2000; Modecki, 2008), even within samples of juvenile offenders (Monahan, Steinberg, Cauffman, & Mulvey, 2009). The construct validity of each measure is outlined below. Responsibility. Responsibility was assessed using the personal responsibility scale of the Psychosocial Maturity Inventory (a = .84) (PSMI Form D; Greenberger & Bond, 1976; Green- berger & Sørensen, 1974). Items on the personal responsibility scale tap self-reliance, identity, and work orientation. Self-reliance measures feelings of internal control and the ability to make decisions without extreme reliance on others (e.g., decides most things that happen to me” “Luck [reverse]). Identity measures self-esteem, clarity of the self, and consideration of life goals (e.g., change the way I feel and act so often that I sometimes wonder who the me is” “I ‘real’ [reverse]). Work orientation measures the adolescent’s pride in the successful completion of tasks (e.g., hate to admit it, but I give up on my work when things go wrong” [reverse]). These “I scales each contain 10 items to which subjects respond on a 4-point Likert scale ranging from to with higher scores indicating more responsible behavior. As strongly agree strongly disagree, a scale, the PSMI conforms to its hypothesized factor structure (Greenberger & Sørensen, 1974) and has demonstrated convergent and discriminant validity (Greenberger & Sørensen, 1974; Josselson, Greenberger, & McConochie, 1975). The total score was used as an indicator of responsibility in the current study. Social perspective. The ability to take other people’s perspectives into account was measured using a subscale from the Weinberger Adjustment Inventory (WAI; Weinberger & Schwartz, 1990). The WAI asks participants to describe themselves on a 5-point Likert scale (1 = to 5 = regarding what they have usually been like or felt like over almost never almost always) the past year or more. The 5-item of others” scale (a= .78) consists of items such “consideration as, I do something, I think about how it will affect the people around me.” Studies of the “before
2000; Modecki, 2008), even within samples of juvenile offenders (Monahan, Steinberg, Cauffman, & Mulvey, 2009). The construct validity of each measure is outlined below. Responsibility. Responsibility was assessed using the personal responsibility scale of the Psychosocial Maturity Inventory (a = .84) (PSMI Form D; Greenberger & Bond, 1976; Green- berger & Sørensen, 1974). Items on the personal responsibility scale tap self-reliance, identity, and work orientation. Self-reliance measures feelings of internal control and the ability to make decisions without extreme reliance on others (e.g., “Luck decides most things that happen to me” [reverse]). Identity measures self-esteem, clarity of the self, and consideration of life goals (e.g., “I change the way I feel and act so often that I sometimes wonder who the ‘real’ me is” [reverse]). Work orientation measures the adolescent’s pride in the successful completion of tasks (e.g., “I hate to admit it, but I give up on my work when things go wrong” [reverse]). These scales each contain 10 items to which subjects respond on a 4-point Likert scale ranging from strongly agree to strongly disagree, with higher scores indicating more responsible behavior. As a scale, the PSMI conforms to its hypothesized factor structure (Greenberger & Sørensen, 1974) and has demonstrated convergent and discriminant validity (Greenberger & Sørensen, 1974; Josselson, Greenberger, & McConochie, 1975). The total score was used as an indicator of responsibility in the current study. Social perspective. The ability to take other people’s perspectives into account was measured using a subscale from the Weinberger Adjustment Inventory (WAI; Weinberger & Schwartz, 1990). The WAI asks participants to describe themselves on a 5-point Likert scale (1 = almost never to 5 = almost always) regarding what they have usually been like or felt like over the past year or more. The 5-item “consideration of others” scale (a= .78) consists of items such as, “before I do something, I think about how it will affect the people around me.” Studies of the
comparing_the_stability_of_psychopathy_scores_in_adolescents_versus_adults-_how_often_is_fledgling_psychopathy_misdiagnosed_manuscript.docx