .19* .10 .16* -.01 -.01 -.11 -.04 .06

.00 .14 -.01 .11 1.00 .07 -.03 -.09 .03 -.04 .05 .09 -.10 .05 -.01 .05 .03 .14 -.04 .13 -.04 .06 .12

.16 .09 .09 .02 .07 1.00 .09 -.09 .06 .07 .01 .31** .10 .16* -.03 -.03 .10 .21* .09 -.02 -.04 .14 -.01

.00 .14 .04 .06 -.03 .09 1.00 -.09 .07 .16* .08 -.01 .06 -.01 .03 .09 .27** .07 .16 .04 .00 .09 .06

.04 -.11 -.13 .03 -.09 -.09 -.09 1.00 .03 -.04 -.18* -.14 .13 .00 -.07 .03 .11 -.01 -.01 -.03 .16 -.09 -.07

.30** .17* -.02 -.02 .03 .06 .07 .03 1.00 .03 -.11 .09 .13 .00 .11 .14 .17* .06 -.02 -.07 .12 .00 -.02

.04 .13 .13 .07 -.04 .07 .16* -.04 .03 1.00 .22** .01 .15 .06 .03 .01 .08 .12 .09 .06 .02 -.03 .07

.05 .14 .00 .03 .05 .01 .08 -.18* -.11 .22** 1.00 .03 -.02 .19* -.08 .03 .05 .04 -.08 .22** .12 .03 .01

.08 .15 -.01 .05 .09 .31** -.01 -.14 .09 .01 .03 1.00 .04 .10 .09 .03 -.07 -.03 .15 .05 -.05 .12 .01

.13 .10 .10 -.01 -.10 .10 .06 .13 .13 .15 -.02 .04 1.00 .17* .04 .09 .27** .11 .17* .09 .18* .15 -.16

.06 .09 .07 -.08 .05 .16* -.01 .00 .00 .06 .19* .10 .17* 1.00 -.09 .02 .13 .02 .06 .07 .18* .10 -.02

.10 .01 -.11 .04 -.01 -.03 .03 -.07 .11 .03 -.08 .09 .04 -.09 1.00 .31** .12 .02 .06 .04 -.01 .04 .03

.21** .14 -.10 .19* .05 -.03 .09 .03 .14 .01 .03 .03 .09 .02 .31** 1.00 .23** .12 .15 .10 .15 .18* -.02

.08 .11 -.01 .10 .03 .10 .27** .11 .17* .08 .05 -.07 .27** .13 .12 .23** 1.00 .16* .22** .11 .28** .16* .05

.17* .01 -.04 .16* .14 .21* .07 -.01 .06 .12 .04 -.03 .11 .02 .02 .12 .16* 1.00 .00 .07 .12 .05 .07

.01 -.11 .01 -.01 -.04 .09 .16 -.01 -.02 .09 -.08 .15 .17* .06 .06 .15 .22** .00 1.00 .11 .22** .09 -.04

.00 .07 .04 -.01 .13 -.02 .04 -.03 -.07 .06 .22** .05 .09 .07 .04 .10 .11 .07 .11 1.00 .09 .32** .08

.05 .02 .02 -.11 -.04 -.04 .00 .16 .12 .02 .12 -.05 .18* .18* -.01 .15 .28** .12 .22** .09 1.00 .23** .06

-.08 .23** -.03 -.04 .06 .14 .09 -.09 .00 -.03 .03 .12 .15 .10 .04 .18* .16* .05 .09 .32** .23** 1.00 .10

.02 -.01 .04 .06 .12 -.01 .06 -.07 -.02 .07 .01 .01 -.16 -.02 .03 -.02 .05 .07 -.04 .08 .06 .10 1.00

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

U1

_A

NG

U2

_C

ON

T

U3

_DI

SL

U4

_DI

ST

U5

_F

RU

S

U6

_R

EG

R

U7

_R

EL

U8

_S

AD

U9

_F

EA

R

U1

0_

SU

R

U1

1_

GR

A

U1

2_

HO

P

U1

3_

JO

Y

U1

4_

PRI

M1

_G

S

M2

_U

NF

M3

_R

UD

E

M4

_A

NT

M5

_R

C

M6

_H

LT

H

M7

_L

ON

W

M8

_L

ON

P

M1

0_

LO

SS



Listwise N=149a.

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 Scale Scale Corrected

Mean Variance Item- Alpha

if Item if Item Total if Item

Deleted Deleted Correlation Deleted

A1_E 22.3876 8.6330 .2777 .6755

A2_E 22.5990 9.3563 -.0646 .6920

A3_E 22.5491 9.1869 .0352 .6914

A4_E 22.6734 9.2595 .0087 .6911

A5_E 22.4405 9.2293 .0152 .6920

A6_E 22.6131 8.7526 .2503 .6778

A7_E 22.5104 9.1168 .1002 .6869

A8_E 22.6071 9.3338 -.0403 .6906

A9_E 22.4546 8.5886 .1990 .6837

A10_E 22.6421 9.2490 .0498 .6880

A11_E 22.5067 9.1985 .0945 .6865

A12_E 22.6176 9.3327 -.0502 .6888

A13_E 22.5275 9.2234 .1337 .6857

A14_E 22.6659 9.3224 -.0348 .6922

A15_E 22.5402 8.7456 .2117 .6808

A16_E 22.6190 8.6709 .1423 .6910

A17_E 22.4888 9.1531 .1730 .6840

A18_E 22.4516 9.0790 .1081 .6868

S1_E 22.3058 8.5445 .2809 .6750

S2_E 22.2411 8.7667 .3890 .6724

S3_E 22.1012 8.9601 .1505 .6847

S4_E 22.4963 8.9110 .1913 .6819

S5_E 22.2314 8.7507 .2429 .6783

S6_E 22.2150 8.2963 .5050 .6589

S7_E 22.2738 8.7339 .3566 .6727

S8_E 22.6629 9.2817 -.0088 .6920

S9_E 22.3385 8.8446 .3256 .6755

S10_E 22.6220 8.9371 .2388 .6797

S11_E 22.4092 9.2362 .0172 .6913

S12_E 22.1101 8.3907 .4620 .6626

S13_E 22.1324 8.7807 .4328 .6718

S14_E 22.2798 8.4964 .5127 .6632

F1_E 22.6161 9.1701 .2414 .6835

F2_E 22.8013 9.2475 .0411 .6886

F3_E 22.5774 9.1041 .1104 .6864


F4_E 22.4613 9.0801 .1461 .6844

F5_E 22.5982 9.0924 .1178 .6860

F6_E 22.3118 8.6240 .2345 .6792

F7_E 22.6101 8.9068 .2280 .6799

F8_E 22.5409 8.6086 .3278 .6722

F9_E 22.6458 9.1025 .0923 .6878

F10_E 22.6071 8.7731 .2441 .6783

F11_E 22.5409 9.0576 .1252 .6858

F12_E 22.5030 9.3188 .0000 .6879

Reliability Coefficients

N of Cases = 112.0 N of Items = 44 Alpha = .6876

Item total correlation > .15 for model 2 (anger items):

A6, A9, A10, A15, A16

Scale Scale Corrected




A1_E 7.5439 1.4249 .0046 .2066

A2_E 7.7552 1.5766 -.1328 .2249

A3_E 7.7054 1.5259 -.0759 .2311

A4_E 7.8296 1.5246 -.0434 .2121

A5_E 7.5967 1.4787 .0069 .1988

A6_E 7.7693 1.3023 .2046 .1091

A7_E 7.6667 1.4578 .0585 .1801

A8_E 7.7634 1.5735 -.1262 .2192

A9_E 7.6109 1.1705 .1788 .0965

A10_E 7.7984 1.4909 .0922 .1756

A11_E 7.6629 1.4997 .0562 .1831

A12_E 7.7738 1.5607 -.1085 .2014

A13_E 7.6838 1.5110 .1055 .1786

A14_E 7.8222 1.5486 -.0775 .2184

A15_E 7.6964 1.3196 .1250 .1438

A16_E 7.7753 1.1691 .1335 .1271

A17_E 7.6451 1.4962 .0970 .1760

A18_E 7.6079 1.4191 .0974 .1647




Item total correlation > .15 for model 3 (sadness items):

S1, S2, S3, S4, S5, S6, S7, S9, S10, S12, S13, S14





S1_E 8.9249 2.3074 .2959 .6646

S2_E 8.8601 2.5311 .3139 .6595

S3_E 8.7202 2.5099 .2094 .6738

S4_E 9.1153 2.4776 .2650 .6651

S5_E 8.8504 2.4248 .2671 .6661

S6_E 8.8341 2.1899 .5407 .6194

S7_E 8.8929 2.4764 .3322 .6561

S8_E 9.2820 2.7883 -.0538 .6990

S9_E 8.9576 2.4891 .3748 .6525

S10_E 9.2411 2.5991 .1958 .6727

S11_E 9.0283 2.7307 .0117 .6943

S12_E 8.7292 2.2325 .5046 .6264

S13_E 8.7515 2.4632 .4841 .6434

S14_E 8.8988 2.3886 .4396 .6416



Item total correlation > .15 for model 4 (FEAR items):

F1, F7, F8, F10 (F6=.144)





F1_E 4.8348 .9730 .1865 .2613

F2_E 5.0201 .9810 .0218 .2903

F3_E 4.7961 .9338 .0587 .2819

F4_E 4.6801 .9958 -.0597 .3227

F5_E 4.8170 .9204 .0872 .2706

F6_E 4.5305 .7979 .0929 .2772

F7_E 4.8289 .8211 .2839 .1810

F8_E 4.7597 .8087 .1896 .2152

F9_E 4.8646 .9443 .0066 .3062

F10_E 4.8259 .8210 .1770 .2232

F11_E 4.7597 .9089 .0846 .2719

F12_E 4.7217 1.0172 .0000 .2879




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


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”.





A1_E 7.7254 3.0389 .2679 .5628

A6_E 7.9509 3.1485 .2100 .5737

A9_E 7.7924 3.0094 .1722 .5878 alpha=.29

A15_E 7.8780 3.1463 .1658 .5829

A16_E 7.9568 2.9855 .1532 .5965

S2_E 7.5789 3.1568 .3576 .5574

S3_E 7.4390 3.2284 .1537 .5830

S4_E 7.8341 3.1955 .2014 .5752

S5_E 7.5692 3.1420 .2068 .5744 alpha=.51

S6_E 7.5528 2.9244 .4224 .5351

S9_E 7.6763 3.2626 .2163 .5746

F6_E 7.6496 2.9627 .2708 .5618

F7_E 7.9479 3.1723 .2703 .5658 alpha=.40

F8_E 7.8787 3.0009 .3474 .5491




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

Q33

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 can’t put it out of

her mind.


[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

Q38

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 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

Q1

Lee’s workmate fails to deliver an important piece of information on time, causing Lee to fall

behind schedule also.


[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

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.


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

Q11

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] 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

Q25

Shona has not spoken to her nephew for months, whereas when he was younger they were very


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

Q44

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 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

Q32

Mallory moves from a small company to a very large one, where there is little personal contact,

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

Q13

Clayton has been overseas for a long time and returns to visit his family. So much has changed that


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.


F6

Q19

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.

[C] There is nothing she can do.

[D] Visit the hospital and ask staff about their condition.

F7

Q23

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 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

Q31

Juno is fairly sure his company is going down and his job is under threat. It is a large company and


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.


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)

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.

NEW

(from

Ch 4)

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.


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.


[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 3-

factor 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)

2-factor

(25 df)

3-factor

(23 df)

1-factor

(27 df)

2-factor

(25 df)

3-factor

(23 df)

Factor Loadings g Gc/EI Gf EI Gc Gf g Gc/EI Gf EI Gc Gf

STEU .49 .50 .57 .49 .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 .33 .65 .37

Letter Series .49 .65 .67 .37 .69 .73

Nonsense Syllables .45 .47 .46 .37 .28 .26

Letter Counting .34 .55 .55 .22 .53 .53

Factor Inter-correlations

Gf - .55 - .48 .51 - .40 - .42 .29

Gc - - - .73 - - - .76

Fit Indices

RMSEA .096**

.080* .068 .105

** .097

** . 0.089

*

CFI .821 .883 .923 .792 .836 .874

AIC 130.543 115.392 106.275 141.149 130.383 121.405

χ2 76.543

** 57.392

** 44.275

** 87.149

** 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

1.0 .36** .20* .15 .35** .14 -.01 -.32** -.16 -.12 -.21** -.23** .02 .04 .07 -.01 .32** .10 -.03 -.04 .11 .04 .04 .10 .05 -.05 .07 -.07 .32** -.03

.36** 1.0 .32** .41** .51** .19* .15 .00 -.06 .04 .01 -.05 .28** .18* .20* .04 .27** .25** .16* .08 .28** .13 -.08 .33** -.17* -.11 -.17* -.27** .16* -.13

.20* .32** 1.0 .22** .24** .05 .13 .03 .19* .25** .13 -.01 .37** .22** .05 .23** .11 .26** .27** .27** .66** .19* -.01 .42** .11 .05 -.02 -.22** .14 .10

.15 .41** .22** 1.0 .42** .08 .17* -.15 -.03 -.02 -.01 -.13 .39** .40** .25** .24** .48** .30** .25** .21** .17* .26** -.15 .13 -.42** -.16* -.27** -.43** .15 -.30**

.35** .51** .24** .42** 1.0 .20* .20* -.30** .04 -.03 -.03 .02 .17* .13 .21** .04 .19* .16* .05 .12 .19* .15 -.19* .12 -.33** -.17* -.18* -.27** .11 -.32**

.14 .19* .05 .08 .20* 1.0 -.14 -.16* -.34** -.17* -.20* -.01 -.11 -.07 -.04 -.14 .16* -.09 -.05 -.06 .01 .02 .06 .23** .00 .02 .24** .01 .11 .09

-.01 .15 .13 .17* .20* -.14 1.0 .11 .27** .56** .56** .19* .45** .29** .50** .35** .17* .54** .28** .12 .20* .07 -.50** .08 -.34** -.14 -.51** -.39** -.03 -.44**

-.32** .00 .03 -.15 -.30** -.16* .11 1.0 .21** .28** .41** .27** .09 -.06 .09 .08 -.19* .04 .16* .06 .12 .10 .01 .09 .00 -.07 -.10 -.02 -.23** -.02

-.16 -.06 .19* -.03 .04 -.34** .27** .21** 1.0 .39** .36** .36** .22** .04 .07 .16* -.27** .10 .24** .47** .34** .28** -.02 .17* -.10 -.18* -.31** -.19* -.18* -.11

-.12 .04 .25** -.02 -.03 -.17* .56** .28** .39** 1.0 .60** .28** .24** .07 .31** .41** -.08 .24** .17* .26** .35** .09 -.19* .22** .02 -.02 -.25** -.14 -.13 -.08

-.21** .01 .13 -.01 -.03 -.20* .56** .41** .36** .60** 1.0 .40** .31** .10 .28** .36** -.13 .33** .22** .17* .20* .23** -.19* .17* -.21** -.27** -.40** -.22** -.29** -.34**

-.23** -.05 -.01 -.13 .02 -.01 .19* .27** .36** .28** .40** 1.0 .01 -.17* -.07 -.15 -.44** -.11 .07 .23** .09 .27** -.01 .09 -.11 -.42** -.21** .00 -.35** -.19*

.02 .28** .37** .39** .17* -.11 .45** .09 .22** .24** .31** .01 1.0 .73** .35** .32** .31** .68** .57** .22** .45** .23** -.27** .34** -.29** -.20* -.50** -.75** .10 -.29**

.04 .18* .22** .40** .13 -.07 .29** -.06 .04 .07 .10 -.17* .73** 1.0 .36** .33** .54** .56** .37** .20* .26** .08 -.20* .24** -.33** -.07 -.39** -.65** .21** -.28**

.07 .20* .05 .25** .21** -.04 .50** .09 .07 .31** .28** -.07 .35** .36** 1.0 .39** .33** .35** .09 -.07 .07 -.19* -.50** .07 -.30** .07 -.30** -.51** .02 -.39**

-.01 .04 .23** .24** .04 -.14 .35** .08 .16* .41** .36** -.15 .32** .33** .39** 1.0 .27** .29** .11 .26** .17* .06 -.14 .11 -.15 .09 -.17* -.29** .09 -.14

.32** .27** .11 .48** .19* .16* .17* -.19* -.27** -.08 -.13 -.44** .31** .54** .33** .27** 1.0 .39** .04 -.07 .01 -.16* -.28** .05 -.27** .12 -.10 -.40** .41** -.16*

.10 .25** .26** .30** .16* -.09 .54** .04 .10 .24** .33** -.11 .68** .56** .35** .29** .39** 1.0 .56** .12 .33** .09 -.37** .26** -.37** -.10 -.67** -.50** .19* -.40**

-.03 .16* .27** .25** .05 -.05 .28** .16* .24** .17* .22** .07 .57** .37** .09 .11 .04 .56** 1.0 .14 .41** .31** -.07 .32** -.22** -.23** -.42** -.35** .09 -.21**

-.04 .08 .27** .21** .12 -.06 .12 .06 .47** .26** .17* .23** .22** .20* -.07 .26** -.07 .12 .14 1.0 .42** .47** .28** .31** -.11 -.19* -.12 -.17* .00 -.03

.11 .28** .66** .17* .19* .01 .20* .12 .34** .35** .20* .09 .45** .26** .07 .17* .01 .33** .41** .42** 1.0 .39** .15 .63** .01 -.18* -.21** -.26** .12 -.01

.04 .13 .19* .26** .15 .02 .07 .10 .28** .09 .23** .27** .23** .08 -.19* .06 -.16* .09 .31** .47** .39** 1.0 .18* .30** -.21** -.47** -.21** -.16* .02 -.19*

.04 -.08 -.01 -.15 -.19* .06 -.50** .01 -.02 -.19* -.19* -.01 -.27** -.20* -.50** -.14 -.28** -.37** -.07 .28** .15 .18* 1.0 .14 .28** .04 .40** .32** -.04 .32**

.10 .33** .42** .13 .12 .23** .08 .09 .17* .22** .17* .09 .34** .24** .07 .11 .05 .26** .32** .31** .63** .30** .14 1.0 .01 -.19* -.12 -.21** .04 .06

.05 -.17* .11 -.42** -.33** .00 -.34** .00 -.10 .02 -.21** -.11 -.29** -.33** -.30** -.15 -.27** -.37** -.22** -.11 .01 -.21** .28** .01 1.0 .36** .60** .43** .03 .79**

-.05 -.11 .05 -.16* -.17* .02 -.14 -.07 -.18* -.02 -.27** -.42** -.20* -.07 .07 .09 .12 -.10 -.23** -.19* -.18* -.47** .04 -.19* .36** 1.0 .33** .23** .27** .42**

.07 -.17* -.02 -.27** -.18* .24** -.51** -.10 -.31** -.25** -.40** -.21** -.50** -.39** -.30** -.17* -.10 -.67** -.42** -.12 -.21** -.21** .40** -.12 .60** .33** 1.0 .46** .15 .66**

-.07 -.27** -.22** -.43** -.27** .01 -.39** -.02 -.19* -.14 -.22** .00 -.75** -.65** -.51** -.29** -.40** -.50** -.35** -.17* -.26** -.16* .32** -.21** .43** .23** .46** 1.0 -.08 .43**

.32** .16* .14 .15 .11 .11 -.03 -.23** -.18* -.13 -.29** -.35** .10 .21** .02 .09 .41** .19* .09 .00 .12 .02 -.04 .04 .03 .27** .15 -.08 1.0 .18*

-.03 -.13 .10 -.30** -.32** .09 -.44** -.02 -.11 -.08 -.34** -.19* -.29** -.28** -.39** -.14 -.16* -.40** -.21** -.03 -.01 -.19* .32** .06 .79** .42** .66** .43** .18* 1.0

o1 IMAGINAT

o2 ARTISTIC

o3 EMOTION

o4 ADVENTUR

o5 INTELLEC

o6 LIBERAL

c1 SELFEFFI

c2 ORDER

c3 DUTIFUL

c4 ACHIEVE

c5 SELFDISC

c6 CAUTIOUS

e1 FRIENDLI

e2 GREGAR

e3 ASSERTIV

e4 ACTIVITY

e5 EXCITE

e6 CHEERFUL

a1 TRUST

a2 MORALITY

a3 ALTRUISM

a4 COOPERAT

a5 MODESTY

a6 SYMPATHY

n1 ANXIETY

n2 ANGER

n3 DEPRESS

n4 SELFCONS

n5 IMMODERA

n6 VULNERAB

o1

IM

AG

IN

AT

o2

AR

TI

ST

IC

o3

EM

OT

IO

N

o4

AD

VE

NT

U

R

o5

IN

TE

LL

EC

o6

LI

BE

RA

L

c1

SE

LF

EF

FI

c2

O

R

DE

R

c3

D

UT

IF

UL

c4

AC

HI

EV

E

c5

SE

LF

DI

SC

c6

CA

UT

IO

US

e1

FR

IE

N

DL

I

e2

G

RE

GA

R

e3

AS

SE

RT

IV

e4

AC

TIV

ITY

e5

EX

CI

TE

e6

C

HE

ER

FU

L

a1

TR

US

T

a2

M

O

RA

LIT

Y

a3

AL

TR

UI

SM

a4

C

O

OP

ER

AT

a5

M

O

DE

ST

Y

a6

SY

MP

AT

HY

n1

AN

XI

ET

Y

n2

AN

GE

R

n3

DE

PR

ES

S

n4

SE

LF

C

O

NS

n5

IM

M

O

DE

RA

n6

VU

LN

ER

AB



Listwise N=157a.


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


15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.441 .528 29.268 .000

.290 .537 .056 .540 .591

-1.402 .591 -.271 -2.374 .021

-.027 .046 -.067 -.589 .558

-.136 .040 -.375 -3.371 .001

-.024 .036 -.073 -.656 .514

-.016 .045 -.034 -.350 .727

.140 .045 .360 3.120 .003

6.128 9.726 .068 .630 .531

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(2) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality


13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.220 .590 22.411 .000

.618 .600 .121 1.030 .307

-.865 .660 -.169 -1.310 .195

-.059 .052 -.148 -1.149 .255

-.114 .045 -.316 -2.514 .014

-.063 .040 -.197 -1.574 .120

-.098 .050 -.217 -1.968 .053

-.052 .050 -.136 -1.042 .301

14.194 10.874 .160 1.305 .196

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



(3) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality

and STEU Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.794 .383 33.375 .000

.010 .390 .003 .026 .979

.245 .429 .066 .571 .570

-.134 .033 -.462 -4.008 .000

-.059 .029 -.226 -2.016 .048

-.009 .026 -.040 -.359 .721

-.123 .032 -.373 -3.784 .000

-.079 .033 -.283 -2.436 .018

-7.591 7.067 -.117 -1.074 .287

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(4) Regression Predicting Loneliness from Gf and Gc, Personality and STEU Scores

Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.530 .573 23.630 .000

.015 .583 .003 .025 .980

-.709 .641 -.126 -1.106 .273

.090 .050 .204 1.799 .077

.046 .044 .115 1.041 .302

-.246 .039 -.693 -6.302 .000

-.053 .048 -.106 -1.092 .279

.094 .049 .221 1.933 .058

12.761 10.555 .130 1.209 .231

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: LONELYa.


(5) Regression Predicting Life Satisfaction from Gf and Gc, Personality and STEU

Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.148 .562 39.392 .000

.617 .572 .138 1.078 .285

.022 .630 .005 .035 .972

-.044 .049 -.127 -.906 .368

.048 .043 .150 1.104 .274

.123 .038 .434 3.206 .002

.049 .047 .123 1.030 .307

.051 .048 .152 1.074 .287

-1.370 10.365 -.018 -.132 .895

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: LIFESATa.

(6) Regression Predicting Stress from Gf and Gc, Personality and STEU Scores

Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.110 .466 40.979 .000

-.713 .475 -.179 -1.503 .138

-.424 .522 -.106 -.811 .420

-.028 .041 -.089 -.683 .497

.012 .036 .042 .327 .745

.002 .032 .007 .057 .955

.023 .039 .066 .587 .559

.133 .040 .442 3.358 .001

-5.035 8.597 -.072 -.586 .560

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: STRESSa.



and STEM Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.369 .519 29.586 .000

.346 .505 .067 .685 .496

-.983 .591 -.190 -1.663 .101

-.033 .046 -.083 -.730 .468

-.139 .040 -.383 -3.512 .001

-.012 .036 -.036 -.322 .749

-.005 .044 -.011 -.110 .913

.128 .044 .329 2.925 .005

-9.493 7.134 -.132 -1.331 .188

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and STEM Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.150 .593 22.174 .000

.894 .576 .176 1.552 .126

-.712 .675 -.139 -1.055 .295

-.061 .052 -.153 -1.168 .247

-.122 .045 -.338 -2.688 .009

-.064 .041 -.198 -1.540 .128

-.090 .050 -.200 -1.808 .075

-.062 .050 -.162 -1.249 .216

4.646 8.144 .065 .571 .570

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and STEM Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.816 .380 33.719 .000

-.160 .369 -.043 -.434 .666

.290 .433 .078 .671 .504

-.135 .033 -.465 -4.050 .000

-.055 .029 -.209 -1.887 .064

-.005 .027 -.020 -.181 .857

-.124 .032 -.377 -3.876 .000

-.077 .032 -.273 -2.398 .019

-6.624 5.220 -.128 -1.269 .209

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(10) Regression Predicting Loneliness from Gf and Gc, Personality and STEM Scores

Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.404 .563 23.797 .000

.166 .547 .030 .304 .762

-.034 .641 -.006 -.052 .958

.080 .049 .182 1.619 .110

.039 .043 .099 .911 .366

-.228 .039 -.642 -5.799 .000

-.034 .047 -.069 -.727 .470

.073 .047 .173 1.547 .127

-13.360 7.736 -.170 -1.727 .089

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



(11) Regression Predicting Life Satisfaction from Gf and Gc, Personality and STEM

Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.198 .550 40.352 .000

.655 .535 .146 1.225 .225

-.353 .626 -.078 -.564 .575

-.039 .048 -.110 -.802 .426

.048 .042 .151 1.140 .259

.111 .038 .391 2.881 .005

.041 .046 .102 .876 .384

.060 .046 .178 1.299 .199

11.293 7.555 .180 1.495 .140

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(12) Regression Predicting Stress from Gf and Gc, Personality and STEM Scores

Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.123 .463 41.296 .000

-.829 .450 -.208 -1.842 .070

-.377 .527 -.094 -.716 .477

-.029 .041 -.092 -.707 .482

.015 .035 .052 .416 .679

.005 .032 .021 .167 .868

.022 .039 .064 .577 .566

.134 .039 .446 3.450 .001

-4.927 6.359 -.088 -.775 .441

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and MEIS Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.256 .523 29.158 .000

.533 .507 .104 1.052 .297

-.880 .597 -.170 -1.474 .145

-.016 .046 -.040 -.348 .729

-.139 .039 -.384 -3.543 .001

-.025 .035 -.076 -.703 .485

-.013 .043 -.028 -.291 .772

.139 .043 .357 3.206 .002

-12.482 7.646 -.178 -1.633 .107

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and MEIS Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.059 .600 21.749 .000

.937 .582 .184 1.612 .112

-.369 .685 -.072 -.539 .592

-.057 .053 -.142 -1.074 .287

-.121 .045 -.337 -2.686 .009

-.061 .041 -.188 -1.493 .140

-.088 .050 -.195 -1.777 .080

-.063 .050 -.164 -1.272 .208

-6.333 8.774 -.091 -.722 .473

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and MEIS Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.722 .381 33.421 .000

-.015 .369 -.004 -.041 .968

.406 .434 .109 .935 .353

-.122 .033 -.419 -3.646 .001

-.055 .029 -.209 -1.916 .060

-.014 .026 -.061 -.558 .579

-.130 .031 -.394 -4.123 .000

-.069 .031 -.245 -2.181 .033

-10.079 5.562 -.199 -1.812 .075

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(16) Regression Predicting Loneliness from Gf and Gc, Personality and MEIS Scores

Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.397 .583 22.991 .000

.291 .564 .052 .515 .608

-.294 .665 -.052 -.443 .659

.091 .051 .207 1.786 .079

.039 .044 .097 .881 .382

-.244 .039 -.685 -6.188 .000

-.044 .048 -.088 -.908 .367

.084 .048 .198 1.742 .086

-4.714 8.515 -.061 -.554 .582

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



(17) Regression Predicting Life Satisfaction from Gf and Gc, Personality and MEIS

Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.268 .562 39.655 .000

.490 .544 .110 .902 .371

-.306 .641 -.068 -.478 .634

-.054 .049 -.154 -1.093 .278

.048 .042 .152 1.141 .258

.125 .038 .441 3.297 .002

.049 .046 .124 1.058 .294

.049 .046 .145 1.059 .294

9.470 8.206 .155 1.154 .253

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(18) Regression Predicting Stress from Gf and Gc, Personality and MEIS Scores

Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.045 .467 40.816 .000

-.714 .452 -.179 -1.580 .119

-.271 .532 -.068 -.509 .613

-.018 .041 -.058 -.441 .661

.015 .035 .052 .415 .680

-.002 .032 -.007 -.058 .954

.018 .039 .052 .473 .637

.141 .039 .467 3.647 .001

-8.139 6.818 -.150 -1.194 .237

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 1 Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.450 .511 30.217 .000

.393 .496 .077 .794 .430

-1.430 .546 -.277 -2.617 .011

-.017 .045 -.043 -.381 .704

-.112 .041 -.309 -2.715 .008

.013 .039 .040 .336 .738

-.006 .043 -.012 -.129 .898

.130 .043 .334 3.032 .003

-.201 .102 -.244 -1.974 .053

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and AES 1 Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.187 .577 22.874 .000

.863 .559 .170 1.545 .127

-.749 .616 -.146 -1.216 .229

-.050 .051 -.124 -.975 .333

-.090 .047 -.250 -1.927 .058

-.019 .044 -.058 -.422 .675

-.081 .048 -.180 -1.675 .099

-.070 .048 -.183 -1.457 .150

-.232 .115 -.285 -2.025 .047

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 1 Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.879 .371 34.758 .000

-.128 .359 -.034 -.356 .723

-.041 .396 -.011 -.103 .918

-.123 .033 -.421 -3.742 .000

-.032 .030 -.124 -1.083 .283

.017 .028 .072 .599 .551

-.124 .031 -.377 -3.983 .000

-.076 .031 -.270 -2.443 .017

-.166 .074 -.279 -2.251 .028

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(22) Regression Predicting Loneliness from Gf and Gc, Personality and AES 1 Scores

Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.495 .565 23.906 .000

.236 .547 .042 .431 .668

-.585 .603 -.104 -.970 .336

.097 .050 .220 1.945 .056

.063 .046 .160 1.388 .170

-.211 .043 -.592 -4.868 .000

-.038 .047 -.077 -.806 .423

.078 .047 .184 1.656 .103

-.183 .112 -.204 -1.632 .108

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



(23) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 1

Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.133 .556 39.816 .000

.595 .539 .133 1.105 .273

.071 .594 .016 .119 .906

-.050 .049 -.142 -1.015 .314

.035 .045 .110 .772 .443

.105 .043 .372 2.473 .016

.045 .047 .114 .968 .336

.055 .047 .162 1.175 .244

.100 .111 .140 .904 .369

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


(24) Regression Predicting Stress from Gf and Gc, Personality and AES 1 Scores

Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.149 .465 41.215 .000

-.803 .450 -.202 -1.783 .079

-.555 .496 -.139 -1.118 .268

-.024 .041 -.078 -.595 .554

.019 .038 .068 .511 .611

.006 .036 .025 .176 .861

.020 .039 .057 .519 .605

.137 .039 .455 3.519 .001

-.035 .092 -.055 -.377 .708

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 2 Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.591 .511 30.518 .000

.275 .492 .054 .559 .578

-1.643 .557 -.318 -2.952 .004

-.001 .046 -.001 -.012 .990

-.122 .039 -.337 -3.118 .003

-.026 .035 -.081 -.763 .448

.008 .043 .017 .176 .861

.110 .043 .283 2.525 .014

-.218 .092 -.255 -2.360 .021

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and AES 2 Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.324 .582 22.910 .000

.744 .560 .146 1.328 .189

-.944 .634 -.184 -1.490 .141

-.034 .052 -.086 -.658 .513

-.104 .045 -.289 -2.325 .023

-.064 .039 -.198 -1.618 .111

-.068 .049 -.152 -1.398 .167

-.090 .049 -.234 -1.820 .073

-.221 .105 -.262 -2.107 .039

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 2 Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.940 .381 33.978 .000

-.189 .367 -.051 -.515 .608

-.108 .415 -.029 -.261 .795

-.117 .034 -.403 -3.425 .001

-.046 .029 -.175 -1.567 .122

-.014 .026 -.061 -.554 .581

-.119 .032 -.361 -3.694 .000

-.085 .032 -.304 -2.627 .011

-.116 .069 -.188 -1.681 .098

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.631 .565 24.134 .000

.123 .544 .022 .227 .821

-.793 .615 -.141 -1.289 .202

.113 .051 .257 2.235 .029

.055 .043 .139 1.267 .210

-.247 .038 -.694 -6.451 .000

-.026 .048 -.051 -.537 .593

.059 .048 .139 1.229 .223

-.207 .102 -.222 -2.029 .047

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.146 .566 39.155 .000

.600 .545 .134 1.101 .275

.015 .616 .003 .024 .981

-.046 .051 -.130 -.901 .371

.047 .043 .150 1.089 .280

.123 .038 .434 3.208 .002

.047 .048 .118 .982 .330

.054 .048 .160 1.121 .266

.013 .102 .017 .123 .903

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.204 .468 41.068 .000

-.843 .451 -.212 -1.871 .066

-.653 .509 -.163 -1.281 .205

-.017 .042 -.054 -.403 .689

.020 .036 .072 .565 .574

-.001 .032 -.005 -.043 .965

.026 .039 .072 .649 .519

.129 .040 .430 3.252 .002

-.074 .084 -.111 -.870 .387

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 3 Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.340 .517 29.694 .000

.188 .516 .037 .364 .717

-1.471 .558 -.285 -2.635 .011

-.018 .046 -.044 -.385 .701

-.143 .039 -.395 -3.637 .001

-.004 .037 -.012 -.106 .916

-.010 .043 -.022 -.234 .815

.142 .043 .366 3.273 .002

-.296 .180 -.174 -1.649 .104

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and AES 3 Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.089 .591 22.151 .000

.723 .590 .142 1.225 .225

-.706 .638 -.138 -1.106 .273

-.055 .052 -.139 -1.058 .294

-.124 .045 -.345 -2.751 .008

-.047 .042 -.144 -1.104 .274

-.087 .049 -.192 -1.755 .084

-.060 .050 -.156 -1.206 .232

-.206 .205 -.122 -1.002 .320

(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

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 3 Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.804 .380 33.655 .000

-.246 .380 -.066 -.648 .519

-.027 .411 -.007 -.065 .948

-.126 .034 -.432 -3.732 .000

-.057 .029 -.218 -1.970 .053

-.001 .027 -.006 -.053 .958

-.128 .032 -.389 -4.019 .000

-.068 .032 -.241 -2.117 .038

-.172 .132 -.140 -1.302 .197

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.457 .577 23.325 .000

.253 .576 .045 .439 .662

-.431 .623 -.076 -.692 .491

.086 .051 .195 1.680 .098

.039 .044 .098 .881 .381

-.243 .041 -.684 -5.911 .000

-.043 .048 -.087 -.895 .374

.082 .048 .192 1.686 .097

.018 .200 .010 .091 .928

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.179 .559 39.664 .000

.665 .558 .149 1.192 .238

.061 .604 .014 .101 .920

-.048 .049 -.137 -.970 .336

.050 .043 .157 1.163 .249

.117 .040 .411 2.919 .005

.048 .047 .120 1.018 .313

.050 .047 .147 1.061 .293

.102 .194 .069 .525 .601

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.128 .465 41.098 .000

-.844 .465 -.212 -1.817 .074

-.568 .503 -.142 -1.129 .263

-.024 .041 -.078 -.587 .559

.014 .035 .049 .386 .701

.004 .033 .015 .114 .909

.019 .039 .055 .500 .619

.139 .039 .463 3.562 .001

-.060 .162 -.045 -.368 .714

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 4 Scores

Coefficientsa

15.630 .625 24.998 .000

.279 .624 .054 .447 .657

-.870 .627 -.168 -1.386 .170

15.404 .522 29.517 .000

.398 .506 .077 .786 .435

-1.275 .552 -.247 -2.307 .024

-.029 .046 -.072 -.629 .531

-.140 .040 -.384 -3.502 .001

-.022 .036 -.067 -.607 .546

-.011 .044 -.024 -.250 .803

.134 .044 .345 3.070 .003

15.640 .482 32.423 .000

-.100 .483 -.019 -.207 .837

-1.422 .508 -.275 -2.802 .007

.017 .044 .043 .392 .696

-.084 .039 -.232 -2.138 .036

.015 .034 .046 .433 .666

.027 .041 .060 .658 .513

.156 .040 .402 3.860 .000

-.431 .117 -.429 -3.692 .000

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



and AES 4 Scores

Coefficientsa

13.133 .604 21.761 .000

1.418 .603 .279 2.353 .021

-.673 .606 -.132 -1.112 .270

13.133 .589 22.287 .000

.869 .572 .171 1.520 .133

-.570 .624 -.111 -.913 .365

-.063 .052 -.158 -1.220 .227

-.121 .045 -.338 -2.697 .009

-.059 .040 -.183 -1.461 .149

-.087 .049 -.194 -1.767 .082

-.065 .049 -.170 -1.325 .190

13.536 .466 29.021 .000

.021 .467 .004 .046 .964

-.821 .491 -.161 -1.673 .099

.015 .042 .038 .359 .721

-.027 .038 -.076 -.718 .475

.003 .033 .010 .096 .924

-.022 .040 -.049 -.557 .579

-.028 .039 -.072 -.709 .481

-.733 .113 -.737 -6.500 .000

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




and AES 4 Scores

Coefficientsa

13.151 .452 29.088 .000

.432 .452 .116 .956 .342

-.486 .454 -.130 -1.071 .288

12.841 .381 33.669 .000

-.124 .370 -.033 -.335 .739

.087 .404 .023 .216 .830

-.132 .033 -.454 -3.948 .000

-.055 .029 -.210 -1.888 .063

-.012 .026 -.050 -.451 .653

-.128 .032 -.390 -4.013 .000

-.072 .032 -.258 -2.263 .027

12.933 .378 34.204 .000

-.318 .379 -.086 -.839 .405

.030 .398 .008 .075 .941

-.114 .034 -.393 -3.331 .001

-.034 .031 -.128 -1.084 .283

.002 .027 .010 .090 .929

-.113 .032 -.345 -3.497 .001

-.064 .032 -.227 -2.007 .049

-.168 .091 -.231 -1.832 .072

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

14.146 .682 20.737 .000

.239 .681 .043 .352 .726

.882 .685 .156 1.289 .202

13.453 .571 23.561 .000

.240 .554 .043 .433 .666

-.443 .604 -.079 -.734 .466

.086 .050 .196 1.726 .089

.039 .044 .097 .884 .380

-.242 .039 -.681 -6.200 .000

-.043 .048 -.087 -.901 .371

.082 .048 .194 1.719 .090

13.590 .566 24.001 .000

-.048 .567 -.009 -.085 .932

-.529 .596 -.094 -.888 .378

.113 .051 .257 2.202 .031

.071 .046 .178 1.523 .133

-.221 .040 -.622 -5.512 .000

-.021 .049 -.042 -.432 .667

.095 .047 .224 1.999 .050

-.249 .137 -.227 -1.821 .073

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.




Scores

Coefficientsa

22.195 .549 40.455 .000

.224 .548 .050 .409 .684

-.489 .551 -.109 -.888 .377

22.157 .555 39.956 .000

.593 .538 .132 1.102 .274

-.006 .587 -.001 -.011 .991

-.044 .049 -.126 -.907 .368

.048 .042 .153 1.141 .258

.123 .038 .433 3.231 .002

.048 .046 .121 1.029 .307

.053 .046 .155 1.132 .262

22.101 .561 39.368 .000

.709 .562 .158 1.261 .212

.028 .591 .006 .047 .962

-.055 .051 -.156 -1.077 .286

.035 .046 .112 .771 .443

.114 .040 .403 2.868 .006

.039 .048 .098 .809 .422

.047 .047 .140 1.007 .318

.100 .136 .115 .740 .462

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.



Coefficientsa

19.623 .464 42.293 .000

-1.195 .463 -.300 -2.578 .012

-.289 .466 -.072 -.620 .537

19.141 .461 41.512 .000

-.802 .447 -.201 -1.793 .078

-.528 .488 -.132 -1.082 .283

-.026 .040 -.085 -.654 .516

.014 .035 .051 .411 .682

.000 .032 .001 .007 .994

.019 .039 .055 .499 .619

.138 .039 .457 3.566 .001

19.178 .467 41.023 .000

-.880 .468 -.221 -1.880 .065

-.551 .492 -.138 -1.121 .266

-.019 .042 -.062 -.454 .652

.023 .038 .082 .605 .548

.006 .033 .024 .179 .858

.025 .040 .072 .630 .531

.141 .039 .469 3.598 .001

-.068 .113 -.087 -.597 .553

(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

Model

1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.


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


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


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


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

g

STEMmd1

STEUud1

Readingrcd1

RAPMrpmd

11

Knowledgegkd1

Standardised Loading Fit Indices

STEM 0.423 CFI 0.910

STEU 0.633 GFI 0.955

Reading 0.596 RMSEA 0.114

RAPM 0.560 Chi Square 12.014

Knowledge 0.569 df 5

Modification Indices

(Co-variances of error terms) p

STEU and STEM 7.939 0.005


SECTION 2: AMOS OUTPUT FOR 2-FACTOR MODEL OF STRATEGIC EI WITH

INTELLIGENCE

EISTEMmd

1

STEUud1

1

Readingrcd1

RAPMrpmd1

Knowledgegkd1

CognitiveAbility

1


STEM 0.478 CFI 1.000

STEU 0.908 GFI 0.994




Factor Correlation = .592


SECTION 3: AMOS OUTPUT FOR 1-FACTOR MODEL OF ERA WITH

INTELLIGENCE

g

Facesfd1

RAFLvd1

Readingrcd1

RAPMrpmd

1

1

Knowledgegkd1


Faces 0.236 CFI 0.886

RAFL 0.290 GFI 0.963




Modification Indices

(Co-variances of error terms) p

Faces and RAPM 4.524 0.003


SECTION 4: AMOS OUTPUT FOR 2-FACTOR MODEL OF ERA WITH

INTELLIGENCE

Gc

Facesfd1

RAFLvd1

Readingrcd 11

RAPMrpmd1

Knowledgegkd1

Gf

1


Faces 0.304 CFI 0.965

RAFL 0.305 GFI 0.979




Factor Correlation = .527


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

89.723 .597 150.313 .000

5.506 .764 .570 7.204 .000

87.880 1.570 55.960 .000

5.782 .857 .598 6.747 .000

-.053 .153 -.030 -.344 .732

.127 .160 .066 .794 .429

.241 .147 .134 1.638 .104

.230 .248 .079 .927 .356

-.069 .138 -.043 -.499 .619

87.969 1.612 54.585 .000

5.679 .943 .588 6.022 .000

-.048 .155 -.028 -.310 .757

.131 .161 .069 .813 .418

.234 .150 .130 1.559 .122

.214 .256 .074 .838 .404

-.071 .139 -.044 -.510 .611

1.786 6.640 .024 .269 .789

(Constant)

Intelligence composite

(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEU

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: TERa.

(2) Predicting Semester 1 Psychology Grade (self-reported) from STEU Scores

Coefficientsa

63.556 .986 64.483 .000

8.226 1.303 .552 6.313 .000

63.120 2.575 24.513 .000

7.641 1.369 .513 5.582 .000

.488 .230 .196 2.125 .036

.566 .251 .199 2.258 .026

-.107 .217 -.043 -.495 .622

.140 .395 .032 .355 .723

-.037 .211 -.016 -.173 .863

63.325 2.584 24.505 .000

7.022 1.509 .471 4.655 .000

.516 .232 .207 2.230 .028

.573 .251 .202 2.284 .025

-.124 .218 -.049 -.569 .571

.088 .399 .020 .220 .826

-.046 .211 -.020 -.218 .828

10.543 10.787 .092 .977 .331

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEU

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: psyc1_2a.


(3) Predicting Semester 2 Psychology Grade (obtained from official records) from

STEU Scores

Coefficientsa

61.969 .792 78.205 .000

8.090 .997 .615 8.111 .000

58.448 2.118 27.601 .000

8.321 1.121 .633 7.426 .000

-.018 .209 -.007 -.084 .933

.112 .214 .042 .521 .603

.059 .195 .024 .301 .764

.597 .337 .147 1.774 .079

-.061 .191 -.027 -.319 .750

58.658 2.212 26.524 .000

8.168 1.209 .621 6.754 .000

-.011 .210 -.005 -.053 .958

.118 .216 .045 .545 .587

.054 .197 .022 .273 .785

.562 .354 .138 1.589 .115

-.057 .192 -.025 -.295 .769

2.851 8.257 .030 .345 .731

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEU

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: PSYCSEM2a.

(4) Predicting Adjusted Average Mark (AAM) from STEU Scores

Coefficientsa

61.875 .785 78.797 .000

6.987 .988 .562 7.069 .000

56.456 2.034 27.755 .000

7.579 1.076 .610 7.041 .000

-.177 .200 -.076 -.883 .379

.190 .206 .076 .926 .357

.091 .188 .039 .486 .628

.912 .324 .237 2.818 .006

-.289 .183 -.134 -1.577 .118

57.162 2.110 27.088 .000

7.064 1.154 .569 6.121 .000

-.156 .201 -.066 -.776 .440

.211 .206 .085 1.023 .309

.075 .188 .032 .397 .692

.792 .337 .206 2.347 .021

-.275 .183 -.127 -1.499 .137

9.603 7.878 .106 1.219 .226

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEU

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: AAMa.


(5) Predicting University Admissions Index (UAI) from STEM Scores

Coefficientsa

89.723 .597 150.313 .000

5.506 .764 .570 7.204 .000

87.880 1.570 55.960 .000

5.782 .857 .598 6.747 .000

-.053 .153 -.030 -.344 .732

.127 .160 .066 .794 .429

.241 .147 .134 1.638 .104

.230 .248 .079 .927 .356

-.069 .138 -.043 -.499 .619

88.114 1.598 55.157 .000

5.627 .878 .582 6.407 .000

-.042 .154 -.024 -.271 .787

.110 .161 .057 .681 .498

.241 .148 .134 1.636 .105

.184 .254 .064 .725 .470

-.079 .139 -.049 -.566 .572

2.640 3.168 .070 .833 .407

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEM

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: TERa.

(6) Predicting Semester 1 Psychology Grade (self-reported) from STEM Scores

Coefficientsa

63.556 .986 64.483 .000

8.226 1.303 .552 6.313 .000

63.120 2.575 24.513 .000

7.641 1.369 .513 5.582 .000

.488 .230 .196 2.125 .036

.566 .251 .199 2.258 .026

-.107 .217 -.043 -.495 .622

.140 .395 .032 .355 .723

-.037 .211 -.016 -.173 .863

63.213 2.562 24.671 .000

7.247 1.391 .486 5.211 .000

.525 .230 .211 2.282 .025

.477 .258 .168 1.851 .068

-.101 .216 -.040 -.469 .640

.087 .395 .020 .220 .826

-.085 .213 -.036 -.400 .690

7.818 5.645 .126 1.385 .170

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEM

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: psyc1_2a.


(7) Predicting Semester 2 Psychology Grade (obtained from official records) from

STEM Scores

Coefficientsa

61.969 .792 78.205 .000

8.090 .997 .615 8.111 .000

58.448 2.118 27.601 .000

8.321 1.121 .633 7.426 .000

-.018 .209 -.007 -.084 .933

.112 .214 .042 .521 .603

.059 .195 .024 .301 .764

.597 .337 .147 1.774 .079

-.061 .191 -.027 -.319 .750

58.972 2.165 27.235 .000

8.038 1.147 .611 7.009 .000

.014 .210 .006 .068 .946

.090 .215 .034 .418 .677

.056 .195 .023 .289 .773

.500 .347 .123 1.440 .153

-.078 .191 -.034 -.408 .684

4.952 4.392 .092 1.128 .262

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEM

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: PSYCSEM2a.

(8) Predicting Adjusted Average Mark (AAM) from STEM Scores

Coefficientsa

61.875 .785 78.797 .000

6.987 .988 .562 7.069 .000

56.456 2.034 27.755 .000

7.579 1.076 .610 7.041 .000

-.177 .200 -.076 -.883 .379

.190 .206 .076 .926 .357

.091 .188 .039 .486 .628

.912 .324 .237 2.818 .006

-.289 .183 -.134 -1.577 .118

57.143 2.069 27.623 .000

7.208 1.096 .580 6.579 .000

-.135 .201 -.058 -.674 .502

.162 .205 .065 .788 .432

.088 .187 .037 .473 .637

.784 .332 .204 2.363 .020

-.312 .183 -.145 -1.705 .091

6.488 4.196 .128 1.546 .125

(Constant)


(Constant)


O

C

E

A

N

(Constant)


O

C

E

A

N

STEM

Model1

2

3

B Std. Error

Unstandardized

Coefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: AAMa.

appendix 2.1 steu items - university of sydney

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