The presence of different religions and the freedom of people to navigate the religious space sho... more The presence of different religions and the freedom of people to navigate the religious space shows that religion in the Philippines is not a monolithic entity. This study validated three versions of the Centrality of Religiosity Scale (CRSi-7,-14, and-20) which propose an adequate assessment tool for the diversity of religious belief systems co-existing in Philippine society. The sample (N = 514) was drawn from the young population of the country in an online survey. Descriptive statistics and Cronbach's alpha values were calculated for the five subscales (ideology, intellect, experience, private and public practice) of the Centrality of Religiosity Scale. The factor structure of the interreligious Centrality of Religiosity Scale was tested using confirmatory factor analysis. The results show that CRSi-7 denotes internal consistency while CRSi-14 and CRSi-20 indicate good internal consistency. Models of CRSi-7,-14, and-20 show a good global fit. Despite two models of the CRSi-20 being identical in fit, the researchers defer to the CRSi-20 model with correlated factors since it is a simpler model. All versions of the CRSi demonstrate a valid and reliable measure for the centrality of religiosity in the Philippines and support the usefulness of the CRS for the study of religiosity.
This study examined the developmental nuances in the manifestation of assertiveness and its socia... more This study examined the developmental nuances in the manifestation of assertiveness and its social desirability among late adolescents and late adults. A total of 219 late adolescents and 102 late adults from different institutions responded to a survey questionnaire developed using the top 20 exemplar situations derived from an earlier study. Results of Factorial ANOVA showed a significant interaction effect of developmental stage and the generated situations on engagement in assertiveness, (1,319)=66.86, p<.001. Pairwise comparison further indicated that late adolescents engage in late adolescent-generated situations (M=28.59, SD=5.25) more than late adult-generated situations (M=25.60, SD=5.01). However, late adults showed no significant difference in endorsing late adolescent generated situations (M=29.54, SD=7.26) and late adult-generated situations (M=30.19, SD=6.74). There was a significant interaction effect between the two factors on social desirability judgments of assertiveness, (1,319)=20.54, p<.001. Late adolescents viewed late adolescent generated situations (M=30.06, D=5.86) as more socially desirable compared to late adult-generated situations (M=28.86, SD=5.73), whereas late adults view late adult generated-situations (M=30.16, SD=7.61) as more socially desirable than late adolescent-generated situations (M=29.44, SD=7.61).
We intended to learn about the reasons why nontraditional students return to college to attain a ... more We intended to learn about the reasons why nontraditional students return to college to attain a degree. A qualitative study was undertaken on five nontraditional students. From the interviews, we found that nontraditional students return to school and persist toward attaining a college degree because of facilitating conditions such as social comparison, their aspirations for a better work opportunities and for their children's better life conditions, the drive to amend a neglected aspect of the self, social support, and desire to meet the educational aspirations of their family. All themes reflected utility and attainment values. Future research direction is also discussed.
This study aims to determine if the dimensions of test anxiety (worry and emotionality) can negat... more This study aims to determine if the dimensions of test anxiety (worry and emotionality) can negatively predict test takers' performance in a licensure examination. It also aims to test if defensive pessimism can buffer these predictive relationships. The study involved data from 101 individuals who took the Philippine licensure examination for Occupational Therapy and Physical Therapy. Results from logistic regression analysis reveal that worry negatively predicts examination performance. However, emotionality turns out to be a positive predictor, after controlling for worry. Furthermore, defensive pessimism weakens the negative effect of worry on examination performance, but did not serve as a moderator in the relationship between emotionality and examination results. Future research directions and some practical implications are further discussed.
This study intended to develop a scale that measures teacher attributional feedback, as perceived... more This study intended to develop a scale that measures teacher attributional feedback, as perceived by students. A total of 513 college students served as respondents in the three phases of the scale development. In the item writing phase, five categories of attributional feedback were identified: lack of ability, lack of self-confidence, lack of effort, lack of self-regulation, and lack of valuing. However, exploratory factor analysis revealed that students were not able to discriminate three of the five constructs, resulting to a two-factor structure: lack of effort and lack of ability. Further confirmatory factor analysis resulted to an improved measurement model that consists four items for lack ability, three items for lack of effort.
Educational Measurement and Evaluation Review, 2014
Using the Countenance Model of Evaluation (Stake, 1977), the Financial Assistance Program of the ... more Using the Countenance Model of Evaluation (Stake, 1977), the Financial Assistance Program of the Center for Community Development (CDC) of St. Paul University Manila was evaluated. The evaluation covered activities from August, 2012 to March, 2014. Data were collected from several sources such as, beneficiary portfolios, existing program documents, student beneficiaries, parents, and staff of the CDC. Ten program aspects were looked into: cascading program information, selection of recipients, provision of financial assistance, school visitations, home visitations, formation activities for parent, formation activities for student beneficiaries, augmentation of finance, development of student potential, and improvement of family relationship. Findings reveal a number of strengths including, the amount of monetary provision and its prompt release, presence of formation activities for parents and students, dynamic relationship on the institution and the beneficiaries, and improved school attendance, and family relationship. Areas concerning adequate delivery of auxiliary services, as well as valid assessment and data collection were highlighted as subject for improvement.
Educational Measurement and Evaluation Review, 2013
In an attempt to advance the revised Reinforcement Sensitivity Theory (RST), this study investiga... more In an attempt to advance the revised Reinforcement Sensitivity Theory (RST), this study investigates the implications of RST to test anxiety. 217 college-level students participated in the study. The Behavior Inhibition System (BIS) and the Fight, Flight, Freeze System (FFFS) of the RST correlate with test anxiety, but not the Behavior Activation System (BAS). Using multiple regression, findings reveal that FFFS, specifically freeze, best predicts test anxiety, worry, and emotionality. Moreover, fight also predicts worry, while flight predicts emotionality. These results generally support the current conceptualization of the revised RST.
The presence of different religions and the freedom of people to navigate the religious space sho... more The presence of different religions and the freedom of people to navigate the religious space shows that religion in the Philippines is not a monolithic entity. This study validated three versions of the Centrality of Religiosity Scale (CRSi-7,-14, and-20) which propose an adequate assessment tool for the diversity of religious belief systems co-existing in Philippine society. The sample (N = 514) was drawn from the young population of the country in an online survey. Descriptive statistics and Cronbach's alpha values were calculated for the five subscales (ideology, intellect, experience, private and public practice) of the Centrality of Religiosity Scale. The factor structure of the interreligious Centrality of Religiosity Scale was tested using confirmatory factor analysis. The results show that CRSi-7 denotes internal consistency while CRSi-14 and CRSi-20 indicate good internal consistency. Models of CRSi-7,-14, and-20 show a good global fit. Despite two models of the CRSi-20 being identical in fit, the researchers defer to the CRSi-20 model with correlated factors since it is a simpler model. All versions of the CRSi demonstrate a valid and reliable measure for the centrality of religiosity in the Philippines and support the usefulness of the CRS for the study of religiosity.
This study examined the developmental nuances in the manifestation of assertiveness and its socia... more This study examined the developmental nuances in the manifestation of assertiveness and its social desirability among late adolescents and late adults. A total of 219 late adolescents and 102 late adults from different institutions responded to a survey questionnaire developed using the top 20 exemplar situations derived from an earlier study. Results of Factorial ANOVA showed a significant interaction effect of developmental stage and the generated situations on engagement in assertiveness, (1,319)=66.86, p<.001. Pairwise comparison further indicated that late adolescents engage in late adolescent-generated situations (M=28.59, SD=5.25) more than late adult-generated situations (M=25.60, SD=5.01). However, late adults showed no significant difference in endorsing late adolescent generated situations (M=29.54, SD=7.26) and late adult-generated situations (M=30.19, SD=6.74). There was a significant interaction effect between the two factors on social desirability judgments of assertiveness, (1,319)=20.54, p<.001. Late adolescents viewed late adolescent generated situations (M=30.06, D=5.86) as more socially desirable compared to late adult-generated situations (M=28.86, SD=5.73), whereas late adults view late adult generated-situations (M=30.16, SD=7.61) as more socially desirable than late adolescent-generated situations (M=29.44, SD=7.61).
We intended to learn about the reasons why nontraditional students return to college to attain a ... more We intended to learn about the reasons why nontraditional students return to college to attain a degree. A qualitative study was undertaken on five nontraditional students. From the interviews, we found that nontraditional students return to school and persist toward attaining a college degree because of facilitating conditions such as social comparison, their aspirations for a better work opportunities and for their children's better life conditions, the drive to amend a neglected aspect of the self, social support, and desire to meet the educational aspirations of their family. All themes reflected utility and attainment values. Future research direction is also discussed.
This study aims to determine if the dimensions of test anxiety (worry and emotionality) can negat... more This study aims to determine if the dimensions of test anxiety (worry and emotionality) can negatively predict test takers' performance in a licensure examination. It also aims to test if defensive pessimism can buffer these predictive relationships. The study involved data from 101 individuals who took the Philippine licensure examination for Occupational Therapy and Physical Therapy. Results from logistic regression analysis reveal that worry negatively predicts examination performance. However, emotionality turns out to be a positive predictor, after controlling for worry. Furthermore, defensive pessimism weakens the negative effect of worry on examination performance, but did not serve as a moderator in the relationship between emotionality and examination results. Future research directions and some practical implications are further discussed.
This study intended to develop a scale that measures teacher attributional feedback, as perceived... more This study intended to develop a scale that measures teacher attributional feedback, as perceived by students. A total of 513 college students served as respondents in the three phases of the scale development. In the item writing phase, five categories of attributional feedback were identified: lack of ability, lack of self-confidence, lack of effort, lack of self-regulation, and lack of valuing. However, exploratory factor analysis revealed that students were not able to discriminate three of the five constructs, resulting to a two-factor structure: lack of effort and lack of ability. Further confirmatory factor analysis resulted to an improved measurement model that consists four items for lack ability, three items for lack of effort.
Educational Measurement and Evaluation Review, 2014
Using the Countenance Model of Evaluation (Stake, 1977), the Financial Assistance Program of the ... more Using the Countenance Model of Evaluation (Stake, 1977), the Financial Assistance Program of the Center for Community Development (CDC) of St. Paul University Manila was evaluated. The evaluation covered activities from August, 2012 to March, 2014. Data were collected from several sources such as, beneficiary portfolios, existing program documents, student beneficiaries, parents, and staff of the CDC. Ten program aspects were looked into: cascading program information, selection of recipients, provision of financial assistance, school visitations, home visitations, formation activities for parent, formation activities for student beneficiaries, augmentation of finance, development of student potential, and improvement of family relationship. Findings reveal a number of strengths including, the amount of monetary provision and its prompt release, presence of formation activities for parents and students, dynamic relationship on the institution and the beneficiaries, and improved school attendance, and family relationship. Areas concerning adequate delivery of auxiliary services, as well as valid assessment and data collection were highlighted as subject for improvement.
Educational Measurement and Evaluation Review, 2013
In an attempt to advance the revised Reinforcement Sensitivity Theory (RST), this study investiga... more In an attempt to advance the revised Reinforcement Sensitivity Theory (RST), this study investigates the implications of RST to test anxiety. 217 college-level students participated in the study. The Behavior Inhibition System (BIS) and the Fight, Flight, Freeze System (FFFS) of the RST correlate with test anxiety, but not the Behavior Activation System (BAS). Using multiple regression, findings reveal that FFFS, specifically freeze, best predicts test anxiety, worry, and emotionality. Moreover, fight also predicts worry, while flight predicts emotionality. These results generally support the current conceptualization of the revised RST.
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