Exploring the Judgment–Action Gap: College Students and Academic Dishonesty

This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed between the sanctioned and self-reported cheaters. We discuss the need to examine the extent to which reasoning skills have a causal impact on cheating behaviors.     

Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self-reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed.     

Black–White mean differences in job satisfaction: A meta-analysis

Studies examining Black–White mean differences in job satisfaction have provided little clarity regarding whether there are meaningful differences between the two racial/ethnic groups on this job attitude. The present study sought to reconcile prior inconsistent findings via a meta-analytic synthesis of this literature (N = 753,791; K = 63 independent samples from 55 studies) and examined whether moderators explained the observed variability in effects. Using Hedges and Vevea's (1998) random-effects meta-analytic approach, we found that, on average, White workers were slightly more satisfied with their jobs than Black workers (g_corrected = .09; 95% credibility interval = −.21 to .39) and this effect was larger in more nationally representative samples (g_corrected = .24). The substantial true variability around this effect suggests the presence of moderators and the need for caution in interpreting the overall effect as it likely does not generalize across all work settings. Data collection year, geographic location within the U.S., job sector, and measure type were not found to moderate Black–White mean differences in job satisfaction. However, job complexity and sample demographic composition did significantly moderate this relationship. Our results show that the magnitude and direction of Black–White mean differences in job satisfaction are influenced by the context.     

Latino/as, Asian Americans, and the Black–White Binary

This paper aims to contribute toward coalitionbuilding by showing that, even if we try tobuild coalition around what might look like ourmost obvious common concern – reducing racism –the dominant discourse of racial politics inthe United States inhibits an understanding ofhow racism operates vis-à-vis Latino/as andAsian Americans, and thus proves more of anobstacle to coalition building than an aid. Theblack/white paradigm, which operates to governracial classifications and racial politics inthe U.S., takes race in the U.S. to consist ofonly two racial groups, Black and White,with others understood in relation to one ofthese categories.I summarize and discuss the strongestcriticisms of the paradigm and then develop twofurther arguments. Together these argumentsshow that continuing to theorize race in theU.S. as operating exclusively through theblack/white paradigm is actuallydisadvantageous for all people of color in theU.S., and in many respects for whites as well(or at least for white union households and thewhite poor).     

Improvement of EFL Students’ Academic Reading Achievement Through the Cognitive Academic Language Learning Approach (CALLA)

This mixed-methods study examined the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students' academic reading achievement. Participants were 122 Jordanian EFL undergraduate students who were divided into two groups: experimental and control groups. Data were collected using academic reading test and focus group interviews (four groups; with six students in each). While the students in the experimental group were taught using CALLA, students in the control group were taught using the conventional method of teaching. While quantitative data were analyzed using SPSS package program, qualitative data were analyzed using thematic analysis. The statistical analysis of academic reading test data revealed that students’ reading achievement increased only in the experimental group. Further, the analysis of the interviews showed that students’ overall perceptions of the effectiveness of CALLA were positive. Thus, this study has revealed the feasibility of implementing CALLA in EFL academic reading contexts.     

Brokering the Research–Practice Gap: A typology

Despite widespread recognition of a research–practice gap in multiple service sectors, less is known about how pre‐existing communication channels facilitate the flow of information between researchers and practitioners. In the current study, we applied an existing typology of brokerage developed by Gould and Fernandez (Sociol Methodol 19:89–126, 1989 ) to examine what types of brokerage facilitate information spread between researchers and educational practitioners. Specifically, we conducted semi‐structured interviews with 19 school administrators and staff in two public school districts regarding their experiences searching for information about instructional, health, and social skills programs. Using deductive content analysis, we found evidence of all five types of brokerage identified by Gould and Fernandez ( 1989 ). However, only three types of brokerage—gatekeepers, representatives, and liaisons—were involved in the flow of information between school administrators and researchers. Moreover, information transfer often occurred in longer chains that involved multiple, distinct types of brokerage. We conclude with the broad implications of our findings for narrowing the research–practice gap by improving researchers’ dissemination efforts and practitioners’ search for information.     

Does the Early Bird Get the Worm? An Analysis of Academic Success,Early Placement Preparation,and Hiring

Ability and effort, two aspects of Weiner's theory of resultant achievement, were examined in relation to success in securing full-time employment. Using grade point average as a measure of ability and early credential preparation as a measure of effort, effort was found to be a significant predictor of employment.     

An Exploration of the Experience of Huntington’s Disease in Family Dyads: An Interpretative Phenomenological Analysis

Huntington’s disease (HD) is a hereditary, late onset, neurodegenerative disorder. Children of affected parents have a 50 % chance of inheriting HD. Research into the psychological consequences of HD for the family has focussed on individual family members, but little is known about the ways in which its impact is jointly experienced by members of these families. This is particularly important due to the hereditary nature of HD. To address this, the current study examined the experiences of dyads within affected families. Seven parent/adult child dyads were interviewed jointly about their experiences and relationships with their family and each other and interpretative phenomenological analysis was used to analyse the resultant data. Identified themes were: “A spectre hanging over us”: HD as a presence within the family, “Us against the world”: Protection, knowledge and control, and “That could be me in 50 years”: Cyclical changes in identity and role. These findings are examined in relation to previous research and indicate the need for an increased understanding of the needs of HD families. Clinical implications and suggestions for further research are discussed.     

Factor Analysis of the Dutch-Language Version of the MCMI–III

The reliability and validity of the Road Test was evaluated, using 330 Ss varying in the number of poorly planned geographic movements (flights). Scoring criteria were developed on an independent sample. Interjudge reliabilities were .81 or above (mean = .92). Groups were differentiated on emotional expression and time span. Males and females differed in emotional expression, philosophical attitude toward life, and personal reference. It was concluded that the Road Test could be of value as a measure of life orientation and emotional expression when used in conjunction with other psychological assessment methods.     

Utilization of Sales Management Knowledge and Identification of Contributors: An Analysis of JPSSM 1980–1990

The utilization of the JPSSM in enhancing sales management knowledge was analyzed by a cross citation of JPSSM articles in other journals and sales management textbooks which found that the JPSSM has made a basic contribution to the sales and sales management literature. An examination of authorships and institutional contributors to the sales and sales management literature in the JPSSM was also conducted. A large number of both individuals and institutions have contributed articles to the JPSSM, indicating a breadth of research on sales. However, a relatively few contributors accounted for a significant proportion of JPSSM articles, suggesting a concentration of research efforts by both individuals and institutions.     

An Age–Period–Cohort Analysis of Religious Involvement and Adult Self-Rated Health: Results from the USA, 1972–2008

This study conducts an age, period, cohort analysis of how religious involvement affects adult health across the life course and over time in the USA. Cross-classified random-effect models are used to examine data drawn from the General Social Survey, 1972–2008. The research shows clear life course patterns, time trends and birth cohort changes in the religious involvement and health relationship with period effects surpassing cohort effects. For the most part, the results show a loss of advantage in health with age for those who are more involved in religion. Period effects are mainly demonstrated by an overall downward trend of self-rated health (SRH) attributable to religious denominational differences and various levels of social integration. Unlike the period effects, the health disparities associated with religious denominational differences fluctuated when cohort progressed. These findings suggest that in general, the positive effect of religious involvement on SRH decreases with age and periods, but its influence on individual SRH fluctuates by cohort. It is expected that a downward trend in SRH attributable to religious involvement will carry on in future.     

Community Disadvantage and Adolescent’s Academic Achievement: The Mediating Role of Father Influence

Among adolescents, positive parenting behavior has been found to lessen the negative effects associated with living in an impoverished community. Few studies however, have focused on the association between macro-level community influences and adolescent outcomes, and the possible parenting mechanisms through which this relationship exists. Further, less empirical attention has been directed towards the unique role played by fathers in mediating contextual influences on adolescent outcomes. To address this gap in the literature, using a nationally representative subsample of adolescents, the current study explores the mediating role of father’s school-related involvement and father–adolescent relationship quality on the association between community-level disadvantage and adolescent’s academic achievement. Results from multilevel structural equation modeling revealed a significant relationship between community disadvantage and adolescent’s academic achievement, which was further mediated by aspects of father’s influence. Among other things, findings lend support for a model outlining father’s influence as a mediator of the relationship between contextual factors and adolescent’s academic success.     

Parenting and Adolescents’ Academic Achievement: The Mediating Role of Goal Engagement and Disengagement

Journal of Child and Family Studies - Prior research has investigated parental behavior and students’ motivation separately as predictors of adolescents’ academic achievement. The...     

Black Women and White Women: Do Perceptions of Childhood Family Environment Differ?

INTRODUCTION: Few studies have examined racial differences in perceptions of childhood. Little is known about how Blacks perceive their own families, particularly the family environment that they experienced in childhood. METHODS: A community sample of 290 women (55% White, 45% Black) from two-parent families, heterogeneous in age and social class, was examined using a self-administered questionnaire, including the Family Environment Scale (FES), followed by a focused interview. Siblings were used as collateral informants. RESULTS: The psychometric properties of the FES showed remarkably little variation by race: The internal scale reliability, correlations between scales, and factor structures were quite similar. Although both White and Black women reported good childhood family environments, Black women when compared with White women rated their families of origin as more cohesive, organized, and expressive, and lower in conflict. Sibling responses corroborated these findings. DISCUSSION: This study addresses a gap in the research literature and provides important evidence of strengths in Black family relationships as reported by a community sample of women. The psychometric properties of the FES, found to be strong for families of both races, lends support to our findings and those of other researchers who have used this measure.     

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

The gender similarities hypothesis by J. S. Hyde (2005 Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581–592.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581–592.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7–19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.     

“Homeless Killer”: An Analysis of the Media’s Portrayal of the Victims of a Serial Killer

Previous research has examined the newsworthiness of homicide victims and explored many characteristics of victims. To date, there is no research examining homeless homicide victims even though homeless individuals are more susceptible to being victims of violent crimes. This study examines the online media coverage of four homeless homicide victims murdered by a serial killer in 2012 to ascertain how housing status impacts media coverage. Specifically, this study explores through content analysis what kind of coverage homeless individuals receive and how they are portrayed. Findings suggest that housing status is a salient characteristic in the newsworthiness of victims.     

Life in the Eucharistic Community: An Empirical Study in Psychological Type Theory and Biblical Hermeneutics Reading John 6:5–15

This study employs psychological type theory to analyse the ways in which a group of 13 newly ordained Anglican priests (in priest’s orders for 3 or 4 months) reflected on the Eucharistic imagery of the Johannine feeding narrative. In the first exercise, the priests worked in two groups distinguished according to their perceiving preference (7 sensing types and 6 intuitive types). In the second exercise, the priests worked in three groups distinguished according to their judging preferences (4 thinking types, 4 feeling types, and 5 feeling types). The data supported the significance of psychological type in shaping the hermeneutical process (the theory underpinning the SIFT method of biblical hermeneutics and liturgical preaching). Sensing types grappled with the plethora of detail within the text. Intuitive types looked for the bigger picture and identified major themes. Thinking types looked for and organised the major issues raised by the passage. Feeling types focused on the human and relational implications of the narrative.     

Understanding Satisfaction: An Analysis of the Meaning Potential of the Word “Satisfaction” in Everyday Norwegian Language

Satisfaction with life is often considered to be a component of or a synonym for subjective well-being. However, the meaning of “satisfaction” is rarely discussed in the scientific literature. The purpose of this study was to examine the meaning potential of the Norwegian term for satisfaction (tilfredshet). A conceptual analysis was conducted based on the qualitative responses of 276 Norwegian adults to the question “What is satisfaction for you?” Based on principles of thematic analysis, text data units were examined to develop a framework of recurrent themes and superordinate categories. The analysis demonstrated that the word “satisfaction” in everyday Norwegian language does not unequivocally point toward a unitary, clear-cut affective or evaluative phenomenon. Instead, its meaning potential was found to include material, physiological and interpersonal conditions, activities, internal psychological states, and circumstances and contexts of well-being, connected by temporal and causal assumptions. In addition to hedonic understandings, eudaimonic and processual conceptualizations of satisfaction were identified. Findings support a conceptual co-existence of satisfaction as satisficing (conditions evaluated as good enough) and as more optimal fulfilment (conditions evaluated as good). Further qualitative studies of conceptual understanding across cultural contexts and languages are recommended.