GENDER AS A MODERATOR OF THE RELATION BETWEEN RACE-RELATED STRESS AND MENTAL HEALTH SYMPTOMS FOR AFRICAN AMERICANS

The present study tested gender as a moderator of the relationship between race-related stress and mental health symptoms among African American adults. Because African American women are exposed to stressors associated with race and gender, we hypothesized that African American women would have higher levels of race-related stress and more severe mental health outcomes related to experiences of race-related stress compared to African American men. Multivariate analyses revealed that African American men had higher stress appraisals for institutional racism than did women. No significant gender differences were found for cultural and individual racism. Moderated regression analyses revealed that increases in stress appraisals for individual racism were associated with increases in anxiety and obsessive-compulsive symptoms for African American women. Race-related stress had no significant effects on mental health symptoms for African American men. The findings suggest that gender is an important factor in determining the impact of race-related stress on mental health.     

Ordinary Objects and Series‐Style Answers to the Special Composition Question

The special composition question asks, roughly, under what conditions composition occurs. The common sense view is that composition only occurs among some things and that all and only ‘ordinary objects’ exist. Peter van Inwagen has marshaled a devastating argument against this view. The common sense view appears to commit one to giving what van Inwagen calls a ‘series‐style answer’ to the special composition question, but van Inwagen argues that series‐style answers are impossible because they are inconsistent with the transitivity of parthood. In what follows I answer this objection in addition to other, less troubling objections raised by van Inwagen.     

Academic Procrastination in Two Settings: Motivation Correlates,Behavioral Patterns,and Negative Impact of Procrastination in Canada and Singapore

Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self‐efficacy for self‐regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self‐efficacy for self‐regulated learning. On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associéà la procrastination étant l'auto‐efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1° cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est‐à‐dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto‐efficience pour l'apprentissage autorégulé.