Structural-equation models of current drug use: are appropriate models so simple(x)?

The simplex and common-factor models of drug use were compared using maximum-likelihood estimation of latent variable structural models in two samples: a sample of 226 high school students, using ratio-scale measures of current drug use, and a sample of 310 industrial workers and 811 college students, using ordinal-scale measures of current drug use. Latent variables of alcohol, marijuana, enhancer hard drugs, and dampener hard drugs were specified in a series of structural models. Contrary to previous findings with cumulative drug-use data, the common-factor model provided a more acceptable representation of the observed current-use data than did the simplex model in both samples. In addition, the similarity of results across both of these samples supports recent contentions by Huba and Bentler (1982) that quantitatively measured variables are not necessarily superior to qualitative, ordinal indicators in latent variable models of drug use.     

基于PLS-SEM的高校创业教育学生满意度模型研究

在高等教育学生满意度模型基础上,构建了高校创业教育学生满意度模型,利用天津市两所创业教育典型高校2052名已参与创业教育项目学生的问卷调查结果,采用PLS-SEM方法进行了实证分析,结果显示：学生期望、质量感知、价值感知对学生满意度均有直接且正向的影响,学生满意度对学生忠诚有直接且正向的影响;学校形象对于高校创业教育学生满意度没有直接影响,而是通过学生期望产生间接影响;学生满意度直接正向影响学生忠诚。学生满意度主要源自两方面：一是学生期望和质量感知产生的直接效用,二是学生期望通过影响质量感知和价值感知而产生的间接效用。根据研究结论,对提高高校创业教育质量提出了建议。     

Testing the factor structure of the beliefs about language learning inventory

This preliminary study examined the factor structure of the Beliefs About Language Learning Inventory in two samples of about 750 college students of English as a foreign language in Taiwan. Results of confirmatory factor analysis lend partial support to Horwitz's theoretical five-factor belief model. Subsequent exploratory and confirmatory factor analyses of data show that a four-factor model represented by only 12 items performed better than other models both theoretically and empirically. This model consists of two dimensions already theorized in the inventory: Difficulty of Language Learning and Foreign Language Aptitude, and two newly interpreted dimensions, Importance of Spoken Language and Analytical Approaches to Language Learning. Although this four-factor model could be replicated in an independent sample, the factors are not reliable, suggesting the need to search for a more representative set of beliefs to tap specific aspects of language learning.     

应对量表(COPE)测评维度结构研究

该文旨在对应对量表(COPE)的测评维度结构进行进一步的鉴别分析和验证研究。研究一对736名大学生的应对量表中文修订本(C-COPE)测评数据进行探索性二阶因素分析;研究二根据已有研究关于应对量表测评维度组构模式的不同结论,以及研究一的结果,提出十个假设模型,采用验证性因素分析测试这些模型与另一大学生样本(N：465)测评数据的拟合度。研究结果支持C-COPE八因子斜交模型。该量表如何进一步修订也在文中予以讨论。     

Contingencies of self-worth in college students: theory and measurement

The Contingencies of Self-Worth Scale assesses 7 sources of self-esteem in college students: academics, appearance, approval from others, competition, family support, God's love, and virtue. In confirmatory factor analyses on data from 1,418 college students, a 7-factor model fit to the data acceptably well and significantly better than several plausible alternative models. The subscales all have high internal consistency, test-retest reliability, are distinct from other personality measures, and have a simplex structure arrayed on a continuum from external to internal sources of self-esteem. Contingencies of self-worth assessed prior to college predicted how students spent their time during their 1st year of college.     

A Multilevel Multivariate Analysis of Academic Performances in College Based on NCAA Student-Athletes

This is an application of contemporary multilevel regression modeling to the prediction of academic performances of 1st-year college students. At a first level of analysis, the data come from N > 16,000 students who were college freshman in 1994–1995 and who were also participants in high-level college athletics. At a second level of analysis, the student data were related to the different characteristics of the C = 267 colleges in Division I of the NCAA. The analyses presented here initially focus on the prediction of freshman GPA from a variety of high school academic variables. The models used are standard multilevel regression models, but we examine nonlinear prediction within these multilevel models, and additional outcome variables are considered. The multilevel results show that (a) high school grades are the best available predictors of freshman college grades, (b) the ACT and SAT test scores are the next best predictors available, (c) the number of high school core units taken does not add to this prediction but does predict credits attained, (d) college graduation rate has a second-level effect of a small negative outcome on the average grades, and (e) nonlinear models indicate stronger effects for students at higher levels of the academic variables. These results show that standard multilevel models are practically useful for standard validation studies. Some difficulties were found with more advanced uses and interpretations of these techniques, and these problems lead to suggestions for further research.     

Policing the Ivory Tower: Students’ Perceptions of the Legitimacy of Campus Police Officers

Policing research has largely overlooked how college students’ perceptions of the legitimacy of campus police officers can be enhanced and diminished. Using data from interviews and focus groups with students and staff, along with data from two field observations, this article finds that although students expect the campus police to protect them from harm, they believe that officers should fulfill this function while not interfering with their lives as college students. Further, students delegitimize the power of the campus police by raising questions about their status as “real” officers and highlighting how they overreact to the wrong types of behaviors.     

The Present Status of the Frontal Lobe

This study contrasted two models of prospective remembering: i.e., remembering in the future to perform an action that has been planned. High anxiety or discomfort is predicted by the first model to be associated with forgetting, and by the second model to be associated with remembering but not performing. Questionnaire data from 73 male and female college students support the second model (p < .01). For planned actions that were forgotten, there was an inverse relationship between importance and comfortableness (p < .01). Prospective remembering may be facilitated by reducing potential conflict between the importance and comfortableness of a planned action, involving other persons, and utilizing external retrieval cues.     

女大学生体重知觉偏差及探因

以女性身体图形评定量表PFRS (the female Photographic Figure Rating Scale)作为刺激材料, 研究女大学生体重自我知觉与偏差, 以及女大学生对他人的体重知觉与偏差, 引入男性视角作为体重社会标准, 研究女大学生体重社会知觉与偏差。研究中要求女大学生选择准确代表自己胖瘦的图像, 选择自己理想胖瘦的图像, 选择他人眼里最有吸引力的图像, 估计PFRS真人照片图像体重值(假定图像中人物和自己身高相同), 并报告自己的实际体重和理想体重。研究要求男大学生选择最有吸引力的图像。在此基础上提出3种模型假设：镜像模型、泛化模型和相关模型, 进一步探索女大学生体重知觉偏差的原因。研究表明：女大学生体重自我知觉高估了对应真人图像的BMI; 女大学生对其他女性BMI知觉, 倾向于高估体重正常和偏瘦女性的BMI, 低估偏胖和肥胖女性的BMI; 女大学生体重的主观社会压力高于体重的实际社会压力, 对体重社会压力存在过度解读的倾向。女大学生对他人体重知觉偏差更有可能影响其体重自我知觉偏差; 认知评价不是造成女大学生知觉偏差的重要因素, 但两者关系需要进一步实证。     

Individual and group modelling of aesthetic judgment strategies

Individual differences in aesthetic judgments were investigated by comparing quantitative group and individual performance models of the judgment processes. Aesthetic judgments of beauty over novel, formal, graphic patterns were collected from 34 non‐artist college students using a two‐step ranking‐rating procedure. Their judgment processes were individually modelled using Judgment Analysis. The participants showed noted individual differences. Certain features of the stimulus material, which were considered to contribute to the picture's beauty by one participant, were used in an opposing fashion by another. A group model was derived based on the average ratings of the patterns' beauty. It was concluded that the group model was not an adequate representation of the present data, whereas the data revealed systematic judgment processes at the individual subject level.     

A longitudinal study of real-life decision making: Choosing a college

Three hundred and twenty two college-bound high school students described aspects of their college decision-making processes. Students listed their criteria as well as the alternatives (i. e., schools) under consideration, rated the importance of each criterion, and rated each alternative with respect to each criterion. They also gave their overall impressions of each alternative. Finally, students rated their comfort with the decision-making process and, at the conclusion of the study, reported on how many schools they had applied to, had or had not been accepted at, were waiting to hear from, or were waitlisted at. Students consider four or five alternatives, and use eight to ten criteria in evaluating them. These figures do not change appreciably over the course of the process, although only about half the criteria or/and slightly more than half of the schools considered at one time are considered again 6 months later, and there are several changes in the kinds of criteria considered at different points in time. There was a marginally significant trend for higher ability and average ability students to consider more criteria, more distinct types of criteria, and more alternatives than do lower ability students. There were no gender differences in this regard. Gender differences and academic ability group differences were apparent, however, in the types of criteria students reported. Participation in multiple sessions in this study had few reliable effects on decision-making performance. Students were given a list of 34 standard criteria at each session, and incorporated some of these into their own lists of criteria during subsequent sessions. However, there was no indication that repeated participation led students to adopt a more analytical strategy than they would have otherwise. Data were compared with three linear models of information integration. Models using data with multiple criteria better fit the students' data than did a model using only the most important criterion. Higher ability students were particularly better able to integrate information according to linear models.     

Teachers' modeling advantage and their modeling effects on college students' learning styles and occupational stereotypes: a case of collaborative teaching in technical courses

In this study, modeling advantage that depicts the likelihood of a teacher model being imitated by students over other competing models in a particular class was developed to differentiate the rival modeling of two kinds of teachers (the technical teachers vs. the lecturing teachers) between college students' learning styles and occupational stereotypes in the collaborative teaching of technical courses. Results of a one-semester longitudinal study indicated that the students perceived a greater modeling advantage of the technical teachers than that of the lecturing teachers. Both the students' learning styles and occupational stereotypes were in accordance with those teachers as their role models. In general, the impact of the teachers' learning styles and occupational stereotypes on students appeared to be mediated by the teachers' modeling advantage. Administrators and curriculum designers should pay attention to the fact that the technical teachers appeared to exhibit greater modeling effects than the lecturing teachers in collaborative teaching.     

Bidimensional Emotional Health in College Students: a Comparison of Categorical and Continuous Analytic Approaches

This study reports on an investigation of the concurrent validity of the bidimensional model of emotional health, using two analytic approaches—one categorical and the other continuous—with two subsamples of college students. Results from the categorical approach, using analyses of variance with the first subsample (n = 461), indicated that, compared to isolated emotional wellbeing and distress models, the bidimensional model of emotional health had incremental validity in relation to social connectedness, life satisfaction, physical health, and academic achievement outcomes. Findings from the continuous approach, using latent-variables path analyses with the second subsample (n = 490), indicated that the isolated emotional wellbeing model was a better predictor of the aforementioned quality-of-life outcomes than were the bidimensional and isolated distress models. Taken together, findings from both sets of analyses suggest that emotional wellbeing is a distinguishing predictor of college student outcomes. Implications for the theory and practice of mental health work at the college level are discussed.     

A TEST OF SHAVELSON'S HIERARCHICAL MULTIFACETED SELF-CONCEPT MODEL IN A FILIPINO COLLEGE SAMPLE

Shavelson's hierarchical, multifaceted self-concept model (HMFM) has proven useful to educational and psychological researchers. The reliability and factorial validity of a well-known HMFM instrument - the Fleming-Courtney Self-Rating Scales (SRS) - were examined for a sample of 198 Filipino college students. Confirmatory factor analysis compared six structural models. A six-factor, oblique model that included two social factors (Social Acceptance and Social Anxiety) fit the data best, and a second-order factor analysis supported the hierarchical structure of the SRS. The men were significantly higher than the women on three self-concept scales, but the only large effect was for Physical Abilities, consistent with findings in a U.S. college sample. Results provided some support for the utility of both the SRS and HMFM for Filipinos.     

The relationship between social anxiety and social support in adolescents: a test of competing causal models

This study compared the strength of competing causal models in explaining the relationship between perceived support, enacted support, and social anxiety in adolescents. The social causation hypothesis postulates that social support causes social anxiety, whereas the social selection hypothesis postulates that social anxiety causes social support. The reciprocal model combines the two hypotheses by arguing that the causal relationship between social support and social anxiety is largely reciprocal. This study tests a modification of the reciprocal model by specifying perceptions of support as a mediating construct. Two waves of data with an interval of three months were collected on 357 college students. Structural equation modeling was used to compare the reciprocal and mediated reciprocal causal models. The study found some support for the mediated reciprocal model, but the magnitude of the relationships were weaker than expected. Limitations and suggestion for future research are discussed.     

大学生情绪智力和班级人际网络对适应性的影响机制:多层中介效应模型

以国内7所大学、20个教学班、646名学生为研究样本,采用问卷调查法和社会网络分析法收集数据。运用1-1-1中介效应模型分析大学生情绪智力、班级人际网络和适应性之间的关系。结果显示:(1)大学生适应性与情绪智力、班级人际网络的点度中心度呈显著正相关,情绪智力可正向预测大学生适应性,情绪智力可正向预测大学生在班级人际网络的点度中心度;(2)1-1-1中介效应模型分析结果显示班级人际网络的点度中心度在情绪智力与适应性关系中起部分中介作用。     

Role models in self-esteem of college women

This study examined the relationship between self-esteem and the existence of role models among a sample of 36 female college students. Participants completed a questionnaire which included demographic questions, the Self-esteem Inventory, and questions concerning use of childhood and contemporary role models. Independent t-test results indicated that participants who reported having current role models had higher self-esteem scores than participants who did not, suggesting that role models may contribute to higher self-esteem in college-age women. No significant differences in self-esteem were by sex of the role model.     

Gender Differences in U.S. College Students�� Fear for Others

This study examines U.S. college students?? fear of crime for others and uses the ??doing gender?? perspective to help explain gender differences. A sample of 931 college students (421 male students/510 female students and 605 White students/326 Black students) under the age of 30 from a Southeastern public university provided information on fear of crime, fear for others, and other variables often associated with fear of crime. When splitting the sample by gender, results suggest that both male and female college students fear for others, but do so in very different ways. While male students?? fear for others was associated with their personal characteristics (race, age and parental status) and whether they lived with an intimate, female students?? fear for others was most influenced by constrained behaviors and personal fear of crime. Additionally, when testing race specific models, there were not enough minority men to split the sample for men. However, when separating the sample by race for women only, the model generally did not work for non-White women, while the model worked well for White women. Overall, the results suggest that younger individuals?? fear of crime for others is gendered, associated with living status for men and personal fear for women and that racial differences among men and women should be examined in the future.     

特质正念与大学生焦虑和攻击性的纵向关系：心理弹性的中介和留守经历的调节

基于心理弹性的整合模型和压力与健康关系的终生发展模型,以629名大学生为被试,进行间隔时间为三个月的两次施测,探讨特质正念与大学生焦虑和攻击性的关系及其作用机制。研究发现:(1)特质正念对大学生焦虑和攻击性具有显著的负向预测作用;(2)特质正念通过心理弹性的中介作用预测大学生焦虑和攻击性;(3)留守经历调节了特质正念→心理弹性→焦虑/攻击性的后半段,具体来说,相对于有留守经历的大学生而言,无留守经历大学生心理弹性对焦虑和攻击性的保护作用更为显著。研究结果强调了特质正念和心理弹性是大学生内外化问题的保护因素,而童年期的留守经历是成年后个体心理资源和内外化问题的风险因素,这对大学生内外化问题的干预具有重要的参考价值。