Rensis Likert

In this chapter, the methodology that will be used to analyze US Army leadership effectiveness in Schofield Barracks, Hawaii will be discussed. The research question of how does sequestration impact US Army leadership effectiveness at Schofield Barracks will be evaluated by collecting data from soldiers and leaders at Schofield Barracks. Through surveys about their experiences after federal sequestration, the research will attempt to define if whether leadership is more or less effective after the

Analysis of the Internship Project This capstone project focused on the creation of a rubric for simulation experiences in the baccalaureate program at Western Kentucky University. To become familiar with the different uses of simulation and its evaluation within the nursing realm, completion of a comprehensive review of the literature occurred. Hence, the search included the use of Google Scholar, PubMed, and EBSCOhost database to aid with the search of pertinent literature. Identifying keywords

Between 2008 and 2009, the American automotive industry incurred a major crisis, on the heels of the housing market collapse occurring in 2007 (Klier & Ribenstein, 2013). General Motors was already in a financial vulnerable situation at this time, having already filed a $10.6 billion dollar loss three years earlier (United States Securities and Exchange Commission, 2005). In 2007, General Motors losses for the year were $38.7 billion and its sales had dropped a full forty five percent from the year

me.”) There was approximately equal numbers of true or false and 4-point Likert scale items (Never=0, Sometimes=1, Often=2, Almost always= 3). The other key dependent variable for perfcetionsim asked participants to respond to a 22-item self-report scale with two subscales measuring SPP (“My family expects me to be perfect”) and SOP (“I want to be the best at everything I do.”) Participants rated the items on a 5-point Likert scale where 1 was not at all true for me and 5 was very true for me. Statistical

participate, and if the coach approved, the students were given surveys to fill out with the assurance that it was voluntary and confidential. Coaches were asked not to be present as the students filled out the surveys, which consisted of nineteen Likert-scale questions. 40.8% of the students were female, and the entire sample was primarily white, although 15.4% were black and 12.5% were “other.” This study had five main variables. First, the “inclusion climate,” or how unified the students felt their

One of the methods in which the Career Development Center counsels students is through “walk-ins”, where students can come in without an appointment and can engage in a casual conversation with a counselor about topics such as internship or job opportunities, resume critiquing and developing an intended career path. A majority of the students who come in through walk-ins have no prior experience of applying for internships/jobs and and are often conflicted about immediately going to graduate school

childcare staff (Appendix A). Part I of the ECJSS is categorized into five facets on a 5-point Likert scale that consisted of 10 items each (Appendix A). The five facets are: co-worker relations, supervisor relations, the nature of the work itself, working conditions, and pay and promotion opportunities. In answering the research question, summative score of five facets from the ECJSS, based on the 5 point Likert response with 1 = strongly disagree to 5 = strongly agree, was utilized to measure the job

Article Title: Reynolds, A. L., & Weigand, M. J. (2010). The relationships among academic attitudes, psychological attitudes, and the first-semester academic achievement of first-year college students. Journal of Student Affairs Research and Practice, 47(2), 175-195. Introduction The study by Reynolds and Weigand was conducted in 2010, which means that all sources used by researchers should be evaluated from that perspective, counting 5 years from the publication year as more recent and older sources

The Beck Depression Inventory-II was developed by Aaron T. Beck, Gregory K. Brown, and Robert A. Steer. The inventory was published by The Psychological Corporation in San Antonio, Texas in 1996. The BDI-II is available on the Q-global which offers 24 hours 7 days a week web-based access (pearsonclinical.com). The Q-global is portable, accessible on mobile devices such as a laptop or tablet (pearsonclinical.com). According to Pearson Clinical, the cost of the BDI-II Q-global starter kit

study for this 5-point Likert scale is to modify the criteria to add more questions and the types of questions need to be answered. The pre-and the post – test