Browsing by Author "Hoyle, RH"

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    Development and validation of a Spanish version of the Grit-S Scale
    (Frontiers in Psychology, 2018-02-07) Arco-Tirado, JL; Fernández-Martín, FD; Hoyle, RH
    © 2018 Arco-Tirado, Fernández-Martín and Hoyle. This paper describes the development and initial validation of a Spanish version of the Short Grit (Grit-S) Scale. The Grit-S Scale was adapted and translated into Spanish using the Translation, Review, Adjudication, Pre-testing, and Documentation model and responses to a preliminary set of items from a large sample of university students (N = 1,129). The resultant measure was validated using data from a large stratified random sample of young adults (N = 1,826). Initial validation involved evaluating the internal consistency of the adapted scale and its subscales and comparing the factor structure of the adapted version to that of the original scale. The results were comparable to results from similar analyses of the English version of the scale. Although the internal consistency of the subscales was low, the internal consistency of the full scale was well-within the acceptable range. A two-factor model offered an acceptable account of the data; however, when a single correlated error involving two highly similar items was included, a single factor model fit the data very well. The results support the use of overall scores from the Spanish Grit-S Scale in future research.
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    Knowing what you know: Intellectual humility and judgments of recognition memory
    (Personality and Individual Differences, 2016-07-01) Deffler, SA; Leary, MR; Hoyle, RH
    © 2016 Elsevier Ltd.This study examined the relationship between recognition memory and intellectual humility, the degree to which people recognize that their personal beliefs are fallible. Participants completed the General Intellectual Humility Scale, an incidental old/new recognition task, and a task that assessed the tendency to over-claim one's knowledge. Signal detection analyses showed that higher intellectual humility was associated with higher discriminability between old and new items, regardless of whether the items were congruent or incongruent with participants' own beliefs. However, intellectual humility was not related to response bias, indicating that intellectually arrogant people were not biased to claim that they knew everything. Together, the findings support a relationship between intellectual humility and performance on memory tasks, indicating that individual differences in intellectual humility may partly reflect how people process information and judge what they do and do not know.
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    On the (In)Validity of Tests of Simple Mediation: Threats and Solutions
    (Social and Personality Psychology Compass, 2016-03-01) Pek, J; Hoyle, RH
    Mediation analysis is a popular framework for identifying underlying mechanisms in social psychology. In the context of simple mediation, we review and discuss the implications of three facets of mediation analysis: (a) conceptualization of the relations between the variables, (b) statistical approaches, and (c) relevant elements of design. We also highlight the issue of equivalent models that are inherent in simple mediation. The extent to which results are meaningful stem directly from choices regarding these three facets of mediation analysis. We conclude by discussing how mediation analysis can be better applied to examine causal processes, highlight the limits of simple mediation, and make recommendations for better practice.
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    The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned
    (International Journal of Community Well-Being) Hoyle, RH; Weeks, MS