Cathleen M Kubiniec
Biographic Data
| ID | 5181700 |
|---|---|
| NAME | Cathleen M Kubiniec |
| GIVEN NAMES | Cathleen M |
| FAMILY NAME | Kubiniec |
| SIGNATURE | KUBINIEC C M |
| AFFILIATIONS | Temple University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 1972 |
| H-INDEX | 1 |
Stable and Dynamic Components of Self-Report Self-Concept
Principal components analysis of semmbic differential responses of university freshmen to the concepts MY PAST, MY FUTURE, MY REAL SELF, and MY IDEAL SELF on 15 bipolar adjective scales revealed two types of components. Consktency of response to evaluative scales was found within the stimulus concept, with approximate independence across concepts. Descriptive scales showed consisteney across the four concepts and approximate independence from oth…
Concept-Scale and Concept-Component Interaction in the Semantic Differential
A variation of concept-scale interaction in the semantic differential, labeled concept-component interaction, is discussed. A comparison is made of various methods of analyzing semantic differential data, and an alternative method is introduced which provides evidence of concept-component interaction. Implications for semantic differential measurement are discussed
A Computer Program for Verbal Feedback on Multiple-Choice Examinations
The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement
Extensive efforts have recently been made to improve the prediction of college academic success by the addition of non-intellective variables to cognitive predictors. Variables studied, alone or in combination with cognitive predictors, have included personality variables [e.g., Grace (1957); Faunce (1966)]; motivational variables [e.g., Aiken (1964); Reed (1968)]; biographical characteristics [e.g., Astin (1964)] and the interaction of character…
An Objective Test Analysis Program Utilizing the IBM 1230 Optical Mark Scoring Reader
The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement
Extensive efforts have recently been made to improve the prediction of college academic success by the addition of non-intellective variables to cognitive predictors. Variables studied, alone or in combination with cognitive predictors, have included personality variables [e.g., Grace (1957); Faunce (1966)]; motivational variables [e.g., Aiken (1964); Reed (1968)]; biographical characteristics [e.g., Astin (1964)] and the interaction of character…
An Objective Test Analysis Program Utilizing the IBM 1230 Optical Mark Scoring Reader
A Computer Program for Verbal Feedback on Multiple-Choice Examinations
The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement
Extensive efforts have recently been made to improve the prediction of college academic success by the addition of non-intellective variables to cognitive predictors. Variables studied, alone or in combination with cognitive predictors, have included personality variables [e.g., Grace (1957); Faunce (1966)]; motivational variables [e.g., Aiken (1964); Reed (1968)]; biographical characteristics [e.g., Astin (1964)] and the interaction of character…
Concept-Scale and Concept-Component Interaction in the Semantic Differential
A variation of concept-scale interaction in the semantic differential, labeled concept-component interaction, is discussed. A comparison is made of various methods of analyzing semantic differential data, and an alternative method is introduced which provides evidence of concept-component interaction. Implications for semantic differential measurement are discussed
Stable and Dynamic Components of Self-Report Self-Concept
Principal components analysis of semmbic differential responses of university freshmen to the concepts MY PAST, MY FUTURE, MY REAL SELF, and MY IDEAL SELF on 15 bipolar adjective scales revealed two types of components. Consktency of response to evaluative scales was found within the stimulus concept, with approximate independence across concepts. Descriptive scales showed consisteney across the four concepts and approximate independence from oth…
Psychology (5 works) · Computer Science (3 works) · Mathematics (3 works) · Social Psychology (3 works) · Statistics (3 works) · Advanced Text Analysis Techniques (2 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Social Psychology (2 works)