Racial Identity Development Among Gifted Black Students: Counseling Issues and Concerns

A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students.     

Vocational Satisfaction Among Ministerial Students

84 graduate students attending the Seventh-day Adventist Seminary for North America Q-sorted 50 self-relevant, socially neutral statements to measure self-concept and occupational role percept of the “ideal” Seventh-day Adventist minister. Correlations were computed for congruence between self-percepts and occupational role percepts, as an operational approximation to the construct “vocational satisfaction.” Mean correlations in extreme quartiles of the resultant distribution differed beyond .001; subjects in extreme quartiles were accordingly regarded as “more” or “less” vocationally satisfied. Significant differences were found between more- and less-satisfied subjects on 3 of 16 personality factors (adventuresomeness, shrewdness, ergic tension); on 1 of 6 values (social); on 1 of 10 vocational interests (social service); and on 2 of 15 elements of educational-social history (extent of previous church-conducted education, vocational preference during high school).     

大学生职业成熟度研究述评

大学生处于职业发展的一个特殊阶段,职业成熟度是评价大学生职业心理发展水平的一把标尺。大学生职业成熟度理论基础主要有Super的职业终身发展观、Crites的职业成熟理论、Westbrook的认知职业成熟观和国内大学生职业成熟度七维模型。当前大学生职业成熟度已在人口学变量上进行了广泛的研究,今后的研究去向将更进一步呈现本土化趋势,采用质的研究和量的研究相结合的方法,就大学生职业成熟度与个体的认知、人格和情绪关系展开讨论。     

Activities of Suburban and Inner-City Youth

A questionnaire on out-of-classroom activities was adminstered to 238 inner-city ninth grade students and 382 ninth graders from a high socio-economic suburb. Differences in activity patterns between the two groups were slight, and where differences did exist, they may have been due to financial limitations rather than student preferences. Some differences in attitudes toward school and future expectations did exist, but little relationship is apparent between these differences and out-of-classroom activities.     

Assessing the Learning Processes of Black South African Students

Data based on responses of 126 male and 201 female 14- and 15-year-old Black South African secondary school students showed the Learning Process Questionnaire (LPQ; Biggs, 1987) to be fairly reliable and factorially valid. Comparison with the LPQ means for like-aged students from Australia and Hong Kong called into question the common assertion that Black South African students are more prone to use superficial learning processes than are Western students. In particular, the South African responses to the LPQ indicated that they were less shallow and more oriented toward achievement in their approach to learning than the Australian students were.     

Assessing the Problem-solving Appraisal of Black South African Students

The aim of this study was to investigate the reliability of the Problem Solving Inventory (PSI) as used with black South African students. Furthermore the construct validity of the PSI was assessed by comparing self-appraised effective and ineffective problem-solvers in terms of dispositional characteristics and psychological health. Subjects (N=212) were undergraduate psychology students at a South African University. The results indicated that: (1) the PSI was a reliable instrument for use with Black South African students, and (2) that self-appraised ineffective problem-solvers reported lower self-esteem and personal competence, and higher levels of depression and anxiety than self-appraised effective problem-solvers.