ГлавнаяКоллекция 'Revolution'ПсихологияBeck hopelessness scale: dimensional structure and its determinants

Features of testing the dimensional structure of Beck's hopelessness scale. Comparison of factor-analytical models from the point of view of dependence of the size structure of affect on the level of cognitive development and general variation of affect.

Рубрика	Психология
Вид	статья
Язык	английский
Дата добавления	06.02.2019
Размер файла	35,9 K

The Beck Hopelessness Scale (BHS) helps you measure 3 major aspects of hopelessness. Feelings about the future; Loss of motivation; Expectations. Guidance on using BHS in your Telepractice. Digital scoring and reporting option available on Q-global®. When they complete the scale you would add up the score for each of the first 19 questions by counting the number to the right of each question you marked. Items 20 and 21 are not part of the total scale score. They are provided to help gather additional clinical information for the therapist. The manual contains general cutoff.

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The Beck hopelessness Scale (BhS) is a 20-item instrument conceived as a measure of the extent of negative attitudes about the future [1; 2]. Eleven items reflect hopelessness pessimism (e.g., “My future seems dark to me”) and nine items reflect hopeoptimism (e.g., “I can look forward to more good times than bad times”) (see appendix). hope items are reverse scored. BhS was developed and is still used mostly as a one-dimensional measuring instrument. Meanwhile some authors obtained data which count in favour of two-dimensionality of techniques structurally similar to BhS. I mean one-dimensional scales containing both items related to the title emotion and items related to the inverse (opposite) emotion which rating is inverted during the final result determination. E.g., a well-known rosenberg Self-Esteem Scale had been developed and was used as a one-dimensional one [18]. yet a factor analysis carried out later by other authors (e.g., [21]) revealed two unipolar dimensions: negative selfimage (e.g., “I feel I do not have much to be proud of”) and positive self-image (e.g., “I take a positive attitude toward myself”). life orientation Test [19] - a technique similar to BhS in both structure and substance - has comparable history. During a later research [14] in the structure of this optimism test with one-dimensional conception two orthogonal factors - optimism (e.g., “In uncertain times, I usually expect the best”) and pessimism (e.g., “Things never work out the way I want them to”) - were also discovered. The same attempts were made with regard to BhS. In the above research by Marshall et al. [14] two-factor structure the following kind was discovered. The first factor included loadings of eight (out of eleven) hope items, the second factor included loadings of seven (out of nine) hope items; and the loadings of the rest five items were either included into both the factors or revealed affiliation with neither of them. To put it otherwise, the above-mentioned work resulted in developing a new structure intermediate between one- and two-dimensional ones.

There are conceptions which allow assuming that BhS as well as any other technique of this kind (statements corresponding to positive and negative emotions) may prove to be either a one-dimensional technique or a two-dimensional one depending on the population under study. W. McDougall in his time [16] worded the conception according to which a person alongside with his/her cognitive functions' development acquires ability to simultaneously experience both positive and negative emotions, which on earlier stages of development stand as alternatives. For instance, the emotions of fear and interest are alternative experiences for children and animals; while at higher levels of cognitive development these emotions may be experienced simultaneously. Similar ideas are proposed by other authors (e.g. [6; 12; 15]). So, this conception supposes that in a sample with lower level of cognitive development there should be a stronger inverse correlation between indexes of positive and negative emotions than in the sample with higher mean level of cognitive development. Thus, in the first of these two samples one-dimensionality of affect will be more likely revealed while two-dimensionality of affect is less probable. In the second sample the situation is to be inverse.

But data were gathered from primary school pupils and pedagogical university students (more detailed description of sample look below) contradict such assumption [7; 8]. choosing here for the analysis the data I proceeded from the fact that students have higher level of cognitive functions development as compared to primary school pupils. The factor analysis of data got in pupil sample (Table 1) revealed the following situation.

Two-factor solution has good statistical parameters which are indicated by mean factor loadings and percent of explained variance. In the first factor, hopelessness items have relatively high loadings (M = 0.54) and hope items have considerably lower loadings (M = -0.12).

In the second factor hope items have relatively high loadings (M = 0.52) and hopelessness items have lower loadings (M = -0.12). one-factor solution is quite applicable in this population too: both hope items (positive values) as well as hopelessness items (negative values) have high factor loadings. however, this model is characterized by lower percent of explained variance: 32% for two-factor solution vs 23% for one-factor solution. Besides mean factor loadings of hope items while switching from two-factor model (M = 0.52) to one-factor model (M = 0.41) significantly decreases (p < .01).

The results of factor analysis got in student sample (Table 1) revealed another pattern. In the two-factor model both high and low factor loadings are distributed almost randomly between the two factors, i.e. hopelessness items and hope items have almost equal strength of correlations with each one of these factors. one-factor model has different parameters: both hope items (positive values) and hopelessness items (negative values) have relatively high loadings.

Table 1 Factor Loadings for Pupil sample and student sample; principal components, varimax rotation (adapted from [8])

Items	pupil sam ple	Student sam ple
Two-factor solution	one-factor solution	Two-factor solution	one-factor solution
pos 1.	-0,29	0,45	0,50	-0,54	0,40	0,67
pos 3.	-0,07	0,41	0,30	-0,05	0,52	0,37 The killing danish torrent free.
pos 5.	-0,16	0,53	0,44	-0,62	0,07	0,53
pos 6.	-0,28	0,55	0,55	-0,60	0,24	0,62
pos 7.	0,07	0,53	0,26	-0,54	0,08	0,47
pos 10.	-0,03	0,45	0,29	-0,34	0,15	0,36
pos 13.	0,04	0,58	0,31	-0,12	0,46	0,38
pos 15.	-0,21	0,62	0,53	-0,63	0,35	0,71
pos 19.	-0,15	0,59	0,47	-0,42	0,32	0,53
Neg 2.	0,58	-0,09	-0,52	0,19	-0,63	-0,54
Neg 4.	0,20	0,00	-0,16	0,45	0,25	-0,19
Neg 8.	0,51	-0,35	-0,61	0,64	-0,39	-0,74
Neg 9.

Beck Hopelessness Scale Manual