A Comparison of Four Measures of Self-Control Skills

Date
2002-12
Authors
Mezo, Peter Geza
Contributor
Advisor
Heiby, Elaine M
Department
Psychology
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
In the present investigation, self-control skills (SC) were defined as a multidimensional construct that results from the interdependent operation of the constituent processes of self-monitoring (SM), self-evaluating (SE), and self-reinforcing (SR; Kanfer, 1970). According to this definition, SC are the outcome of adaptive and effective SM, SE, and SR during periods in which environmentally controlled reinforcement is delayed or absent. This characterization of SC is associated with various treatment or training strategies that have been designed to improve SC, and many of these interventions have demonstrated effectiveness in areas of clinical concern, including disturbances in affect (depression and anxiety) and habit (problem drinking, tobacco smoking, overeating; February & Clum, 1998; Walters, 2000). Thus, accurate assessment of SC is needed to facilitate and inform current and future treatment decisions. There are currently at least four adult self-report questionnaires that have been developed to assess SC: the Self-Control Questionnaire (SCQ; Rehm, Kornblith, O'Hara, Lamparski, Romano, & Volkin, 1981), the Frequency of Self-Reinforcement Questionnaire (FSRQ; Heiby, 1982), the Cognitive Self-Management Test (CSM; Rude, 1986), and the Lifestyle Approaches Inventory (LSA; Williams, Moore, Pettibone, & Thomas, 1992). The purpose of this investigation is to compare the psychometric characteristics of each of these questionnaires, and to draw conclusions regarding their clinical applicability. Initially, a literature review was presented that summarized the available published evidence for the reliability and validity of these SC instruments. Following the literature review, two studies further investigated the reliability and validity of the four SC instruments. Study 1 compared each instrument in terms of a procedure designed to evaluate content validity, or the degree to which elements of an instrument are relevant to and representative of the SC construct (Haynes, Richard, & Kubany, 1995), as based on the three-component SC model (Kanfer, 1970). Then, Study 2 assessed the reliability and validity of the four measures in a sample of ethnically diverse undergraduate students. Finally, the data from the literature review, Study 1, and Study 2, were discussed in terms of how they inform the selection of instruments for specific assessment purposes, and what future research investigations appear most pressing
Description
vi, 143 leaves
Keywords
Citation
Extent
Format
Geographic Location
Time Period
Related To
Theses for the degree of Master of Arts (University of Hawaii at Manoa). Psychology; no. 3042
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.