Neighborhood social disorder as a determinant of drug injection behaviors: a structural equation modeling approach.

Neighborhood environments are increasingly recognized as a contextual determinant of health, behaviors, and disease; however, the pathways through which neighborhood characteristics impact health behaviors are poorly understood. This article examines pathways to elucidate how neighborhood social disorder may lead to HIV transmission. Data are from a baseline survey of 701 injection drug users from the Self-Help in Eliminating Lethal Diseases Study, an HIV prevention intervention in Baltimore. Structural equation modeling was used to examine the pathways among social disorder, psychological distress, and drug injection behaviors. The relationship between disorder and injection behaviors in the models tested suggests that psychological distress is higher in more socially disordered neighborhoods, that distress leads to greater injection frequency and equipment sharing, and that injection frequency predicts equipment sharing.     

Inspiration as a psychological construct

Inspiration has received little theoretical or empirical attention within psychology. Inspiration is conceptualized herein as a general construct characterized by evocation, motivation, and transcendence. In Studies 1a and 1b, a trait measure of inspiration was developed and was found to have strong psychometric properties. Studies 2a-2c documented a nomological network consistent with the present conceptualization. Study 3 related inspiration to the holding of U.S. patents. Study 4 linked trait inspiration to daily experiences of inspiration, extended the nomological network to the state level, documented antecedents and consequences, and established incremental validity. This research provides a foundation for further study of inspiration, both as a general construct and in specific content domains (e.g., religion, creativity, interpersonal relations).     

Development of physical ability tests for police officers: a construct validation approach.

A construct validation approach was followed to affirm that 8 physical ability test events were significantly related to two important constructs underlying the job performance of police officers: strength and endurance. A sample of 115 incumbent police officers took 8 physical ability tests and were rated by supervisors on their physical performances in their job. LISREL methods were used to test the model specified, and a reasonable fit was achieved. Portions of the model were tested on an independent sample of 161 applicants; the fit of the model was again acceptable. A nomological network of relationships, in which strength and endurance factors correlated in expected directions with other physiological and demographic variables, was hypothesized and tested. Finally, the data were examined for potential gender differences and bias. Considerable differences were shown between men and women on both test and performance variables, and women would be overpredicted if a common regression line were used for selection purposes.     

Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race

Racialized science seeks to explain human population differences in health, intelligence, education, and wealth as the consequence of immutable, biologically based differences between "racial" groups. Recent advances in the sequencing of the human genome and in an understanding of biological correlates of behavior have fueled racialized science, despite evidence that racial groups are not genetically discrete, reliably measured, or scientifically meaningful. Yet even these counterarguments often fail to take into account the origin and history of the idea of race. This article reviews the origins of the concept of race, placing the contemporary discussion of racial differences in an anthropological and historical context.     

Changes in identification during adolescence: a personal construct theory approach

The Role Construct Repertory Grid was administered individually to groups of eight subjects representing the early, mid and late adolescence age ranges. The Mid-Adolescence Group showed significantly greater conceptual distances between ideal-self and actual-self than either of the other groups. Differences between the age groups on self-integration plots and a measure of self-isolation were also observed. Evidence was found of decreasing identification with parents as a function of age.     

Social competence as a developmental construct

The concept of social competence presents problems for conceptualization and assessment. At times researchers have tried to circumvent these problems by defining competence in terms of specific capacities or skills, with the consequence that the integrative potential of the concept is lost. On the other hand, more molar definitions (e.g., “effectiveness”), while being true to the integrative nature of the construct, provide little guidance for assessment. In this paper a developmental perspective on competence is presented which is congruent with a molar definition of competence while still guiding assessment efforts. In addition to this developmental viewpoint, certain practical guidelines are presented for assessment of competence across ages. These include the use of broadband assessments, which are tied to real-life adaptational problems, call for the coordination of affect, cognition, and behavior, and tax the integrative capacities of the child. Initial validation of the developmental competence construct and this approach to assessment is presented.     

Group entity belief: an individual difference construct based on implicit theories of social identities

ABSTRACT Drawing from the implicit theories framework of Dweck (1986) , we propose a new construct called Group Entity Belief (GEB), which is an individual difference construct reflecting the extent to which social identities are perceived as fixed and lasting aspects of the self. In this research, we tested the overarching hypothesis that high GEB is associated with stronger social identity effects. First, we examined the relationships between GEB and classic group-related variables such as collective self-esteem, commitment, and social identification. Second, we tested how much GEB predicts group-related outcome variables. Finally, we examined how GEB is associated with variables pertaining to past in-groups. These findings provide valuable insights into the psychological nature of GEB.     

Relations between social and emotional competence and mental health: a construct validation study

Researchers working fairly independently of each other have created numerous measures of social and emotional competence (SEC). These measures tend to correlate (sometimes highly) with each other and with measures of stressful events, suggesting potential redundancy. We evaluated which, if any, SEC variables predicted unique variance in social and mental health after controlling for other SEC variables in the study and the impact of stressful events. Three-hundred and thirty-one university students participated in an anonymous, cross-sectional study. We measured stressful events, and a wide variety of SECs, including: social problem solving skill (effective problem orientation, automatic processing, and problem solving), alexithymia (difficulty identifying and describing emotions; minimising emotions), effective emotional control (low rumination, high impulse control, high aggression control, low defensive inhibiting of emotions), and level of emotional awareness. We also assessed a variety of aspects of social and mental health (e.g. depression, anxiety, hopelessness, suicidal ideation, life satisfaction, social support). Covariance analyses revealed that all SEC measures except minimising emotions had significant incremental value over the other measures and over stressful events in predicting social and mental health. The optimal set of predictors differed depending upon the type of health predicted. These findings have important implications for the design of social and emotional intervention programs.     

Social spatial cognition: social distance dynamics as an identifier of social interactions

We suggest that socio-spatial behavior, which is an interaction between social and spatial cognition, can be viewed as a set of excursions that originate and end in close proximity to another individual(s). We present an extension of earlier studies that perceived spatial behavior in individual animals as a series of excursions originating from a particular location. We measured here the momentary distance between two individuals (social distance) to differentiate among eight possible types of social excursion originating in a state of proximity between excursion-participants. The defined excursion types are based on whether or not the excursion initiator also concludes the excursion, whether or not the excursion starts and ends at the same location, and the dynamics of the distance between excursion participants. We validated this approach to socio-spatial behavior as a set of excursions using it to analyze the behavior of the two sexes in rodents, of normal vs. stereotyped rats, as well as of different rodent species. Each of these groups displays a prevalent excursion type that reflects a distinct social dynamics. Our approach offers a useful and comprehensive tool for studying socio-spatial cognition, and can also be applied to distinguish among different social situations in rodents and other animals.

     

Freud's letters as a historical source

This article introduces the project of a "concordance of letters to and by Freud". It should make the broadly scattered Freud-correspondence more accessible to the historian. (Since the death of Freud, almost 3200 letters written by him and nearly 1200 letters to him have been published.) At the same time principles of methodology are discussed which have to be observed in using letters as historical source material.     

Psychological cost-benefit as an intervening construct in career choice models

A causal model for career choice was outlined, encompassing psychological cost-benefit-profit as a central intervening construct. The model was applied to the career choice (education vs work) after high school graduation and tested on longitudinal data from 173 students. The main problem concerned the relationship among the components in the causal career choice model, using multiple correlation and path analysis as tools. The results showed clear sex differences. For boys, the model was a rather powerful predictor of career choice (R = 0.70), and Psychological profit with regard to continued education had a clear direct effect as well as an indirect effect on career choice. For girls, the predictive validity was low (R = 0.35) and Psychological profit affected career choice only indirectly via Educational aspiration.     

Agent-based modeling: a new approach for theory building in social psychology.

Most social and psychological phenomena occur not as the result of isolated decisions by individuals but rather as the result of repeated interactions between multiple individuals over time. Yet the theory-building and modeling techniques most commonly used in social psychology are less than ideal for understanding such dynamic and interactive processes. This article describes an alternative approach to theory building, agent-based modeling (ABM), which involves simulation of large numbers of autonomous agents that interact with each other and with a simulated environment and the observation of emergent patterns from their interactions. The authors believe that the ABM approach is better able than prevailing approaches in the field, variable-based modeling (VBM) techniques such as causal modeling, to capture types of complex, dynamic, interactive processes so important in the social world. The article elaborates several important contrasts between ABM and VBM and offers specific recommendations for learning more and applying the ABM approach.     

A new Swedish social attitude scale: Reliability and construct validity

The aim was to construct an updated and balanced version of a previous Swedish social attitude scale (Sidanius, 1976), and to assess the reliability and construct validity, employing a sample of 445 students, aged 14–17, from schools within metropolitan Stockholm. The results showed acceptable precision and internal consistency and reasonably high test-retest reliability for the scale as a whole. The a priori attitude domains (political-economic conservatism, religion, punitiveness, social inequality, ethnocentrism, and environment) were identified through use of confirmatory factor analysis. Most domains showed acceptable reliability. Differing results for the various age groups indicated that the present version of the scale should not be used among subjects below the age of 15.     

Reliability and construct validity of a Swedish social attitude scale for children

The aim was to construct a social attitude scale for children and to assess its reliability and construct validity, employing a sample of 226 children, aged 8–15, from schools within metropolitan Stockholm. The results showed the precision, test-retest reliability and internal consistency for the total scale to be moderate among younger subjects (8, 10 and 12 years) and acceptable among older ones (14 and 15 years). Confirmatory factor analyses revealed different factor structures for the various age groups. Only two factors were identified for the 8 year olds, while three, four, and five factors were obtained for the 10, 12, 14, and 15 year old subjects, respectively. The factors were, in consecutive order of appearance, Religion, Punitiveness, Ethnocentrism, Political-economic conservatism, and Environmental issues. Implications for attitude measurement among children and directions for further research on structural aspects of attitudes are discussed.