bluuebunny/crossref_metadata_2025 huggingface dataset:
Causal Attributions of Success and Failure Among Chicano University Students
Authors: Ramirez Albert , Soriano Fernando
Published: March 2007

This study investigated the causal attributions of success among Chicano graduates and of failure among Chicano nongraduates from a major public university. An open- and closed-ended questionnaire was administered to 39 graduates and 36 non graduates concerning the effects of their college experience, factors contributing to graduating or dropping out of college, and their,present employment and income conditions. Results sug gest that students who graduate attribute their success to internal factors while students who do not graduate attribute their failure to external factors.
The Relationship of Traditional Mexican American Culture to Adjustment and Delinquency among Three Generations of Mexican American Male Adolescents
Authors: Buriel Raymond , Calzada Silverio , Vasquez Richard
Published: March 2007

The present study tested the hypothesis that integration with traditional Mexican American culture promotes healthy psychological adjustment and less juvenile delinquency. Predictions from Merton's theory of social structure and anomie were also tested. Generation was used as an index of cultural integration while disjunctions between educational aspirations and expectations were used to measure adjustment. Delinquency measures were obtained from subjects' self-reports. Eighty-one Mexican American male adolescents, divided equally into the first, second, and third generation, served as subjects. There were no differences in educational aspirations. However, thirdgeneration subjects had lower expectations, higher delinquency rates, and higher disjunction scores. In addition, there was a significant correlation between delinquency and disjunction scores for the third generation. Results are discussed in terms of the psychological advantages arising from integration with traditional Mexican American culture.
Social Science Stereotypes of the Mexican American Woman: Policy Implications for Research
Authors: Andrade Sally J.
Published: March 2007

The social sciences portray the Chicana or Mexican American woman almost exclusively as a submissive maternal figure. The tenacity with which the social sciences have perpetuated stereotypes about Chicanas appears to be related to an on-going trend to support studies of interpersonal or cultural characteristics of Chicanas and a resistance to undertake evaluations of systemic discrimination against Mexican American women. Given that the variables of sex, ethnicity, and social class as well as race continue to be confounded in much of the research on Mexican American families, an analysis of the existing stereotypic images of Chicanas generates policy recommendations to institutions of higher education and other organizations involved in bicultural research for the development of vigorous affirmative action programs to recruit and promote Mexican American women.
Quick Socio-Emotional Screening of Mexican-American and Other Ethnic Head Start Children
Authors: De Apodaca Roberto Flores , Lowenthal Bonnie , Linden Nancy , Lowenthal Alan S.
Published: March 2007

This study investigated the use of a standardized instrument (the AML) for detecting Mexican-American and other ethnic minority Head Start children "at risk" for later adjustment difficulties. "Soft" findings included the observation that nearly all our 38 participating teachers and their aides readily accepted the use of the scale; they found it relevant and brief, and it provided them with a set of observations through which to communicate with mental health and education professionals. Similarly, these professionals found the scale invaluable in identifying and prioritizing their consultation work with teachers and parents. Empirically, our AML norms, established with approximately 700 Mexican-American and other ethnic minority children, conformed to those achieved in earlier studies with dominant culture youngsters. There were few statistically significant differences in AML scores between our six ethnic minority groups. Moreover, we found little relationship between English language proficiency and AML scores. Thus, this research supports the AML as a promising measure for use in mass screening of minority preschool children. A number of precautions are noted in the use of the scale for such purposes.
The Mother-Child Relationship and Other Antecedents of Academic Performance: A Causal Analysis
Authors: McGowan Ronald J. , Johnson Dale L.
Published: March 2007

Observational measures of mother-child interaction, home environment, demographic variables, and maternal attitudes were used in developing two causal models for classroom and achievement test performance for 86 Mexican American children. These models were tested by path analysis. Maternal attitudes stressing independence and achievement, and years of mother's education promoted the child's intellectual performance at 3 years of age, and also contributed to a mother-child interaction style thought to promote cognitive competence. Performance on an achievement test and in the classroom during the elementary school years was also positively influenced by maternal education and early intellectual stimulation of the child. In addition, performance in the classroom was less language bound and more influenced by maternal attitudes than was achievement test performance. These results are discussed in light of previous research and the relationship between maternal child rearing and various indices of cognitive development.
The Relation of Acculturation and Values in Mexican Americans
Authors: Domino George , Acosta Alexandria
Published: March 2007

The correspondence between degree of acculturation and values was studied in a sample of first generation Mexican Americans, 42 identified as highly acculturated and 42 as low acculturated, by administration of the Rokeach Value Survey in either English or Spanish. The obtained protocols were compared with national norms provided by Rokeach, and with a local group of 62 Anglos. The results show considerable variability across groups for specific values, minimal sex differences, but a greater correspondence of values between high acculturation and comparison groups than between low acculturation and comparison groups. A discriminant function analysis indicated that six of seven factors distinguish high from low acculturation subjects with a hit rate of 78%. The results are discussed in relation to acculturation and assimilation, and the limitations of a cross-cultural cross-sectional approach.
Anthropometry of Mexican American Children in the Lower Rio Grande Valley
Authors: Guinn Bobby
Published: March 2007

Height, weight, and triceps skinfold were measured in 1680 Mexican American (MA) children, 10 through 14 years of age, from the Lower Rio Grande Valley (LRGV) region of Texas and compared with National Center for Health Statistics (NCHS) reference data for American Children. Independent t-tests were used to determine the significance of differences between the two groups. Results showed subjects' heights were below reference means while weight approximated reference means. Triceps skinfold compared with NCHS data revealed significantly greater measurements among study sample boys at all ages and similar measurements among girls indicating a positive energy balance.
Perceived Self-Efficacy to Avoid Cigarette Smoking and Addiction: Differences Between Hispanics and Non-Hispanic Whites
Authors: Sabogal Fabio , Otero-Sabogal Regina , Perez-Stable Eliseo J. , Marin Barbara VanOss , Marin Gerardo
Published: March 2007

We interviewed 263 Hispanic and 150 non-Hispanic white smokers in order to evaluate cultural differences in perceived self-efficacy to avoid cigarette smoking, and addiction to cigarettes. Non-Hispanic whites have higher levels of addiction to nicotine and smoke more cigarettes than Hispanics, but increasing acculturation minimized cultural differences. Perceived self-efficacy to avoid smoking was negatively related to the perceived level of addiction and to self-reported cigarette consumption in both ethnic groups. Acculturation tended to be inversely related to self-efficacy, but directly related to addiction among Hispanics. The higher self-efficacy to avoid smoking and lower addiction levels indicate that Hispanics may have higher quit rates and lower relapse rates compared to non-Hispanic whites after comparable cessation interventions.
Life Enhancement Counseling With HIV-Infected Hispanic Gay Males
Authors: Kaminsky Silvia , Kurtines William , Hervis Olga O. , Blaney Nancy T. , Millon Carrie , Szapocznik Jose
Published: March 2007

Life Enhancement Counseling (LEC) is a systemic intervention that has been adapted and refined for use in enhancing the quality of life of HIV-infected persons. LEC makes use ofpreexistingfamilial/socialnetworks and supports in order to mobilize HIV-infected persons into biopsychosocial support (medical, psychological, and formal and informal social support), and also utilizes psychosocial and therapeutic strategies tailored to the individuals'personal and cultural frame of reference. In this article the authors report on the utility of LEC in working with HIV-infected Hispanic gay males. The work presented derives from an ongoing research study that is experimentally investigating the effectiveness ofLEC in enhancing the quality of life in HJV-infected gay men in terms of both immediate and long-term impact. Clinical and culturally relevant observations gleaned from this work are presented briefly, e.g., the tendency among Hispanic gay men to rely almost exclusively on their family of origin for emotional support, and the tendency for increased over-protection and over-involvement within the family systems of our Hispanic HIV-infected subjects. This approach represents an e-xtension of prior work, briefly presented in this article, using intervention strategies proven to be effective with Hispanics presenting a variety ofproblems. Consequently, this article presents and describes LEC 's theoretical underpinnings -systems, structure and strategy, and basic therapeutic techniques -joining, diagnosis, and restructuring. Finally, a case example is presented illustrating the application of Life Enhancement Counseling with an HIVinfected Hispanic gay manm
Owning AIDS: Latino Organizations and the AIDS Epidemic
Authors: Singer Merrill , Castillo Zaida , Davison Lani , Flores Candida
Published: March 2007

There have been various suggestions in both the mass media and in the social science literature that minority communities have not responded in a timely fashion to AIDS despite the disproportionate prevalence of the disease in these communities. A review of organizational response to AIDS in the Latino community, however, suggests that organizations at the local, regional, and natonal levels have overcome major hurdles, including lack of sufficient funding, to mount various kinds of AIDS prevention, counseling, support, and research programs. Additionally, this review suggests the need for increased support and involvement of Latino organizations in AIDS initiatives and the need for an expanded cadre of Latino researchers and health care providers.
HIV Infection and Hispanic Gay and Bisexual Men
Authors: Morales Edward S.
Published: March 2007

The growing urgency of meeting the underserved needs of Hispanic gay and bisexual men is underscored by the rising number of AIDS cases within thispopulation. For many Hispanic gays and bisexuals the psychosocial aspects relate to how the individual identifies himself as a Hispanic and as a gay or bisexual man. Hispanic gay and bisexual men often live three different lives in three different communities. For the researcher and service provider interested in contributing to the AIDS effort there are several systemic issues thatfunction as barriers. These systemic barriers have hampered efforts directed at gay and bisexual Hispanics. They are maintained by long-standing fears, suspicions, and power paradigms commonly referred to as homophobia, racism, and the internalization of these attitudes by Hispanic gays and bisexuals. This article attemptsto describe the psychosocial reality of Hispanic gay and bisexual men, examines the barriers affecting these men in HIV prevention, research, and service delivery systems, and discusses interventions to prevent HIV transmission in this group.
Identity-Related Influences on the Success of Minority Workers in Primarily Nonminority Organizations
Authors: James Keith , Khoo Gillian
Published: March 2007

In this article we review theoretical and empirical literature relating to the experiences and outcomes of minorities (ie., individuals of non-European descent) in work settings that are populated primarily by members of the majority (Le., individuals who are of European descent). We review literature on processes at the micro (Le., individual, interpersonal, and small group) and the macro (ie., organizational, societal, and cultural) levels that influence the ability of minority individuals to obtain, maintain, and succeed in positions in majority organizations. Tajfel and Turner'sSocialIdentity Theory is used as an organizational and integrative framework for this literature. Some suggestions for possible ways of countering some of the problems minority workers encounter are woven in with the review; and areas where additional conceptual and empirical work is needed are discussed.
Community Mental Health Services for Hispanics: A Test of the Culture Compatibility Hypothesis
Authors: O'Sullivan Michael J. , Lasso Bethsabe
Published: March 2007

It has been reported repeatedly thatHispanics underuse available mental health services because those services were not compatible with Hispanic culture. Data collected and presented in an earlier study were further analyzed to determine whetherHispanic clients remained in treatment longer if they were served by Hispanic staffandlor at an Hispanic community mental health center. These clients were found to have lower dropout rates and to have received more individual therapy, than did those who received services from non-Hispanic personnel and/or agencies. The implications of these findings for enhancing the use of mental health services by Hispanics are discussed.
Predictive Validity of the Scholastic Aptitude Test (SAT) for Hispanic Bilingual Students
Authors: Pearson Barbara Z.
Published: March 2007

This study examines the effect of bilingual background on standardized testing among middle-class Hispanic students in South Florida Scholastic Aptitude Test (SAT) scores and college GPA after four semesters were compared for 220 Hispanic and 892 non-Hispanic White students at the University of Miami. SAT scores accounted for a similar percentage of the variance in college GPA for the two groups, but mean SATs were significantly lower for the Hispanic students (about 45 points on average, both verbal and math), despite equivalent college grades. A given SAT score predicted a slightly higher GPA for the Hispanic student. In view of this finding, affinrmative action policies that recommend different interpretations of standardized scores with minority groups may represent not a lowering of academic standards but, rather, a fairer prediction for that group.
Strength of Ethnic Identity and Perceptions of Ethnolinguistic Vitality among Mexican Americans
Authors: Gao Ge , Schmidt Karen L. , Gudykunst William B.
Published: March 2007

The purpose of the study was to examine the relationship between strength of ethnic identity and perceived group vitality. Mexican Americans in the Phoenix, Arizona, metropolitan area perceived English andAnglos as more vital than Spanish and Mexican Americans. Ethnic identity had a significant influence on perceived ingroup vitality but not on perceived outgroup vitality. Respondents who strongly identified their ethnic group perceived their group's vitality to be higher than did those who identified less strongly with their ethnic group. First language did not influence vitality perceptons.
Second-Generation Cubans
Authors: Hill Kevin A. , Moreno Dario
Published: March 2007

This article tests the hypothesis that second-generation Cuban Americans have significantly different political attitudes than either their parents or more recent Cuban immigrants to the United States. Using the unique data set provided by the Latino National Political Survey, the article investigates whether or not there are differences between the following three sets of Cuban Americans: those born in the United States, those whofirst arrived in the United States at the age of 10 or younger and those who immigrated to the United States when they were over the age of 10. The authors find significant differences between these three groups in several sets of political attitudes, including partisanship, trust in the federal government, feelings of closeness toward the Cuban American community, and support for increased governmental spending. Interestingly, the authors find no significant differences among Cuban Americans over the question of reestablishing relations with the Castro regime.
Biculturalism, Differentness, Loneliness, and Alienation in Hispanic College Students
Authors: Suarez Shirley A. , Fowers Blaine J. , Garwood Carolyn S. , Szapocznik Jose
Published: March 2007

A multivariate framework was used to explore relationships among biculturalism, differentness, loneliness, and alienation in Hispanic college students. A diathesis-stress hypothesis predicted biculturalism would buffer feelings of loneliness and alienation resulting from feelings of differentness in Hispanic college students in a bicultural context. In a sample of 138 undergraduate Hispanic students, there was an inverse relationship between biculturalism and the degree of loneliness and alienation reported. Furthermore, a direct relationship was apparent between perceived differences in value orientations from those offamily members and the degree of loneliness and alienation reported. The diathesis-stress model was not supported because the hypothesized stress-buffering interactions of difference fromfamily with biculturalism and of difference from peers with biculturalism did not significantly affect loneliness or alienation. Biculturalism was the best predictor of loneliness, whereas perceived differences in value orientations between students and their family was the most important predictor of alienation.
Information-Theoretic Measures of Reader Enjoyment
Authors: FINN SETH
Published: March 2007

Two studies based on an information theory model of reader enjoyment investigated the role of syntactic and semantic unpredictability in determining readers' evaluations of journalistic prose. In each study, reader enjoyment ratings for a set of articles reporting a single news event were compared with cloze procedure results in which function-word and content-word responses were analyzed separately using entropy and cloze scoring techniques. Both studies revealed a statistically significant correlation between function-word predictability and reader enjoyment. In addition, a strong correlation between content-word unpredictability and reader enjoyment in one study supported the notion that readers prefer texts that are characterized by a high degree of semantic unpredictability.
Grading Scales in College Freshman Composition
Authors: MOORE WAYNE
Published: March 2007

Some of the attempts to establish what standards can define acceptable writing have resulted in the development of grading scales of one sort or another. The controversy about using grading scales to evaluate written composition has received much attention in research and in theory over the past 50 years, but the results of a survey of 600 members of the College Section of National Council of Teachers of English revealed that in the spring of 1984 only 45 or 11.6% of the 386 respondents actually used scales in their evaluations of freshman composition. The theoretical interest in these scales is apparently not matched by their use by teachers of freshman composition.
Reflections on the Origins of Writing
Authors: SCHUMACHER GARY M.
Published: March 2007

This article discusses how research on the origins of writing from such fields as anthropology, linguistics, philosophy, and history provides new perspectives on current writing research and on the teaching of writing. Four major issues are considered: (1) the functions of writing, (2) the influence of writing and writing systems on the writer, (3) the role of the writing topic on writing, and (4) writing and the decontextualization of knowledge. The implications of these issues for research on and the teaching of writing are considered.
The Reliability and Validity of Protocol Analysis
Authors: SMAGORINSKY PETER
Published: March 2007

Rhetoricians and researchers have vigorously debated the reliability and validity of protocol analysis findings. Social science scholars have contended the value of verbal data since their original use in the 1920s. This article reviews the history of verbal data in a variety of fields, places protocol analysis in its historical context, and examines more recent claims and criticisms regarding protocol analysis, concluding that protocol analysis, when conducted according to certain principles, can be an important addition to the repertoire of tools for researching the composing process.
The Promise of Writing to Learn
Authors: ACKERMAN JOHN M.
Published: March 2007

This essay situates the phenomenon of writing and learning in historical, pedagogical, and theoretical frameworks to isolate write-to-learn methods derived from the “British model” of language and learning. Writing as a mode of learning has maintained its status partly because of the rise of rhetoric and composition as a specialized field and because cross-curricular writing instruction has been offered as one answer to alleged “crises” of literate standards and competence in public and higher education. Generally, the author claims that typical accounts of writing as a unique tool for promoting learning ignore the complexities of cultures, classrooms, assignments, and other media that might equally facilitate learning. The author's reading of 35 studies of writing and learning is that they do not provide the long-sought empirical validation of writing as a mode of learning. He argues that this research is grounded in the same assumptions about language and learning as are common in the lore and practice of “writing across the curriculum” (WAC) and writing process approaches, and as a result, the issue of writing and learning has been framed wrongly. The confounds within this body of research are many of the cognitive and situational variables that would support a model of writing and learning that is compatible with the diverse discourses and experiences within and across institutions.
Wearing a Pith Helmet at a Sly Angle:
Authors: CINTRON RALPH
Published: March 2007

The entry of ethnography and ethnographic methods into writing research, particularly during the 1980s, has been highly productive. However, this research continues to ignore many of the doubts concerning ethnography that anthropologists themselves have been raising for a number of years. This article (a) outlines more than a decade of civil war among anthropologists, (b) considers the relevance of that debate to writing researchers working ethnographically, (c) argues for more experimental ethnographic texts in contrast to the entrenched models that currently rule the field and despite the institutional resistance that experimental texts are bound to generate, and (d) suggests in cursory fashion the fate of “postmodernist” discourse in the context of the more normative discourse of institutional life. Along the way, the article analyzes some of the rhetoric of the ethnographic work of writing researchers, including Heath's Ways With Words.
Measuring Effective Writing
Authors: FINN SETH
Published: March 2007

In this study of expert use of anaphoric “this,” six history textbook passages written by composition instructors, text linguists, and professional editors are submitted to cloze procedure for comprehensive analysis. Discrepancies in the predictability of content and function words pinpoint examples of ineffective anaphoric expressions using “this” as a demonstrative pronoun (“unattended this”) or “this” as a demonstrative adjective introducing a noun phrase (“attended this”). The analysis indicates that (a) current stylistic guidelines proscribing unattended “this” are overstated and (b) attended “this” is best employed when synonyms for the antecedent and descriptive adjectives are used to provide the reader new information about the referent. The study's information theory perspective leads to the further generalization that effective written communication is often syntactically predictable and semantically not.
A Content Analysis of Adult Education
Authors: Dickinson Gary , Rusnell Dale
Published: March 2007

The twenty volumes of Adult Education published between 1950 and 1970 were analyzed to ascertain trends and patterns in the contents of the journal as indications of the development of the discipline of adult education. The use of journal space, types and subjects of articles, as well as citation and authorship practices were examined by five year periods. An increase in the proportion of authors affiliated with a university was coincident with longer articles and more references cited. There was a steadily increasing emphasis on research-based articles with a decreasing emphasis on program descriptions and statements of personal belief or experi ence. The subject matter analysis indicated that there had been a rapid increase to more than one-third in the most recent period in the number of articles concerned with the fundamental principles underlying adult learning.
Testing Knowledge About Adult Education
Authors: Dickinson Gary , Rubidge Nicholas A.
Published: March 2007

A few specialized fields of practice in adult education have begun to develop standardized tests of learning outcomes, but no one has yet done so for the discipline itself. Objective tests might be useful adjuncts to instruction about adult education, as they would facilitate the determination of entry and exit knowledge levels of participants in both credit and non-credit programs and assist in the design of instruction. This study reports the develop ment and application of a test of knowldege about five topical areas in adult education.

A 100-item true-false test was constructed and administered to 124 students enrolled in graduate and undergraduate courses in adult education. Three procedures were used to estimate reliability, and the obtained coefficients were considered acceptable for the total instrument, questionable for four topical areas, and poor for the items concerned with the adult learner. The construct validity of the instrument was examined by relating test scores to the background characteristics of those completing the test. The chief factor influencing test scores was found to be the number of previous university courses in adult education.

The utility of the instrument was explored in several credit and non-credit programs and was found generally to be a useful component of the instructional process. Significant differences were noted between pre and post measures in the majority of cases. The results of the study suggest the desirability of developing additional instruments to measure higher cognitive levels, atti tudes, and skills in adult education.
Marketing's Broadening Concept Is Real in University Extension
Authors: Buchanan W. Wray , Barksdale H.C.
Published: March 2007

Educators are expressing a need for adult and continuing education professionals to develop marketing skills within their own staff or to seek the aid of professional marketers in the man agement, organization, and dissemination of information about their programs. This study offers empirical evidence to continuing and adult education administrators and marketers alike that exten sion service units perform marketing-like activities in carrying out their service mission. A survey questionnaire was administered to member institutions of the National Association of State Univer sities and Land-Grant Colleges (NASULGC) yielding 90 usable questionnaires. A variety of marketing variables is discussed along with their importance to the extension service function of the insti tution. The need for the marketing function to be fully understood and practiced by extension administrators in order to effectively manage transactions in the extension environment is discussed.
Introductory Material Structure and Prior Knowledge Effects On Adult Learning
Authors: Grotelueschen Arden D.
Published: March 2007

In an effort to identify the effects of presenting differentially structured in troductory learning materials, adults of three levels of prior knowledge of a specific mathematics concept, numeral sets in various bases, were given two differentially structured sets of instructional materials. One set was abstract throughout and the other progressed from concrete to abstract in structure.

It was found that the cognitive structure created by prior knowledge of the con cept can influence meaningful subsequent learning. Subjects with little prior knowledge benefited most from materials structured to progress from the concrete to the abstract, while subjects with high level of prior knowledge benefited more from materials that were abstract throughout.
The Nature of Counseling Expertise in Adult Education Practice
Authors: Even Mary Jane
Published: March 2007

Through extensive diagnoses and analyses, practicing adult educators identified 63 areas of knowledge, attitude, and skill which they believed would help them to work more effectively with people on many levels and in many situations. The needs were judged to be part of the counseling process. Much of the knowledge, attitudes, and skills identified is not being provided in graduate adult education programs and could represent needs brought about by the ever changing social milieu of adult education.

Based upon the outcomes of the diagnoses, a potentially useful label has been suggested which interpolates counseling expertise into adult education terminology. The term is "interpersonal expertise" and is based upon the assump tions, philosophies, and processes of the field of adult education.
Self-Initiated Learning
Authors: Penland Patrick
Published: March 2007

The study verifies in a national probability sample some of the findings of Tough and associates regarding self-initiated and self-planned learning. The in strumentation of this field research survey advances the art a step beyond the in- depth probings of more limited samples and makes available a data base for com parative investigations. About 80% of the American population 18 years and older perceive themselves to be continuing learners, and involvement in self-initiated learning projects is almost as high (76%). The reasons uncovered for planning one's own learning project are new and indicate great emphasis upon setting one's own pace within an individually determined learning style.
Can Tinto's Student Departure Model Be Applied To Nontraditional Students?
Authors: Ashar Hanna , Skenes Robert
Published: March 2007

While Tinto's student departure model has been tested and supported in numerous studies, it has not yet been applied to nontraditional students. This study attempted to find out whether Tinto's model, in particular the concepts of academic and social integration, can explain retention among nontraditional students. Attrition rates of 25 adult learner classes in a college of management and business were calculated. Four independent variables were entered into a regression equation in an attempt to explain attrition from these classes. They were: social, academic, and career integration; and the size of each class. The data showed that classes that were socially integrated and smaller were better able to retain their students than the less socially integrated and larger-sized classes. The data suggest that what keeps adult learners in educational programs is the social environment in which the learning takes place.
The Politics of Responsibility: A Theory of Program Planning Practice for Adult Education
Authors: Cervero Ronald M. , Wilson Arthur L.
Published: March 2007

This article proposes a theory of program planning practice that takes power and interests as central to action and asks what educators can do to plan responsibly. Program planning is defined as a social activity in which educators negotiate interests in organizational contexts structured by power relations. We explain four central concepts on which the theory is based: power, interests, negotiation, and responsibility. By tying these four concepts together, the theory urges planners to nurture a substantively democratic planning process in the face of power relations that either support or threaten this vision. We argue that this theory meets the criteria for any social theory to be empirically fitting, practically appropriate, and ethically illuminating.
Publication Productivity of North American Institutions in Selected Adult Education Journals, 1983-1992
Authors: Rachal John R. , Sargent Steven F.
Published: March 2007

Although publication productivity studies have been conducted in several other disciplines, no previous research has specifically examined institutional productivity in the field of adult education. The Commission of Professors of Adult Education was surveyed to determine the top journals in the field. The five journals emerging from the survey were each examined issue by issue for the ten-year period 1983-1992 to determine institutional affiliation of contributing authors. Institutional rankings for the composite five journals for the total period and each of the two five-year periods were determined by awarding credit to the authors' institutions based on authorship order. Separate productivity rankings were determined for Adult Education Quarterly alone. In the composite of the five journals, Northern Illinois, British Columbia and Georgia (tie), Pennsylvania State, and Rutgers were the top five most productive institutions for the overall ten-year period on this one measure of program quality.
Alain Locke and the AAAE Movement: Cultural Pluralism and Negro Adult Education
Authors: Guy Talmadge C.
Published: March 2007

Alain Locke's philosophy of cultural pluralism contained a vision of American society that would be inclusive of ethnic European immigrants and also those of the American Negro. Drawing on themes developed during the new Negro movement and the Harlem Renaissance, Locke developed a vision of Negro adult education emphasizing culturally—grounded adult education. The Harlem and Atlanta experiments in Negro adult education sponsored by the American Association for Adult Education actualized many of Locke's educational ideas from 1931 to 1935. Locke's role as evaluator of these projects provided him the opportunity to apply his philosophy of cultural pluralism to adult education.
Continuing Professional Education among Educators: Predictors of Participation in Learning Activities
Authors: Livneh Cheryl , Livneh Hanoch
Published: March 2007

The intent of this study was to identify those skills and characteristics that successfully predict involvement in professional development among educators. Two hundred and fifty-six professionally-defined educators were administered the Characteristics of Lifelong Learners in the Professions (CLLP) Scale. Following principal component analysis of the scale items, the four extracted factors and a set of sociodemographic variables were subjected to multiple regression analysis to predict the amount of time spent by the respondents in learning activities during the previous year. Two lifelong learning factors (Self-Motivated Learning and External Motivation) and one sociodemographic variable (Education Level) predicted one-sixth of the variance devoted by respondents to professional learning activities. Results of this study are compared to previous research findings focusing on lifelong learning among two other groups of professionals, namely, human service providers and pharmacists.
Self-Evaluation Questionnaire of Social Skills for Adolescents in High School
Authors: Loranger Michel , Arsenault Rodolphe
Published: March 2007

This article describes two studies concerning social conduict at high school lusing self-evaluation by quiestionnaire. The first was a construict validation study of an inistrument based on the categor-ies of Milburn (1974) that produced scores for several categories of behavior: Two samiples were used (N = 1,299 and N = 937). Image factor analysis extracted a dominant genieral factor that accouinted for the results. A second step of the first study led to the construction and examination of a n?ew 25-item quiestionniaire that produces a single total score related to thZe emergent general factor. The seconid study verified the construlct validity and reliability of the inew inst-ument, the Class Contduict Questionnaire, using a new sample (N = 744). In the discussioni it is suggested that the generalfactor is related to the respect of social ruiles at sclhool. These results do not question the diversity of social conduct, but they do show that the student judges his or her various behaviors in terms of a genieralframne of referentce.
Processes Associated with Integrative Social Competence
Authors: Ford Martin E. , Wentzel Kathryn R. , Wood Deborah , Stevens Ellen , Siesfeld G. A.
Published: March 2007

A total of 218 high school students were asked to report their predicted behavioral choices and anticipated emotional responses to nine situations involving a conflict between a socially responsible and a socially irresponsible course of action. Results showed that the males in the sample made fewer responsible choices than did the female participants, although the mean number of situations in which such choices were made dropped markedly for both sexes when the respondentks were assured that nothing bad would happen if they behaved irresponsibly. As hypothesized, socially responsible choices were closely associated with the anticipated emotions of guilt, pride, empathy, and fear, and not with anticipating strong self-interest emotions or worry about peer approval. These results suggest that integrative social competence, as exemplified by the culturally valued outcome of social responsibility, may be largely a function of motivational and contextual processes that are rather far removed from the literature's traditional emphasis on social understanding and social inferencing capabilities.
Correlates of Age at First Sexual Intercourse in a National Sample of Young Women
Authors: Bingham C. Raymond , Miller Brent C. , Adams Gerald R.
Published: March 2007

A subsample of814 sexually experienced adolescent females from the 1979 Un ited States National Survey of Younig W'omen was analyzed to assess the correlates of age at first sexual intercourse. Multiple regression procedures were used to examine sets of variables sequentiallv. In the hierarchical regression model, the control variables (responidenit's age, race, religion, and age at menarche), along with three independent l'ariables (houisehold income, ideal age for first marriage, and ideal age for first birth), predicted age at first sexual intercourse. The control variables accounted for a major portion of the variance in the model. Of the controls, chronological age and age at mettarche w-ere highly significant across all the models tested.
Validation Studies of the PEPSS, a Measure of Perceived Emotional Support for Use with Adolescents
Authors: Slavin Lesley A.
Published: March 2007

The validity of a self-report measure of emotional support, the Perceived Emotionall Personal Support Scale (PEPSS), was investigated in two studies of middle and late adolescents. The PEPSS asks respondents to nominate nine social network members and then to rate each of these relationships on four emotional support items. Factor-analytic techniques were used to demonstrate the validity of the proposed subscale structure of the measure, and both the predictive and the concurrent validity of PEPSS subscales were investigated. Weak but significant correlations were found between family support and a measure of depressive symptoms completed 6 months later. Family and friend subscales of the PEPSS were highly correlated with the family and friend sections of another measure of perceived emotional support. Results of the two studies suggest that the PEPSS may be a useful research instrument for future investigations of emotional support from family members and friends among adolescents.
Gender Differences in the Costs and Benefits of Peer Relationships During Adolescence
Authors: Moran Patricia B. , Eckenrode John
Published: March 2007

The purpose of this study was to examine gender differences in the impact of social stress and social support on adolescents' emotional well-being. Forty-eight males and 70 females in Grades 7 through 11 were administered a questionnaire containing scales measuring self-esteem, depression, social suppor4 and social stress. Females reported greater depression, lower self-esteem, and greater problem-focused support than did males. There were no significant differences in the amount of social stress or emotional support reported by males and females. Results revealed that social stress was strongly correlated with higher depression and lower self-esteem scores for females but not for males. In contrast, social support was correlated with lower depression scores and higher self-esteem scores to a greater extent for males than for females.
Social-Cognitive Aspects of Identity Style
Authors: Berzonsky Michael D. , Sullivan Colleen
Published: March 2007

This investigation examined the relationship between identity style and various social-cognitive dispositions: need for cognition, openness to experience, and introspection. Identity style refers to the manner in which individuals characteristically process self-relevant information, solve personal problems, and negotiate identity issues. A maximum likelihood factor analysis indicated that self-reported use of a cogitative information-oriented style loaded on two factors. One was marked by information-seeking variables, the other by self-reflective tendencies. A normative style loaded negatively on a bipolarfactor defined by openness to values and actions, suggesting that norm-oriented itndividuals tend to protect themselves from potentially dissonant experience and information. Reported use of a diffuse/avoidant style was associated with a heightened emphasis on a social identity, indicating a reliance on immediate social reinforcements. Results are discussed in terms of a process model of identity formation.
The Multigroup Ethnic Identity Measure
Authors: Phinney Jean S.
Published: March 2007

Ethnic identity is an important component of the self-concept and, like other aspects of identity, can be particularly salient during adolescence. Most research on ethnic identity has focused on the unique elements that distinguish particular ethnic groups. However, it is important as well to study and compare ethnic identity and its correlates across groups. This article presents a questionnaire measure of ethnic identity based on the elements of ethnic identity that are common across groups, so that it can be used with all ethnic groups. The questionnaire was administered to 417 high school students and 136 college students from ethnically diverse schools. Reliability, assessed by Cronbach 's alpha, was .81 for the high school sample and .9Ofor the college sample. The relationship of ethnic identity to various demographic variables and to self-esteem was examined. The measure can be used to examine similarities and differences in ethnlic identity and its correlates among youths from different ethnic groups.
Australian Adolescents' Perceptions of Health-Related Risks
Authors: Moore Susan M. , Rosenthal Doreen A.
Published: March 2007

The aim of this study was to evaluate adolescents' perceptions of their risks in five health-related areas and ascertain the relationship between risk perception and actual risky behavior. As well, five "event characteristics" postulated by Weinstein to be associated with unrealistic optimism about future life events were assessed to determine their links with beliefs about personal risk in the areas chosen: AIDS, STDs, serious car accident, lung cancer, and skin cancer. The study sample comprised 189 first-year psychology students, aged 17 to 20 years, who volunteered to complete a questionnaire concerning these issues. Results indicated that although late-adolescent students did underestimate their risks to some extent, they were also able to make some discriminating judgments about the relative likelihood of various negative events, based on characteristics of both their own behaviors and the events in question They showed only limited evidence of "adolescent vulnerability. "
Preventing Adolescent Pregnancy with Social and Cognitive Skills
Authors: Barth Richard P. , Fetro Joyce V. , Leland Nancy , Volkan Kevin
Published: March 2007

A 15-session sex education program was delivered by teachers to 586 10th graders using techniques based on social learning theory, including modeling, in-class and out-of-class practice of skills for abstaining from sexual intercourse, and for contraception. Knowledge about reproduction and birth control, intentions to use skills to avoid pregnancy, and communication with parents about pregnancy prevention were signifcantly greater at posttest and 6-month follow-up for the trained group than for the control group. Members of the trained group tended to use birth control more often, especially those who started to have sexual intercourse subsequent to the program. No differences in the frequency of sexual intercourse, pregnancy scares, or pregnancies were found Satisfaction with the program was high Although skill training by itself may not be sufficient to significantly prevent pregnancies, this program offers promise of being a useful component of combined school, home, and community activities to prevent pregnancy.
The Soundtrack of Recklessness
Authors: Arnett Jeffrey
Published: March 2007

Adolescents with various musical preferences were compared. Adolescents who preferred hard rock or heavy metal music reported higher rates of reckless behavior, including driving while intoxicated, driving over 80 miles per hour, sex without contraception, sex with someone known only casually, drug use, shoplifting, and vandalism. Preferences for hard rock or heavy metal music were also associated with higher levels of sensation seeking, negative family relationships, and, among girls, low self-esteem. In regression analyses, sensation seeking was related to reckless behavior, whereas the relation between reckless behavior and musical preferences was no longer significant, except for sex without contraception. It was concluded that adolescents who are high in sensation seeking are attracted to hard rock and heavy metal music as well as to reckless behavior perhaps because of the high intensity of sensadon provided by these ewperiences.
Codependency and Parenting Styles
Authors: Fischer Judith L. , Crawford Duane W.
Published: March 2007

This study examined the association between the parent-child relationship (as perceived by late adolescent-early adult children) and the adolescent's codependency. College students 17through 22 years of age (N = 175) reported the parenting style of their mother and father (via ratings of perceived parental support and coercive control) and completed a scale assessing their own level of codependency. Parenting style (uninvolved, permissive, authoritarian, and democratic) was related to offspring codependency in that daughters of authoritarian fathers had higher codependency scores than did daughters of permissive fathers, whereas sons of authoritarian fathers reported higher levels of codependency than did sons of uninvolved fathers. It appeared that the exercise of control on the partoffathers untempered byperceptions ofpaternal warmth or support was related to higher codependency scores in offspring. Parenting style of mothers was unrelated to codependency scores in offspring. Future research should investigate other indirect as well as direct associations of parenting with offspring codependency.