Gambling and Self-Monitoring Test (SeMo)

Abstract

The Gambling and Self-Monitoring Test (SeMo) is a brief assessment instrument designed to evaluate an individual’s knowledge base concerning the signs of problem gambling and their capacity for self-monitoring behavior. Developed by Macdonald, Turner, and Somerset (2008), this scale was incorporated into a comprehensive curriculum focused on the prevention of gambling harm, emphasizing life skills, mathematical reasoning, and critical thinking. The SeMo scale addresses common cognitive distortions, such as the Gambler’s Fallacy, and misconceptions about the nature and consequences of gambling addiction.

Utilizing a simple 4-point Likert scale, the SeMo assesses 14 key attitudes and beliefs. Its primary role is to serve as an educational tool within preventative settings, helping educators gauge the effectiveness of interventions aimed at improving self-awareness and mitigating risk factors associated with excessive gambling behavior.</

Keywords

Gambling, Problem Gambling, Self-Monitoring, Cognitive Distortions, Prevention Curriculum, Life Skills, Risk Assessment, Gambler’s Fallacy

Authors

Macdonald, John, Turner, Nigel, Somerset, Matthew

Purpose

The core purpose of the Gambling and Self-Monitoring Test (SeMo) is twofold: first, to measure the extent to which an individual holds beliefs or attitudes that are predictive of or conducive to problematic gambling behavior; and second, to assess an individual’s understanding of practical self-monitoring strategies necessary for managing expenditure and emotional responses related to gambling activities. It is specifically intended for use within educational and preventative programs.

The scale helps identify potential knowledge gaps concerning the progression of a gambling problem, including misconceptions about loss chasing, the importance of tracking money spent, and the role of emotional states (like excitement or denial) in escalating risky behavior. By targeting these specific areas, the SeMo supports the evaluation of curriculum effectiveness in promoting critical thinking about gambling risks.

Construct

The SeMo scale measures constructs related to cognitive biases and behavioral self-regulation in the context of gambling. The primary constructs assessed include:

• Self-Monitoring Awareness: The ability and perceived capacity to track, observe, and reflect upon one’s own gambling behaviors, expenditures, and internal states (e.g., items 2 and 8).
• Cognitive Distortions and Misconceptions: Endorsement of irrational beliefs about luck, skill, or probability (e.g., the Gambler’s Fallacy, as seen in item 9, or following “gut feeling,” item 3).
• Knowledge of Problem Gambling Indicators: Recognition of the psychological, social, and financial consequences of addiction, including loss of control, hiding behavior, and loss chasing (e.g., items 5, 6, 10, and 13).

Validity

Specific detailed psychometric validation data (such as concurrent or predictive validity coefficients) are not explicitly provided within the primary source abstract or accompanying descriptions. However, the instrument demonstrates strong face validity, as its items directly address known risk factors, cognitive biases, and behavioral markers identified in established literature on problem gambling prevention.

The inclusion of the SeMo within a rigorously developed curriculum—specifically “Life Skills, Mathematical Reasoning and Critical Thinking: Curriculum for the Prevention of Problem Gambling”—suggests that the items were theoretically grounded and designed to align with educational objectives focused on correcting common fallacies and promoting healthy self-management.

Reliability

Specific reliability coefficients (e.g., Cronbach’s Alpha or test-retest reliability) are not documented in the publicly available source material for the SeMo scale. Due to its intended use as an educational pre- and post-test measure within a life skills program, the focus is likely on its utility in measuring change in knowledge and attitude rather than high-stakes clinical assessment.

In the absence of formal psychometric reporting, researchers utilizing the SeMo scale are advised to conduct internal consistency checks relevant to their specific target population to ensure the scale performs reliably within their study context.

Factor Analysis

The source documentation does not include a detailed report on the factor structure of the SeMo instrument. Given its relatively small size (14 items) and its broad focus spanning self-monitoring, cognitive errors, and knowledge of addiction indicators, it is plausible that the scale is either intended as a unidimensional measure of overall gambling literacy/risk awareness, or that it comprises distinct sub-factors corresponding to the theoretical constructs outlined (e.g., Cognitive Bias factor, Self-Regulation factor).

Instrument

Test Type: Attitude and Knowledge Scale / Self-Report Questionnaire

Format: 14 items rated on a 4-point Likert scale.

Language Available: English (as reported in the source documentation).

Population Group: General population, particularly adolescents and young adults targeted by problem gambling prevention curricula.

Age Group: Not specified, but generally applicable to educational settings (secondary school through adult).

Population Details: The instrument was developed within the context of prevention research conducted under the auspices of the Ontario Problem Gambling Research Centre, suggesting an initial focus on Canadian populations.

Test Methodology: Respondents indicate their level of agreement or disagreement with each statement. The response scale ranges from 1=“Strongly Disagree” to 4= “Strongly Agree.” Scoring typically involves summing responses, often with reverse scoring applied to items reflecting accurate knowledge or healthy attitudes, to produce a total score indicating risk susceptibility or level of misinformation.

Keywords

Attitude Measurement, Knowledge Assessment, Prevention Science, Psychometric Instrument, Gambling Risk Factors, Self-Regulation, Educational Tool

Authors

Author ORCID Identifier: Not specified in the source material.

Affiliation Email addresses: Not specified in the source material.

Correspondence Address: Correspondence is typically directed through the Centre for Addiction and Mental Health (CAMH), which published the final report.

Permissions & Fee and Test Year

Permissions: The scale is published within a publicly available curriculum report, suggesting it is intended for educational and research use, though formal permission should be sought from the Centre for Addiction and Mental Health (CAMH) or the authors for commercial or wide-scale distribution.

Fee: Not specified; likely free for academic or non-profit educational use as part of the published curriculum.

Test Year: 2008 (Published in the final report).

Reference’s

The SeMo instrument is documented in the following primary source:

• Macdonald, John, Turner, Nigel, Somerset, Matthew. (2008). Life Skills, Mathematical Reasoning and Critical Thinking: Curriculum for the Prevention of Problem Gambling. Final Report to the Ontario Problem Gambling Research Centre. Centre for Addiction and Mental Health.

• The full curriculum document containing the instrument (on page 48) is available online via PubMed: http://www.ncbi.nlm.nih.gov/pubmed/18095146

Contextual research supporting the curriculum development also includes:

• Turner, N., Littman-Sharp, N., Zengeneh, M. & Spence, W. (2002). Winners: Why do some develop gambling problems while others do not? Available at www.gamblingresearch.org

Items of the Gambling and Self-Monitoring Test (SeMo)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. Gambling does not affect problems gamblers’ emotions
2. It is impossible for the average person to keep track of how much they spend whilegambling
3. You can increase your chances of winning by following your gut feeling
4. Self-monitoring means asking a friend if s/he thinks you are headed for a problem
5. A problem gambler would stop ha‎ving a problem if s/he won all his/her money back
6. A problem gambler hides his/her problem so well that it bothers no one.
7. Problem gambling is only a matter of how much money you lose
8. My mind is too complex for me to see what is going on inside of it
9. A problem gambler believes that after several losses‚ they are due for a win
10. A problem gambler often doesn’t participate in many of the of the activities s/he used to enjoy
11. Excitement can make you bet more frequently and bet more money
12. Making excuses for problematic beahaviour is an example of an effective coping skill
13. A person will a gambling problem will keep playing; making larger bets to try and get his/her money back
14. Thinking a lot about gambling may indicate that you have a gambling problem