Aim: Psychotic-like experiences (PLEs) are experiences in the general population that, in their extreme form, are attributed to clinical psychosis. They are correlated with general psychopathology and increased risk of developing psychosis. Previous research show a multitude of measuring tools which most often lack psychometric validation. This study aimed to examine both categorical and metacognitive measures of PLEs.
Methods: Confirmatory Factor Analysis (CFA) was used in seven online studies with n's ranging from 259 to 6772 to explore factor structures of Prodromal Questionnaire 16 item (PQ-16), Revised Green et al. Paranoid Thoughts Scale (R-GPTS), Multi-Modality Unusual Sensory Experiences Questionnaire (MUSEQ), Beliefs about Paranoia Scale (BAPS) and Interpretation of Voices Inventory (IVI). Additionally, we explored measurement invariance between diagnosed with psychiatric disorders and undiagnosed individuals in PQ-16, R-GPTS and BAPS.
Results: We confirmed the factor structures of all questionnaires except IVI. We confirmed configural, threshold and metric measurement invariance in R-GPTS and BAPS and partially PQ-16.
Conclusions: The current results demonstrate structural validity and measurement invariance of several categorical and metacognitive measures of PLEs.
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Eur J Breast Health
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Department of Psychology, Faculty of Humanities and Social Science, Bursa Technical University, Bursa, Turkey.
A significant number of scientific data concerning breast cancer is generated in Turkey. The present research reviewed postgraduate theses examining the psychological evaluation of breast cancer patients conducted in Turkey. The objective of the review study was to ascertain the focal topics of the theses, identify commonly examined psychological variables, determine research gaps, compare the frequency of experimental and intervention studies with other kinds of research, and provide recommendations for literature.
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School of Foreign Languages, Southeast University, Nanjing, China.
Academic writing is paramount to students' academic success in higher education. Given the widely acknowledged benefits of peer feedback in diverse learning contexts, such as fostering a positive psychological mindset, there has been a growing interest in applying this approach to facilitate the development of academic writing. This study is launched to examine the primary features and findings of the studies that have investigated the benefits and challenges of the utilization of peer feedback in academic writing development.
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Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA.
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View Article and Find Full Text PDFPLoS One
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Digital Learning Technologies Incubation Research Group, Institute of Education, University of Szeged, Szeged, Hungary.
Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS.
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