bluuebunny/crossref_metadata_2025 huggingface dataset:
Alcohol Expectancies among Hispanics and Non-Hispanic Whites: Role of Drinking Status and Acculturation
Authors: Mar' Gerardo , Posner Samuel F. , Kinyon John B.
Published: March 2007

A random sample of 1,740 San Francisco residents were interviewed over the telephone. Of these, 1,204 were Hispanics (43.5% were males) and 536 were non-Hispanic Whites (48.6% males). Consumption and expectancies on the use of alcoholic beverages were measured. In a multivariate analysis of variance, ethnicity of the respondents produced a significant main effectfor the responses to the Emotional and Behavioral Impairment and Social Extroversion Scales whereby the Hispanic respondents were more likely to expect those results. Post-hoc comparisons among Hispanic respondents show that abstainers differedfrom moderate and heavy drinkers. The more acculturated Hispanics tended to respond similarly to the non-Hispanic White respondents and to be less likely to expect the effects included in the Emotional and Behavioral Impairment and Social Extroversion Scales. There were no differences in the expectations held by Mexican-Americans and Central American respondents.
Differences in Susceptibility to Influence in Mexican American and Anglo Females
Authors: Roll Samuel , McClelland Gabrielle , Abel Theodora
Published: March 2007

To further evaluate the hypothesis of relatively greater susceptibility of influence in Mexican Americans, 3OAnglo and 30 Mexican American females were given the task of responding to a select set of Rorschach cards together with eitheranAnglo ora Mexican American confederate. All subjects observed the card and wrote down "three best responses," after which they showed each other their responses. Then subjects were asked to once more give two responses and "perhaps" include something that they had not seen in their original observation Although Mexican Americans were not more generally susceptible to influence, they were more susceptible to influence when placed with an Anglo confederate. The findings throw further doubt on the general hypothesis of greater Mexican American susceptibility to influence. However, the results are consistent with the hypothesis of a tendency to greater conformity in members of a less powerful group when paired with members from a more dominant segment of society.
Concepts of Culture and Their Role in the Development of Culturally Competent Mental Health Services
Authors: Guarnaccia Peter J. , Rodriguez Orlando
Published: March 2007

The purpose of this article is to review different ways that culture has been used in developing the notion of culturally competent mental health services and to provide an enhanced definition of culture through a critical review of these ideas. We discuss different dimensions of culture that emerge as important issues in the development of bilingual/bicultural psychiatric programs. We provide a multifaceted definition of the influences of culture on the assessment of clients in culturally competent mental health programs. We illustrate the issues raised in this review with case examples from an evaluation of three inpatient bilingual/bicultural psychiatric programs.
Examination of Self-Efficacy, Social Support, and Stress as Predictors of Psychological and Physical Distress among Hispanic College Students
Authors: Solberg V. Scott , Viliarreal Pete
Published: March 2007

Social and cognitive factors were investigated to determine whether self-efficacy and social support moderate the relationship between stress, andphysical andpsychological distress among Hispanic college students. A total of 164 Mexican American and Latin American undergraduates were surveyed (51% response rate). Self-efficacy and social support combined to account for 33% of the variance in college adjustment, with self-efficacy providing the largest contribution (R2Change 27%o). Hispanic students who perceived social support was available had lower distress ratings than students who perceived social support was less available, and social support wasfound to moderate the relationship between stress and distress. The complete regression model that included stress, self-efficacy, social support, acculturation, and gender accountedfor 46% of the variance in college distress.
Disparities in Health Indicators for Latinas in California
Authors: Baezconde-Garbanati Lourdes , Portillo Carmen J. , Garbanati James Allen
Published: March 2007

This study analyzes disparities in selected health indicators for Latinas when compared to non-Latina Whites, and other population groups in the United States, and as available in Mexico. A review and secondary analyses of government and other data were conducted as an extension of previous research. Data revealed that the population of Latinas, although youthful on average, are composed of an increasingly large group of poor women who in their middle years (45-64), and in rural communities, display high cardiac risk, high rates of diabetes, and cervical cancer. This picture calls for special attention, in particular to Latinas without health insurance. Further research, policies that protect women’s health, and culturally competent prevention services are needed to address these health disparities and the complexities of Latina health in California.
“Blinking Out” and “Having the Touch”
Authors: ABBOTT JUDY A.
Published: March 2007

This interpretive study of two fifth-grade students' intrinsic motivation for writing examines the ways in which children who self-sponsor writing express “flow” experiences associated with writing. Considering a sense of flow seems to address why some children persevere when faced with challenging tasks and why they spend so much time and effort engaged in activities they find interesting. In addition to the challenge of writing, the social context of the classroom influenced opportunities for student-controlled writing. Flow experiences described by the boys occurred when each controlled important aspects of writing, such as ownership, genre, style, and length—although the social context of the two classrooms varied widely. The boys featured in this report demonstrated that elementary students identified as avid writers can differentiate between flow experiences and nonflow experiences associated with writing, and they describe flow experiences in terms similar to those reported in studies on adolescents and adults.
Rhetoric and Rational Enterprises
Authors: LaROCHE MARY G. , PEARSON SHERYL S.
Published: March 2007

Traditional views of organizational communication have fallen short because they misapprehended and oversimplified the realities of rhetorical behavior in organizations and because they offered weak theoretical underpinnings for the study of business communication. Recent developments in rhetorical theory spearheaded by the work of Toulmin, Perelman, Polanyi, and others offer a coherent, theoretically sound, and productive way of analyzing discourse in organizations. Applying constructs of the “new rhetoric” to the study of sample documents from a representative organizational situation illustrates the importance of consensus building as a tacit communication purpose, reveals the decision-making process involving the text's audience, and demonstrates the central role of context or situation in shaping discourse. Rhetoric in organizations, just as in other “rational enterprises” (such as the disciplines of science and law), reveals underlying paradigms that are determined by the nature of communal behavior and by the nature of thinking man.
Identifying Context Variables in Research on Writing
Authors: PIAZZA CAROLYN L.
Published: March 2007

This article identifies context variables in written composition from theoretical perspectives in cognitive psychology, sociology, and anthropology. It also shows how multiple views of context from across the disciplines can build toward a broader definition of writing. The article is divided into two sections. First is a discussion of different perspectives and definitions of context from across three disciplines. Second is a proposal for considering complimentary views of context as a framework for studying young children's language and literacy development. Multidiscipline perspectives of context can provide new directions for writing research and can lead to a richer, fuller view of writing as thinking, as language, as a social event, and as a reflection of culture.
Essay Prompts and Topics
Authors: BROWN JAMES DEAN , HILGERS THOMAS , MARSELLA JOY
Published: March 2007

These studies investigated the degree to which prompts and topic types affect the writing performance of college freshmen. The students (N = 3,452) taking the 1989 and 1990 Manoa Writing Placement Examination (MWPE) were required to write in response to two types of topics (for a total of 6,904 essays): one in response to a reading passage and another in response to a question based on personal experience. Ten such prompt sets were used in this study. Study 1 indicated that the MWPE testing procedures were reasonably reliable and consistent across semesters but that student responses to individual prompts and prompt sets were significantly different from each other. Study 2 showed that if two topic types and a large number of prompts are involved, the differences that arise in the performance on prompts or topic types can be minimized by examining the students' mean scores and changing the pairings so that the prompt sets are more equitable in subsequent administrations.
The Case of the Singing Scientist
Authors: DYSON ANNE HAAS
Published: March 2007

This article, based on a year-long project in an urban K/1 classroom offers a case study of a young child who used school writing activities to perform rather than simply to communicate. A performer differs from a mere communicator in both the nature of language produced and in the kind of stance taken toward an audience. Although the child's language resources contributed to his success with written language, they did not always fit comfortably into the “writing workshop” used in his classroom; in fact, his assumptions about written language and texts conflicted in revealing ways with those undergirding a workshop approach. Thus, the study helps make explicit many unexamined assumptions of current written language pedagogies, particularly those involving the nature of literary sense, the relationship between writers' “audience” and their “helpers,” and most important, the links between oral performance, literacy pedagogy, and the use of the explicit, analytic language valued in school.
Talking to the Academy
Authors: HYLAND KEN
Published: March 2007

Hedging refers to linguistic strategies that qualify categorical commitment to express possibility rather than certainty. In scientific writing, hedging is central to effective argument: Hedging is a rhetorical means of gaining reader acceptance of claims, allowing writers to convey their attitude to the truth of their statements and to anticipate possible objections. Because hedges allow writers to express claims with precision, caution, and modesty, they are a significant resource for academics. However, little is known about the way hedging is typically expressed in particular domains or the particular functions it serves in different genres. This article identifies the major forms, functions, and distribution of hedges in a corpus of 26 molecular biology research articles and describes the importance of hedging in this genre.
Writing the Critique, a Text about a Text
Authors: MATHISON MAUREEN A.
Published: March 2007

The research reported investigated how 32 undergraduate students in an upper-level sociology course wrote critiques and how their texts were evaluated by 4 professors in the discipline. Students represented different majors and education levels. Features associated with critique were tested for their relationship to the professors' summed holistic quality scores. Student's status as major and their educational level were also tested for their relationship to the summed scores. Results indicate that (a) students were more likely to receive higher scores if they found weaknesses in the source article, basing their judgments on disciplinary knowledge and employing an integrated text configuration, and (b) neither major nor educational level was a strong predictor of quality. Findings suggest that current pedagogy that promotes personal evaluation of texts may not lead to the type of writing valued in particular disciplinary communities, where evaluative commentary may be more linked to unique disciplinary standards.
Rewriting for, and by, the Children
Authors: DYSON ANNE HAAS
Published: March 2007

Stories have often been rewritten for children. Children themselves are onlookers to the “chain of communication” that unfolds, as stories are rewritten by perceived ideological conservatives and, in turn, by perceived ideological liberators. In this article, I both present and dialogize this vision of children as receptors of adults' ideological messages. I begin by reviewing examples of adults' rewriting for children, drawing primarily on the rewriting of folk stories. Then, using ethnographic data collected in a study of urban school children's use of common story material (from the poplar media), I reconstruct one branch of a classroom chain of communication. The chain features a girl-next-door figure from a film well-known by the children. In so doing, I illustrate the dialogic process through which children's rewriting becomes a mediator of their ideological concerns. The article concludes with a discussion of the classroom conditions that seemed to support the activation of such a dialogic event.
A Reevaluation of the Uniqueness of Japanese Written Discourse
Authors: KUBOTA RYUKO
Published: March 2007

According to contrastive rhetoric research, Japanese expository prose is characterized by a classical style (ki-sho-ten-ketsu), reader responsibility, and an inductive style with a sudden topic shift. It is claimed that English readers have difficulty comprehending texts written by Japanese writers because of such culturally unique conventions. This article challenges these hypotheses concerning the uniqueness of Japanese texts. It argues that previous studies tend to view language and culture as exotic and static rather than dynamic, and overgeneralize the cultural characteristics from a few specific examples. Also, these characterizations of Japanese written discourse can be challenged by multiple interpretations of ki-sho-ten-ketsu offered by composition specialists in Japan and the linguistic and educational influences from the West on the development of modern Japanese since the mid-19th century. This article suggests that researchers and writing teachers should be wary of stereotyping cultural conventions of writing.
Educating Lone Wolves: Pedagogical Implications of Human Capital Theory
Authors: Baptiste Ian
Published: March 2007

There may be adult educators who wish to alleviate social inequalities but whose practices are wedded to human capital theory In this article, it is argued that educational practices based wholly or partly on human capital theory are unlikely to alleviate social inequities because the theory spawns pedagogical practices that are apolitical, adaptive, and individualistic. By alerting adult educators of the ominous pedagogical implications of human capital theory, it is hoped that they will distance themselves from it and embrace more socially responsible alternatives.
Effects of the Social and Economic Environments On Workers' Education: United States and British Examples
Authors: Robinson James W.
Published: March 2007

Labor education programs in Great Britain and the United States have differed over time with respect to administration, finance, purpose, and content. However, the essential nature and scope of the programs in each country remained constant until recently. British labor education was traditionally concerned with the worker as an individual member of society and was administered by in dependent, working class organizations, while American labor education was primarily the responsibility of the unions and was concerned with the worker as a union member. By 1965 the tradi tional characteristics of the programs in the two nations had be come almost totally reversed. The present study traces the events within each country which led to the reversal of the traditional programs and purposes of labor education.
Three Channel Theory of Communication in Small Groups
Authors: Boyd Robert D. , Wilson John P.
Published: March 2007

Forty experimental dyads were composed for study designed to test a transactional theory which views interpersonal behavior as being communicated simultaneously on three channels. The term channel is employed here to specify a mode of communication. The dyads ranged from compatability to incompatibility through all possible combinations on the three channels. The dyads were identified from a battery of instruments administered to 200 sub jects. The general hypothesis was that there would be a linear relationship between intra-group compatibility and a set of five dependent variables. Each of the 40 dyads was scheduled for a half-hour discussion period in which the members worked together to solve a case study problem. Following the discussion session each member was given a set of post-meeting instruments to com plete. Results on three of the linear relationships were in the predicted direction.
Public Service VS. Academic Values: University Extension in Conflict
Authors: Penfield Kathleen R.
Published: March 2007

This paper analyzes the viability of service as an independent legitimizing principle for university extension. It takes the position that this is possible only if the goal of service establishes clear operating priorities and if those priorities are accepted as legitimate ends by the sponsoring institution. The original meaning of public service, as spawned by the Progressive movement, and the institu tional dynamics which it encountered are explored through a his torical case study of the University of California experiment with the Wisconsin Idea from 1912 to 1918. Analysis of the extensive system of controls which were instituted over extension by the emergent professoriate led to the conclusion that service values were inconsistent with professional academic values, which con tinue to be ascendant within the university. Consequently, service is not an acceptable third function of the university except insofar as it is perceived as critical to system maintenance.
Continuing Education for Non-Practicing Professionals: a Case Study of a Program for Pharmacists
Authors: De Muth James E. , Kirk Kenneth W. , Weinswig Melvin H.
Published: March 2007

This study deals with the development and evaluation of a continuing education course designed specifically for temporarily non-practicing pharmacists. The course consisted of a one-hour audio cassette tape and a printed supplement covering materials based on needs expressed by non-practicing pharmacists in a previous study. This study shows that non-practicing pharmacists tend to become isolated from their profession, fail to participate in formal and informal methods of continuing education, and are ap parently unable to keep up with changes within pharmacy. How ever, when provided with continuing education materials designed to fulfill their particular needs, these non-practicing professionals can regain a level of knowledge comparable to their practicing colleagues. Although the study involves only pharmacists, the authors feel the results could be applicable to other professions.
Adult Education for Civic Intelligence in the Post World War I Period
Authors: Stubblefield Harold W.
Published: March 2007

Adult education literature in the 1920's, 1930's, and early 1940's was examined to identify conceptions of and approaches to adult civic education held by leaders of the American adult edu cation movement. Adult education advocates and theorists began in the mid 1920's to distinguish between "adult education" and other forms of "education for adults." In this conception, adult education was a "study" and "learn" approach to life. Adult edu cators gave mixed answers to the questions of whether adult edu cation should have a program proinoting specific kinds of social action and what should comprise the content to adult civic educa tion. Several experimental approaches to adult education for civic intelligence were undertaken. Discussion as a method for coopera tive learning emerged as the educational method most congruent with the purposes of adult civic education.
Reading Activities of Black Adult Education Students
Authors: Kling Martin , Tivenan Bonnie
Published: March 2007

The purpose of this study was to describe the reading activities of 26 adult Black high school equivalency students. The data were obtained through a questionnaire focusing on the subjects' previous day's activities. The procedures replicated those employed in the Educational Testing Ser vice's Study on Reading Activities of American Adults.

The four questions asked about Black adult education students' reading activities were: What are the reading activities? How important is the reading? What are the reading difficulties? What other reading difficulties do students encounter?

In addition to school related reading, the subjects engaged in reading an average of 82 minutes per day. Utilitarian activities, the Bible, and church related reading rated as more important than recreational reading. The newspaper, the Bible, and various types of forms and applications were fre quently noted as difficult.
Comparative Study of Adult Education Practitioners and Professors On Future Knowledge and Skills Needed By Adult Educators
Authors: Daniel Richard , Rose Harold
Published: March 2007

The purpose of the study was to compare practitioners' opinions concerning knowledge and skills needed by future adult educators with those of professors. The sample population of practitioners was 78 NUCEA members who were deans or directors of continuing education.

Practitioners, through two rounds of questionnaires, priority ranked thirty knowledge and thirty- seven skill statements identified and priority ranked by professors of adult education in an earlier Delphi Study. Kendall Tau Coefficients computed for both knowledge and skill statement rankings between the two samples indicated that professors and practitioners tended to agree more on skill statement relative ranking than on knowledge statement relative ranking. It was concluded, from examination of means and rank order, that differences, as well as convergence, of opinion exist between the two study populations regarding the sampled knowledge and skill areas needed by future adult educators.
A Longitudinal Study of Adult Life Experiences and Developmental Outcomes
Authors: Merriam Sharan B. , Yang Baiyin
Published: March 2007

The purpose of this study was to test the hypothesis that selected life experiences are related to developmental outcomes. To test this hypothesis, answers to questions from the National Longitudinal Survey of the High School Class of 1972 were used. Developmental outcomes were operationalized through the four dependent variables of personal agency, political participation, concern for social inequality, and social action participation. Seven independent variables representing life experiences were marriage, parenting, unemployment, type of employer, work with people, educational attainment, and location. After controlling for initial differences, each of the seven variables used to operationalize life experience was found to be significantly related to one or more of the four dependent variables representing developmental outcomes. These results were interpreted as presenting convincing support for the connection between life experience, learning, and developmental outcomes.
Women and Adult Education: Rethinking Androcentric Research
Authors: Stalker Joyce
Published: March 2007

This article provides a framework which can be used to analyze adult education in terms of its androcentricity, that is, its male bias. It first identifies the characteristics of androcentricity and the nature of feminist agendas. The article then explores the treatment of both discourse and power relations to illustrate the domination of the male agenda. Adult education literature which has addressed each of these areas and new directions are explored within the subsets of these two categories. The paper contends that in order to use the framework productively, theoretical analysis is required. In particular, it recommends contemporary social theories as complementary ways in which to broaden our understanding of feminist agendas.
Empowerment and Emancipation
Authors: Inglis Tom
Published: March 2007

The concepts of empowerment and emancipation have gained common currency in recent years, not just within adult education but also in organizational management and industrial training. The notion of enabling people to take control of their own lives and to free themselves from the structures which dominate and constrain them is attractive. But in the debate about people becoming empowered and freeing themselves from power, there has been an absence of a discussion about the nature of power. This paper attempts to clarify the nature of power and the distinction between individuals being empowered within an existing social system and struggling for freedom by changing the system. In particular, it challenges the notion of freedom and emancipation being attained through personal transformation.
Parent-Youth Power Dimensions and the Behavioral Autonomy of Adolescents
Authors: Peterson Gary W.
Published: March 2007

The purpose of this study was to determine: (a) whether adolescents were perceived by parents as having power, and (b) whether dimensions of adolescent and parental power predicted teenagers' behavioral autonomy. Ouestionnaire data were collected from a sample of 392 adolescents and their parents. Factor analysis and multiple regression were used to analyze the data. The results indicated that adolescents were perceived by their parents as having expert, legitimate, referent, reward, and coercive power. In addition, adolescent and parental power predicted the progress of adolescents toward behavioral autonomy from parents. A major conclusion from these findings was that adolescents are capable of becoming autonomous while retaining close ties with parents.
Concepts of Sexual Behaviour: Construction and Validation of a Developmental Model
Authors: Gfellner Barbara M.
Published: March 2007

Based on developmental formulations in different content areas of social cognitive functioning, a model and assessment procedure to determine adolescents' understanding of sexual behaviour was developed and psychometrically evaluated. A four stage model of sexual behaviour concepts was supported in a sample of 492 adolescents and young adults. The results showed the Sexual Behaviour Concepts measure has acceptable reliability (interrater, internal consistency, and test-retest) and construct validity in relation to age and Loevinger's measure of ego level development. There was no social desirability effect. Gender differences were in favour of females. The relevance of a construct of sexual behaviour understanding in the process of adolescent development was considered.
Means-Ends Thinking in Public School Maladjusted Adolescents
Authors: Beveridge William A. , Goh David S.
Published: March 2007

Means-end thinking, or the ability to orient oneself to and conceptualize the means of moving towards a goal, develops or is crystalized during adolescence and is deemed necessary for adequate social adjustment. The present study used the Means-Ends Problem-Solving (MEPS) Procedure, a structured projective device to: 1) determine if this instrument could effectively discriminate between two groups of public school adolescents who differed in their level of social adjustment; and, 2) explore if the MEPS procedure could be an effective testing instrument for use in the diagnosis of behaviorally disordered (BD) public school adolescents. Thirty behaviorally disordered adolescent students and thirty adolescents who were not behavioral disordered (NBD) were administered the MEPS. Students were matched for age, sex, and grade level. The two groups did not differ on IQ scores or parents' levels of education. A 2(Group) x 4(MEPS Categories) ANOVA with repeated measures on the MEPS variable was used to analyze the data. Results indicated that the NBD students produced significantly more Relevant Means than did the behaviorially disordered students while the BD students produced significantly more No-Means responses. However, no significant differences were found between the groups on either the Irrelevant Means or No-Response categories. The two groups did differ significantly on the overall Relevancy Score indicating that the NBD students responded to the stories more frequently with Relevant Means than did the BD students. The MEPS procedure was effective in discriminating the means-end thinking of public school adolescents who differ in their levels of social adjustment. Some support is given for the use of the MEPS as a diagnostic instrument with adolescents who are deficient in their social adjustment.
Toward a Process Model of Identity Formation
Authors: Grotevant Harold D.
Published: March 2007

A process model for conceptualizing identity formation that is developmental, contextual, and life-span in scope is proposed. The framework is consistent with an Eriksonian approach to identity but focuses more specifically on the process of identity exploration. The framework consists of four major components: individual characteristics brought to bear on the identity process, contexts of development, the identity process in specific domains (e.g., occupation, ideology, values, relationships), and interdependencies among the identity domains. Current research in each area is briefly reviewed, and recommendations for future research are outlined.
Conceptualizing Research on Adolescent Development in the Family: Four Root Metaphors
Authors: Cooper Catherine R.
Published: March 2007

This paper analyzes contemporary conceptual approaches to the investigation of adolescent development in the family. As a way of clarifying the current conceptual disarray in the field, a framework developed by philosopher Stephen Pepper is presented of four fundamental metaphors that have formed the basis for scientific investigation. Research on adolescent development in the family exemplifying each metaphor is used to illustrate its distinctive contributions and limitations. Possibilities for reconciliation among the metaphors are then considered. Investigators are encouraged to see the implications of their choices in the context of this wider conceptual perspective.
Risk Taking as a Predictor of Adolescent Sexual Activity and Use of Contraception
Authors: White Helene Raskin , Johnson Valerie
Published: March 2007

This study tested a risk-taking model of adolescent sexual activity and use of contraception. Longitudinal data were analyzed from a household sample of 1273 unmarried male and female adolescents and young adults. The results indicated that engagement in sexual intercourse and re liability of contraceptive use increased with age throughout adolescence and into young adulthood. Engaging in sexual intercourse among these subjects appeared to reflect a high risk-taking personality profile as de fined by high disinhibition and high impulsivity. Reliable and consistent use of contraception, however, did not appear to relate to this profile. Future research needs to determine other predictors of safe versus unsafe sexual practices.
Adolescents' Same-Sex and Opposite-Sex Peer Relations
Authors: Miller Kristelle E.
Published: March 2007

Theorists have suggested that adolescents'same-sex peer relations are related to their opposite-sex peer relations. To test this hypothesis, 112 tenth graders were asked to complete sociometric ratings, a perceived social competence questionnaire, and a questionnaire designed to measure empathic perspective-taking and idiosyncratic strategy use. Results indicated that there was a relation between same-sex and opposite-sex measures, but there were sex and target differences. Both same-sex and opposite-sex popularity were more strongly related for boys than for girls. Compared to boys, girls indicated greater empathic perspective taking in their same-sex peer relations, but there was no sex difference for empathic perspective taking in the subjects' opposite-sex peer relations. Compared to girls, boys were more idiosyncratic in their ranking of the effectiveness of the strategies. Finally, popularity and perceived social competence was more strongly related for girls than for boys.
Adolescent Cognitions for Academic Cheating as a Function of Grade Level and Achievement Status
Authors: Evans Ellis D. , Craig Delores
Published: March 2007

This study explores novel aspects of academic cheating during adolescence. Taking cues from cognitive and attribution theory, four related aspects of the cheating problem were examined with emphasis on various concepts and conditions of cheating. Subjects were 601 students from classrooms in public school grades 7 through 12 and from college undergraduate classes. Subjects anonymously completed a four-part questionnaire. ANOVA was applied to results using grade level, achievement status, and gender as independent variables. Cheating problem seriousness ratings were highest for the high school level. Knowledge of defining attributes of cheating increased significantly by grade, but plagiarism variations were poorly understood Teacher behaviors were identified more strongly as causal factors in cheating by precollege students and high achieving students. Student personality characteristics were identified more as causes by younger students, regardless of achievement level. Cheating prevention strategy efficacy ratings increased by grade but were generally weak No gender differences were revealed
High School Students' Computer Attitudes and Attributions
Authors: Campbell N. Jo
Published: March 2007

This research examines gender and ethnic group differences in 171 high school students' computer attitudes and computer attributions. Preliminary data analyses indicated no gender or ethnic group differences in semesters of high school computer courses completed, including those currently enrolled in, or in semesters of planned enrollment in high school computer courses. The data were analyzed using four MANOVAs, and the results indicated no significant differences in the eight measures of computer attributions due to ethnic group membership. However, significant differences due to gender were found. The results indicated that compared to male high school students, female students made attributions related to computers and had computer attitudes that were generally less likely to motivate them to study and use computers. Furthermore, the ethnic minority high school students also had less positive computer attitudes than did the White students.
Peer Network Composition of Acculturated and Ethnoculturally-Affillated Adolescents in a Multicultural Setting
Authors: Maharaj Sherry I. , Connolly Jennifer A.
Published: March 2007

This study investigated the ethnocultural composition of the peer networks of acculturated (i.e., multigeneration North American) and ethnoculturally-affiliated (i.e., immigrant/first generation) adolescents living within a multicultural context. Participants were 896 students attending a large suburban high school. This study addressed three issues. First, to elucidate patterns of intergroup social interaction in a multicultural setting, the extent to which acculturated and ethnoculturally-affiliated youth demonstrate own-group preferences and segregation in peer group selections was examined. Results indicated that although all groups exhibited own-group preferences, they did not report segregated patterns of interaction. Second, the influence of demographic variables on the ethnocultural mix of peer networks of acculturated and ethnoculturallyaffiliated adolescents was investigated. Results demonstrated that gender, age, socioeconomic status, and academic level differentially predicted homophily in accordance with the ethnocultural group affiliation of the adolescent. Third, to advance our understanding of the influence of ethnocultural mix on developmentally salient aspects of adolescents'peer relations, structural characteristics ofpfer networks varying in levels of ethnocultural mix were examined. Results demonstrated that gender mix, setting mix, and frequency of contact significantly differed across homogeneous, integrated, and heterogeneous peer structures. Results are discussed in terms of the importance of recognizing the mitigating impact of environmental factors on the interplay between ethnocultural affiliation and peer relations.
The Association of Childhood Play and Adolescent-Parent Interactions with German Adolescent Leisure Participation
Authors: Meschke Laurie L. , Silbereisen Rainer K.
Published: March 2007

Macrosystem (nation and gender) and microsystem (childhood play and adolescentparent interactions) correlates of adolescent leisure activities (risky, social-romantic, and creative-introspective) were investigated. The respondents included adolescents, ages 15 through 18 years, from the former East Germany (n = 221) and West Germany (n = 443). The leisure activities were each significantly related to both macro and microsystem measures. Higher levels of risky leisure were related to West Germany residency, higher levels of childhood competitive play and creative activities, and lower levels of monitoring. Higherparticipation in social-romantic leisure was related to being female and reporting higher levels of childhood competitive play. Higher levels of creative-introspective leisure were associated with being female, and reporting lower levels of childhood competitive play, higher childhood participation in cultural education and creative activities, and higher levels of shared interests with parents. Some topics forfurther research in the area of adolescent leisure are provided.
Close and General Friendships among African American, Latino, and Asian American Adolescents from Low-Income Families
Authors: Way Niobe , Chen Lisa
Published: March 2007

Responding to the lack of research on friendships among racial/ethnic minority adolescents, a study of friendships was conducted among 160 African American, Latino, and Asian American adolescents from low-income families. The goals of the study were to (a) assess gender and racial/ethnic differences in the characteristics and quality of close and general friendships, (b) examine the independent and combined influence of individual-level (i.e., psychological well-being) and contextual (i.e., family relationships and school climate) variables on the quality of close and general friendships, and (c) examine the moderating effect of gender and race/ethnicity on the associations between individual-level and contextual variables and the quality of close and general friendships. Findings indicated significant gender and racial/ethnic differences in the characteristics and quality of close and general friendships. Furthermore, the correlates of friendship quality differed across the type of friendship (i.e., close or general) and across gender, underscoring the importance of distinguishing types of friendships and examining the role of gender in friendships.
Sampling Schemes and the Selection of Log-Linear Models for Longitudinal Data
Authors: Von Eye Alexander , Schuster Christof , Kreppner Kurt
Published: March 2007

Because the selection of a sampling scheme can have strong effects on the admissibility of log-linear models, the authors discuss these effects for the multinomial and the product multinomial sampling schemes for prospective and retrospective sampling.In multi-nomial sampling, marginal frequencies are not fixed a priori.In product multinomial sampling, uni-or multidimensional marginal frequencies are considered fixed.Therefore, models must fit these marginal frequencies exactly.A data example illustrates model selection using data from a project of family development.
Adolescents’ Stories of Decision Making in More and Less Authoritative Families
Authors: Mackey Kathleen , Arnold Mary Louise , Pratt Michael W.
Published: March 2007

Two studies used a narrative methodology to test the prediction that adolescents from more authoritative homes would exhibit greater responsiveness to parents’ views than would others. In Study 1, 51 Canadian adolescents in two age groups completed an interview to determine their levels of responsiveness to the parental voice in their narratives about advice from parents about specific decisions. Results showed a significant positive correlation between reports of an authoritative family parenting style and patterns of clearer appropriation of the parental voice as rated independently from students’ narratives. In Study 2, a sample of 184 Grade 12 students again showed a positive association between level of parent voice in stories and an authoritative family parenting style. In addition, a more advanced identity status was positively related to level of parent voice in stories, suggesting that a more sophisticated representation of both own and others’ voices may develop in concert.
Interparental Conflict and Family Cohesion
Authors: Johnson H. Durell , Lavoie Joseph C. , Mahoney Molly
Published: March 2007

Family environment is related to characteristics of adolescents’ personal development and social interactions. Although potentially different for males and females, decreased family cohesion and increased interparental conflict can inadvertently provide family environments that are associated with increased feelings of loneliness, which may be associated with problems in adolescents’ social interactions (i.e., social anxiety and social avoidance). Analyses of responses from 124 late adolescents revealed that feelings of loneliness were related to perceived levels of interparental conflict for males and females and decreased family cohesion for females. Furthermore, late adolescents’ feelings of social anxiety and social avoidance were related to their feelings of loneliness. The findings in this study show how deteriorated family systems may provide contexts that are associated with adolescents’ feelings of loneliness as well as their ability to engage in social interactions outside of the family system.
Mmpi Profiles of Sexually Abused and Nonabused Outpatient Adolescents
Authors: Holifield Joseph E. , Nelson W. Michael , Hart Kathleen J.
Published: March 2007

The MMPI profiles of 35 sexuallyabused adolescents (10 boys and 25 girls) were com pared with a sample of 52 adolescents (29 boys and 23 girls) who were receiving clinical services but had not been sexuallyabused. Results indicate that the Sexual Abuse (SA) group’s mean scores were significantlyhigher than the Dysfunctional Adolescent (DA) group on scales F, Hs, Pd, and Sc. Mean T -scores of the SA group revealed a 4(Pd )-1(Hs ) profile pattern, indicating the tendencyfor this group to exhibit behaviors such as sexual acting out, aggression, overconcern with bodilyfunctions, and poor familyrelations. The implications of these results in light of past research and the need for future research in this area are discussed.
The Role of Community Service in Identity Development
Authors: Youniss James , Mclellan Jeffrey A. , Su Yang , Yates Miranda
Published: March 2007

Responses from a nationally representative sample of 13,000 high school seniors were analyzed to identify predictors of normative, unconventional, and deviant orientations among youth. Normative orientation was indexed using indicators of conventional political involvement (e. g., voting), religious attendance, and importance of religion. Unconventional orientation was indexed with unconventional political involvement (e. g., boycotting). Deviance was measured through marijuana use. Frequency of community service substantially increased predictability of these variables over and above background characteristics and part-time work involvement. Involvement in most types of school-based extracurricular activities was positively associated with doing service, as was moderate part-time work. Background characteristics of attending Catholic school, being female, having high socioeconomic status, and coming from an intact family also predicted service involvement. Results are discussed in terms of a theory of social-historical identity development, suggesting that community service affords youth a developmental opportunity to partake of traditions that transcend the material moment and existential present.
Responses of the Circadian System in the Aplysia Eye to Inhibitors of Protein Synthesis
Authors: Yeung S.J. , Eskin A.
Published: March 2007

Protein synthesis seems to be a general requirement for circadian timing. Defining the time period when inhibition of protein synthesis changes the phase of the biological clock may help identify proteins that are involved in the molecular mechanism of circadian timing.

Rothman and Strumwasser (1976), Jacklet (1977), and Lotshaw and Jacklet (1986) gen erated phase response curves (PRCs) for relatively long pulses (6 hr) of anisomycin and puromycin administered to Aplysia eyes. Using somewhat different conditions, we generated a 4-hr anisomycin PRC from Aplysia eyes and found that our anisomycin PRC was similar to that previously described by Lotshaw and Jacklet (1986). We studied recovery of protein synthesis after 1-hr and 6-hr anisomycin treatments and found recovery to be very slow; from 8 to 12 hr appeared to be required for full recovery after anisomycin. Slow recovery occurred when eyes were treated either in buffered artificial seawater or in enriched culture media. Because of the slow recovery after anisomycin, it is difficult to infer accurately from the anisomycin PRC when protein synthesis is important.

To identify an inhibitor whose effect reverses quickly, we studied recovery from inhibi tion of protein synthesis after emetine, L-O-methylthreonine, and cycloheximide. Both eme tine and L- O-methylthreonine seemed to reverse no faster than anisomycin, but cycloheximide reversed faster than all the other inhibitors. Cycloheximide (10 mM, 1 hr) produced 89% inhibition of [3H] leucine incorporation, and within 3 hr after removal of cycloheximide, the recovery was 85%.

A PRC was obtained using 1-hr treatments of cycloheximide (10 mM). Cycloheximide did not significantly phase-shift from circadian time (CT) 8 to CT 20, and cycloheximide delayed (by about 1 hr or less) the circadian rhythm from CT 20 to CT 8. The cycloheximide PRC was not due to different kinetics of recovery at different phases, as evidenced by similar recovery times when recovery from inhibition by cycloheximide was measured at two phases (a phase when cycloheximide produced no phase shift and a phase when cycloheximide delayed the rhythm).