The primary aim of this randomized controlled clinical trial was to compare the outcome from two types of short-term psychodynamic psychotherapy. The participants were thirtynine women with depression. Half of the participants (n518) received art psychotherapy and the other half received verbal psychotherapy (n521). Data was collected before and after psychotherapy, and at a 3-month follow-up using self-rating scales and interviewer-based ratings. Results showed that art and verbal psychotherapies were comparable, and at follow-up, the average participant in both groups had few depressive symptoms and stress-related symptoms. The conclusion was that short-term psychodynamic art therapy could be a valuable treatment for depressed women.Depressive disorders account for more than 11% of the total number of years lived with disability in the world (Ü stün et al. 2004). During recent decades, a growing proportion of Swedish adults experience depressive symptoms, anxiety, elevated stress, and interpersonal problems.Many studies have shown that there are clear gender differences in prevalence as well as frequency and intensity of depression (Nolen-Hoeksema et al. 1999). Factors associated with depression, which are more likely to affect women than men, are low social status, and learned helplessness, generated by a lack of control over their life. A related factor is that the traditional work of women -rearing children and doing housework -often goes unrecognized (Jack 1991).A fourth significant factor is how depressed people manage their symptoms. Studies have shown that women tend to ruminate over their problem to a Psychoanalytic Psychotherapy ISSN 0266-8734 print/ISSN 1474-9734 online # 2007 The Association for Psychoanalytic Psychotherapy in the NHS

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The aim of this study was to evaluate the psychometric properties of an expectancy-value-based questionnaire measuring five aspects of test-taking motivation (effort, expectancies, importance, interest, and test anxiety). The questionnaire was distributed to a sample of Swedish Grade 9 students taking a low-stakes (n = 1,047) or a high-stakes (n = 536) test. Structural equation modeling largely supported theoretical assumptions and psychometric properties were acceptable. Expectancies and importance were significant predictors of effort, and effort significantly predicted performance in both test situations. Furthermore, measurement invariance across test situations was investigated. Partial scalar invariance was obtained and latent mean comparisons showed significantly higher levels of reported test-taking motivation in the high-stakes context. The study findings suggest that the present instrument can be used in low- as well as high-stakes assessment contexts not only to get an extended knowledge of test-takers’ perceptions of tests but also to control for lack of motivation when stakes are low for test-takers.

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Using the expectancy-value model of achievement motivation as a basis, this study's purpose is to develop, apply, and validate scores from a self-report instrument measuring student test-taking motivation. Sampled evidence of construct validity for the present sample indicates that a number of the items in the instrument could be used as an indicator of student test-taking motivation. Exploratory factor analyses suggests that the test-taking motivation construct is distinct from general attitudes toward a subject and that task value perceptions are distinct from task performance expectancies. The instrument needs further development to consolidate its psychometric properties and to elaborate on the test-taking motivation construct in relation to the expectancy-value theory of achievement motivation.