APPENDIX 2.1: STEU ITEMS Page 1 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
APPENDIX 2.1: STEU ITEMS Page 2 of 12
[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
APPENDIX 2.1: STEU ITEMS Page 3 of 12
[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.
The person involved is most likely to feel?
[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
APPENDIX 2.1: STEU ITEMS Page 4 of 12
[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
APPENDIX 2.1: STEU ITEMS Page 5 of 12
[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.
The person involved is most likely to feel?
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
APPENDIX 2.1: STEU ITEMS Page 6 of 12
[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.
What is most likely to have happened?
[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.
APPENDIX 2.1: STEU ITEMS Page 7 of 12
[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
APPENDIX 2.1: STEU ITEMS Page 8 of 12
[25] An unwanted situation becomes less likely or stops altogether.
The person involved is most likely to feel?
[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
APPENDIX 2.1: STEU ITEMS Page 9 of 12
[29] Quan and his wife are talking about what happened to them that day. Something happened that
caused Quan to feel surprised.
What is most likely to have happened?
[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.
They are most likely to feel?
[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
APPENDIX 2.1: STEU ITEMS Page 10 of 12
[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.
The person involved is most likely to feel?
[A] Confused
[B] Relieved
[C] Surprised
x [D] Frustrated
[E] Distressed
APPENDIX 2.1: STEU ITEMS Page 11 of 12
[37] Someone believes another person has deliberately caused something good to stop happening to
them. However, they feel they can do something about it.
They are most likely to feel?
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
APPENDIX 2.1: STEU ITEMS Page 12 of 12
[41] Matthew has been at his current job for six months. Something happened that caused him to
feel regret.
What is most likely to have happened?
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
APPENDIX 2.2: CONTINGENCY TABLES Page 2 of 6
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.
_________________________________________________________________________
APPENDIX 2.2: CONTINGENCY TABLES Page 3 of 6
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
APPENDIX 2.2: CONTINGENCY TABLES Page 4 of 6
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
APPENDIX 2.2: CONTINGENCY TABLES Page 5 of 6
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
APPENDIX 2.2: CONTINGENCY TABLES Page 6 of 6
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
High or Medium Intensity:
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
APPENDIX 2.3 SITUATION BY EMOTION Page 2 of 3
High or Medium Intensity:
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
High or Medium Intensity:
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
High or Medium Intensity:
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
APPENDIX 2.3 SITUATION BY EMOTION Page 3 of 3
Surprise
High or Medium Intensity:
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.
APPENDIX 2.4 RESPONSES GENERATED Page 2 of 32
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?
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
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 3 of 32
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?
Nodes for Suggested responses Freq
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
Calming techniques 1 0
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.
APPENDIX 2.4 RESPONSES GENERATED Page 4 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 5 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 6 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 7 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 8 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 9 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 10 of 32
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?
Nodes for Suggested responses Freq
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
Calming techniques 1 2
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.
APPENDIX 2.4 RESPONSES GENERATED Page 11 of 32
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.
APPENDIX 2.4 RESPONSES GENERATED Page 12 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 13 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 14 of 32
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 15 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 16 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 17 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 18 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 19 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 20 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 21 of 32
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 22 of 32
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 23 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 24 of 32
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
Calming techniques 2 0
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.
APPENDIX 2.4 RESPONSES GENERATED Page 25 of 32
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 26 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 27 of 32
SADNESS 5 (personal)
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?
Nodes for Suggested responses Freq
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.
SADNESS 6 (personal)
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 28 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 29 of 32
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.
SADNESS 9 (personal)
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?
Nodes for Suggested responses Freq
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.
APPENDIX 2.4 RESPONSES GENERATED Page 30 of 32
SADNESS 10 (personal)
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?
Nodes for Suggested responses Freq
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.
SADNESS 11 (personal)
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?
Nodes for Suggested responses Freq
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
APPENDIX 2.4 RESPONSES GENERATED Page 31 of 32
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?
Nodes for Suggested responses Freq
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?
Nodes for Suggested responses Freq
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
Calming techniques 1 0
Stay with current job 0 1
APPENDIX 2.4 RESPONSES GENERATED Page 32 of 32
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 2 of 46
q6
9 75.0 75.0 75.0
3 25.0 25.0 100.0
12 100.0 100.0
A
D
Total
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
q11
12 100.0 100.0 100.0BValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 3 of 46
q12
5 41.7 41.7 41.7
7 58.3 58.3 100.0
12 100.0 100.0
B
C
Total
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 4 of 46
q18
6 50.0 50.0 50.0
6 50.0 50.0 100.0
12 100.0 100.0
C
D
Total
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 5 of 46
q23
3 25.0 25.0 25.0
9 75.0 75.0 100.0
12 100.0 100.0
B
C
Total
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
q28
12 100.0 100.0 100.0AValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 6 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 7 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 8 of 46
q41
3 25.0 25.0 25.0
9 75.0 75.0 100.0
12 100.0 100.0
C
D
Total
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 9 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 10 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 11 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 12 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 13 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
Q7d
5 100.0 100.0 100.01.00ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 14 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 15 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 16 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 17 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 18 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 19 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 20 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 21 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 22 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 23 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 24 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 25 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 26 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 27 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 28 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 29 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 30 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 31 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 32 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 33 of 46
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
Q32d
5 100.0 100.0 100.03.00ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 34 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 35 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 36 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
Q38a
5 100.0 100.0 100.05.00ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 37 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 38 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 39 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 40 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 41 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
Cumulative
Percent
APPENDIX 2.6 EXPERT WEIGHTS Page 42 of 46
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
ValidFrequency Percent Valid Percent
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
ValidFrequency Percent Valid Percent
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
APPENDIX 2.6 EXPERT WEIGHTS Page 43 of 46
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
APPENDIX 2.6 EXPERT WEIGHTS Page 44 of 46
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
APPENDIX 2.6 EXPERT WEIGHTS Page 45 of 46
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
APPENDIX 2.6 EXPERT WEIGHTS Page 46 of 46
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
APPENDIX 2.7: STEM VERIDICAL SCORING Page 2 of 10
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.
APPENDIX 2.7: STEM VERIDICAL SCORING Page 3 of 10
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
APPENDIX 2.7: STEM VERIDICAL SCORING Page 4 of 10
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
APPENDIX 2.7: STEM VERIDICAL SCORING Page 5 of 10
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
APPENDIX 2.7: STEM VERIDICAL SCORING Page 6 of 10
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.
APPENDIX 2.7: STEM VERIDICAL SCORING Page 7 of 10
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
APPENDIX 2.7: STEM VERIDICAL SCORING Page 8 of 10
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).
APPENDIX 2.7: STEM VERIDICAL SCORING Page 9 of 10
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.
APPENDIX 2.7: STEM VERIDICAL SCORING Page 10 of 10
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
APPENDIX 2.8: STEM SCORING Page 2 of 19
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
APPENDIX 2.8: STEM SCORING Page 3 of 19
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
APPENDIX 2.8: STEM SCORING Page 4 of 19
Question Scoring Rationale Rank Score Score 2
*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
APPENDIX 2.8: STEM SCORING Page 5 of 19
Question Scoring Rationale Rank Score Score 2
*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
APPENDIX 2.8: STEM SCORING Page 6 of 19
Question Scoring Rationale Rank Score Score 2
S8 Rhea has left her job to be a full-
time mother, which she loves, but
she misses the company and
companionship of her workmates
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
Clayton feels left out.
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
APPENDIX 2.8: STEM SCORING Page 7 of 19
Question Scoring Rationale Rank Score Score 2
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
APPENDIX 2.8: STEM SCORING Page 8 of 19
Question Scoring Rationale Rank Score Score 2
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
APPENDIX 2.8: STEM SCORING Page 9 of 19
Question Scoring Rationale Rank Score Score 2
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
APPENDIX 2.8: STEM SCORING Page 10 of 19
Question Scoring Rationale Rank Score Score 2
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.
Problem solving =4 0 0
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.
Problem solving 2 2 0
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
APPENDIX 2.8: STEM SCORING Page 11 of 19
Question Scoring Rationale Rank Score Score 2
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.
Problem solving 1 3 1
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
APPENDIX 2.8: STEM SCORING Page 12 of 19
Question Scoring Rationale Rank Score Score 2
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.
Problem solving =1 3 1
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
APPENDIX 2.8: STEM SCORING Page 13 of 19
Question Scoring Rationale Rank Score Score 2
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.
Problem solving =1 3 1
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
APPENDIX 2.8: STEM SCORING Page 14 of 19
Question Scoring Rationale Rank Score Score 2
*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.
Problem solving =1 3 1
Document the lack of resources in
her progress report.
Problem solving =1 3 1
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.
Problem solving =1 3 1
Re-do the other team’s work to get it
up to scratch.
Problem solving =1 3 1
APPENDIX 2.8: STEM SCORING Page 15 of 19
Question Scoring Rationale Rank Score Score 2
*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.
Problem solving =1 3 1
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.
Problem solving =1 3 1
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
APPENDIX 2.8: STEM SCORING Page 16 of 19
Question Scoring Rationale Rank Score Score 2
*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.
Problem solving =1 3 1
Practice presenting to laypeople
such as friends or family.
Problem solving =1 3 1
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.
Problem solving 1 3 1
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.
Seeking social support. =2 2 0
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
APPENDIX 2.8: STEM SCORING Page 17 of 19
Question Scoring Rationale Rank Score Score 2
*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
nothing official has been said.
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
APPENDIX 2.8: STEM SCORING Page 18 of 19
Question Scoring Rationale Rank Score Score 2
*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.
Seeking social support. =1 3 1
APPENDIX 2.8: STEM SCORING Page 19 of 19
Question Scoring Rationale Rank Score Score 2
*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.
Problem solving 1 3 1
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
Correlation is significant at the 0.01 level (2-tailed).**.
Correlation is significant at the 0.05 level (2-tailed).*.
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
and STEU Scores Coefficientsa
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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 2 of 11
(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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 3 of 11
(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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 4 of 11
(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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 5 of 11
(9) Regression Predicting Difficulty Identifying Feelings from Vocabulary, Personality
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.
Dependent Variable: TAS_DIFa.
(10) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality
and Multiple-choice STEM Scores
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.
Dependent Variable: TAS_DDFa.
APPENDIX 3.3: REGRESSION WEIGHTS Page 6 of 11
(11) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality
and Multiple-choice STEM Scores
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.
Dependent Variable: TAS_EOTa.
(12) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and
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.
Dependent Variable: SWL_NOWa.
APPENDIX 3.3: REGRESSION WEIGHTS Page 7 of 11
(13) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality
and Multiple-choice STEM Scores
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.
Dependent Variable: SWL_PASTa.
(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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 8 of 11
(15) Regression Predicting Psychology Grade from Vocabulary, Personality and
Multiple-choice STEM Scores
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
Multiple-choice STEM Scores
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.
APPENDIX 3.3: REGRESSION WEIGHTS Page 9 of 11
(17) Regression Predicting Difficulty Identifying Feelings from Vocabulary, Personality
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.
Dependent Variable: TAS_DIFa.
(18) Regression Predicting Difficulty Describing Feelings from Vocabulary, Personality
and Ratings-based STEM Scores
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.
Dependent Variable: TAS_DDFa.
APPENDIX 3.3: REGRESSION WEIGHTS Page 10 of 11
(19) Regression Predicting Externally Oriented Thinking from Vocabulary, Personality
and Ratings-based STEM Scores
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.
Dependent Variable: TAS_EOTa.
(20) Regression Predicting Current Life Satisfaction from Vocabulary, Personality and
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.
Dependent Variable: SWL_NOWa.
APPENDIX 3.3: REGRESSION WEIGHTS Page 11 of 11
(21) Regression Predicting Retrospective Life Satisfaction from Vocabulary, Personality
and Ratings-based STEM Scores
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.
Dependent Variable: SWL_PASTa.
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).
APPENDIX 4.1: EXAMPLE FEEDBACK FOR VOLUNTEERS Page 2 of 3
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.
APPENDIX 4.1: EXAMPLE FEEDBACK FOR VOLUNTEERS Page 3 of 3
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).
APPENDIX 4.2: STEM ITEM SELECTION Page 2 of 10
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
APPENDIX 4.2: STEM ITEM SELECTION Page 3 of 10
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.
What action would be the most effective for Jill?
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 4 of 10
A16
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?
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.
What action would be the most effective for Connie?
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.
What action would be the most effective for Andre?
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 5 of 10
S4
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?
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
companionship of her workmates
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 6 of 10
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 7 of 10
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 8 of 10
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.
APPENDIX 4.2: STEM ITEM SELECTION Page 9 of 10
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
APPENDIX 4.2: STEM ITEM SELECTION Page 10 of 10
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
Correlation is significant at the 0.01 level (2-tailed).**.
Correlation is significant at the 0.05 level (2-tailed).*.
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
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 2 OF 10
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
Mean Variance Item- Alpha
if Item if Item Total if Item
Deleted Deleted Correlation Deleted
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
Reliability Coefficients
N of Cases = 112.0 N of Items = 18 Alpha = .1920
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 3 OF 10
Item total correlation > .15 for model 3 (sadness items):
S1, S2, S3, S4, S5, S6, S7, S9, S10, S12, S13, S14
Scale Scale Corrected
Mean Variance Item- Alpha
if Item if Item Total if Item
Deleted Deleted Correlation Deleted
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
Reliability Coefficients
N of Cases = 112.0 N of Items = 14 Alpha = .6773
Item total correlation > .15 for model 4 (FEAR items):
F1, F7, F8, F10 (F6=.144)
Scale Scale Corrected
Mean Variance Item- Alpha
if Item if Item Total if Item
Deleted Deleted Correlation Deleted
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
Reliability Coefficients
N of Cases = 112.0 N of Items = 12 Alpha = .2856
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 4 OF 10
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
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 5 OF 10
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”.
Scale Scale Corrected
Mean Variance Item- Alpha
if Item if Item Total if Item
Deleted Deleted Correlation Deleted
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
Reliability Coefficients
N of Cases = 112.0 N of Items = 14 Alpha = .5882
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 6 OF 10
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.
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.
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.
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.
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.
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 7 OF 10
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.
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] 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
close. She rings him but he can only talk for five minutes.
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
Clayton feels left out.
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.
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 8 OF 10
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
nothing official has been said.
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.
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 9 OF 10
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.
APPENDIX 5.1: SELECTION OF STEM ITEMS PAGE 10 OF 10
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.
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 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
Correlation is significant at the 0.01 level (2-tailed).**.
Correlation is significant at the 0.05 level (2-tailed).*.
Listwise N=157a.
APPENDIX 5.4: REGRESSION WEIGHTS Page 1 of 21
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
and STEU 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
15.441 .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.
Dependent Variable: TAS_DIFa.
(2) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
and STEU 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
13.220 .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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 2 of 21
(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.
Dependent Variable: TAS_EOTa.
(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.
APPENDIX 5.4: REGRESSION WEIGHTS Page 3 of 21
(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.
APPENDIX 5.4: REGRESSION WEIGHTS Page 4 of 21
(7) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(8) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 5 of 21
(9) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 6 of 21
(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.
Dependent Variable: LIFESATa.
(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.
Dependent Variable: STRESSa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 7 of 21
(13) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(14) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 8 of 21
(15) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 9 of 21
(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.
Dependent Variable: LIFESATa.
(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.
Dependent Variable: STRESSa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 10 of 21
(19) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(20) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 11 of 21
(21) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 12 of 21
(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.
Dependent Variable: LIFESATa.
(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.
Dependent Variable: STRESSa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 13 of 21
(25) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(26) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 14 of 21
(27) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(28) Regression Predicting Loneliness from Gf and Gc, Personality and AES 2 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
13.631 .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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 15 of 21
(29) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 2
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.
Dependent Variable: LIFESATa.
(30) Regression Predicting Stress from Gf and Gc, Personality and AES 2 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
19.204 .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.
Dependent Variable: STRESSa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 16 of 21
(31) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(32) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 17 of 21
(33) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(34) Regression Predicting Loneliness from Gf and Gc, Personality and AES 3 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
13.457 .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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 18 of 21
(35) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 3
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.
Dependent Variable: LIFESATa.
(36) Regression Predicting Stress from Gf and Gc, Personality and AES 3 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
19.128 .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.
Dependent Variable: STRESSa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 19 of 21
(37) Regression Predicting Difficulty Identifying Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DIFa.
(38) Regression Predicting Difficulty Describing Feelings from Gf and Gc, Personality
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.
Dependent Variable: TAS_DDFa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 20 of 21
(39) Regression Predicting Externally Oriented Thinking from Gf and Gc, Personality
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.
Dependent Variable: TAS_EOTa.
(40) Regression Predicting Loneliness from Gf and Gc, Personality and AES 4 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
13.590 .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.
Dependent Variable: LONELYa.
APPENDIX 5.4: REGRESSION WEIGHTS Page 21 of 21
(41) Regression Predicting Life Satisfaction from Gf and Gc, Personality and AES 4
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.
Dependent Variable: LIFESATa.
(42) Regression Predicting Stress from Gf and Gc, Personality and AES 4 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
19.178 .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.
Dependent Variable: STRESSa.
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
APPENDIX 6.1: NEW STEU ITEMS Page 2 of 4
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
APPENDIX 6.1: NEW STEU ITEMS Page 3 of 4
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
APPENDIX 6.1: NEW STEU ITEMS Page 4 of 4
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
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI Page 2 of 4
SECTION 2: AMOS OUTPUT FOR 2-FACTOR MODEL OF STRATEGIC EI WITH
INTELLIGENCE
EISTEMmd
1
STEUud1
1
Readingrcd1
RAPMrpmd1
Knowledgegkd1
CognitiveAbility
1
Standardised Loading Fit Indices
STEM 0.478 CFI 1.000
STEU 0.908 GFI 0.994
Reading 0.644 RMSEA 0.000
RAPM 0.563 Chi Square 1.691
Knowledge 0.625 df 4
Factor Correlation = .592
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI Page 3 of 4
SECTION 3: AMOS OUTPUT FOR 1-FACTOR MODEL OF ERA WITH
INTELLIGENCE
g
Facesfd1
RAFLvd1
Readingrcd1
RAPMrpmd
1
1
Knowledgegkd1
Standardised Loading Fit Indices
Faces 0.236 CFI 0.886
RAFL 0.290 GFI 0.963
Reading 0.701 RMSEA 0.105
RAPM 0.535 Chi Square 10.907
Knowledge 0.591 df 5
Modification Indices
(Co-variances of error terms) p
Faces and RAPM 4.524 0.003
APPENDIX 6.2: NESTED CFA FOR ERA AND STRATEGIC EI Page 4 of 4
SECTION 4: AMOS OUTPUT FOR 2-FACTOR MODEL OF ERA WITH
INTELLIGENCE
Gc
Facesfd1
RAFLvd1
Readingrcd 11
RAPMrpmd1
Knowledgegkd1
Gf
1
Standardised Loading Fit Indices
Faces 0.304 CFI 0.965
RAFL 0.305 GFI 0.979
Reading 0.741 RMSEA 0.065
RAPM 0.925 Chi Square 5.801
Knowledge 0.584 df 4
Factor Correlation = .527
APPENDIX 6.3: REGRESSION WEIGHTS Page 1 of 4
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)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
Model1
2
3
B Std. Error
Unstandardized
Coefficients
Beta
Standardized
Coefficients
t Sig.
Dependent Variable: psyc1_2a.
APPENDIX 6.3: REGRESSION WEIGHTS Page 2 of 4
(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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEU
Model1
2
3
B Std. Error
Unstandardized
Coefficients
Beta
Standardized
Coefficients
t Sig.
Dependent Variable: AAMa.
APPENDIX 6.3: REGRESSION WEIGHTS Page 3 of 4
(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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
Model1
2
3
B Std. Error
Unstandardized
Coefficients
Beta
Standardized
Coefficients
t Sig.
Dependent Variable: psyc1_2a.
APPENDIX 6.3: REGRESSION WEIGHTS Page 4 of 4
(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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
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)
Intelligence composite
(Constant)
Intelligence composite
O
C
E
A
N
(Constant)
Intelligence composite
O
C
E
A
N
STEM
Model1
2
3
B Std. Error
Unstandardized
Coefficients
Beta
Standardized
Coefficients
t Sig.
Dependent Variable: AAMa.