Nurses' Evaluations of Patient Attributions for the Cause and Future of Their Illness1

It was hypothesized that evaluations of patients' attributions for the cause and future of their illnesses would be seen as more realistic when these attributions coincided with subjects' views on the cause and future of the patients' illness. It was also thought that of the two, i.e., cause and future attributions, future attributions would be more pertinent for the observer when evaluating the adjustment of the patient. One hundred and twenty-eight female nurses assessed the health interviews of four patients through the use of questionnaires. The first hypothesis was supported in the case of causal attributions, but it was found that patients who accepted responsibility, regardless of nurses' views, were seen as more realistic. The second hypothesis was fully supported with future attributions indicating level of coping and causal attributions indicating level of emotional support needed. These findings have implications for caretakers' perceptions of the adaptiveness, for patients of serious illness, of control attributions.     

Relation of intelligence to ego functioning in an adult psychiatric population

Wechsler Adult Intelligence Scale-Revised (WAIS-R) IQs and clinical ratings of 10 ego functions in a diagnostically heterogeneous sample of 60 adult psychiatric inpatients were correlated. With severity of pathology statistically controlled, higher intelligence was associated with more adequate ego functioning in several spheres: primary autonomous functions, thought processes, object relations, and mastery-competence. There were also some clinically meaningful differences between the Verbal and Performance IQs in the pattern of correlations. Extending Hartmann's original views, the authors employ an ethological framework to conceptualize intelligence in relation to the ego's role in adaptation, emphasizing that intelligence is an important-albeit neglected-aspect of ego functioning.     

Three loneliness scales: an assessment of their measurement properties

In loneliness research, there has not been a consensus concerning either the factorial structure of most loneliness scales or the factorial structure of each of the proposed dimensions of loneliness. We investigated theoretical and operational definitions, as well as the factorial structure, based on gender of three loneliness scales: the University of California at Los Angeles (UCLA) Loneliness Scale, the Loneliness Deprivation Scale, and the Emotional/Social Loneliness Inventory. Unidimensional, best-fit models of the structures of these scales are presented.     

What was yours is (for now) mine: Prior user knowledge reduces product satisfaction but can improve experiential satisfaction in access-based consumption

With the rise of the sharing economy, more consumers than ever are thinking about products not in terms of ownership, but in terms of access necessary to facilitate experiences. In this paper, we build on prior literature, which distinguished product from experiential satisfaction to explore the role that knowledge of a prior user plays in shaping these two types of satisfaction in access-based consumption experiences. Across three studies, we demonstrate that product and experiential satisfaction can be affected differently when consumers are provided with information about previous users of products. We find that information about the previous user of a product consistently negatively impacts product satisfaction. However, we find that when the previous user has positive and experientially relevant traits, experiential satisfaction is increased. When the information about the previous user is negative or experientially irrelevant, experiential satisfaction is decreased. In cases in which we find a positive effect of prior user information on experiential satisfaction, we find it is mediated by transfer of the previous user's traits and that the effectiveness of this mechanism depends on the relevance of traits and the stability of the self-concept of the consumer.     

Moving Forward Indirectly: Reanalyzing the validity of employment interviews with indirect range restriction methodology

This study provides updated estimates of the criterion‐related validity of employment interviews, incorporating indirect range restriction methodology. Using a final dataset of 92 coefficients (N = 7,389), we found corrected estimates by structural level of .20 (Level 1), .46 (Level 2), .71 (Level 3), and .70 (Level 4). The latter values are noticeably higher than in previous interview meta‐analyses where the assumption was made that all restriction was direct. These results highlight the importance of considering indirect range restriction in selection. However, we found a number of studies involving both indirect and direct restriction, which calls into question the viability of assuming all restriction is now indirect. We found preliminary empirical support for correction of one of these multiple restriction patterns, indirect then direct.     

Work Ethic and Work Outcomes in an Expanded Criterion Domain

Purpose

The purpose of this study was to investigate relationships between dimensions of work ethic and dimensions of organizational citizenship behavior (OCB) and counterproductive work behavior (CWB).

Design/Methodology/Approach

Data were collected from employed individuals in MBA and undergraduate management courses and their work supervisors (N = 233). Participants represented diverse occupations with respect to job levels and industries. Participants completed the work ethic inventory, and participants’ managers completed ratings of OCB and CWB.

Findings

The work ethic dimension of centrality of work was positively related to both dimensions of OCB (i.e., OCB-I and OCB-O), and the work ethic dimension of morality/ethics was negatively related to one of the dimensions of CWB (i.e., CWB-I).

Implications

Modern perspectives on job performance recognize the multidimensional nature of the domain (i.e., the expanded criterion domain). In addition, noncognitive predictors such as work ethic have value as individual differences that are associated with performance outcomes. The assessment of such constructs can help inform selection and placement activities where a focus on OCB and CWB is important to managers.

Originality/Value

This study provides additional evidence on the relationship between work ethic and performance outcomes. Previous research has provided limited information on the relationship between dimensions of work ethic and dimensions of OCB, and no information existed on the relationship between work ethic dimensions and CWB.

     

Bias in spatial memory: a categorical endorsement

Two experiments investigated how angular estimates reflect bias as a function of response mode, geometric plane of variation, number of implicit categories, memory load and intervening task conditions. In Experiment 1, participants made motor and verbal estimates of incline and azimuth from memory. Estimates in both response modes showed signs of bias predicted by a single-category adaptation of Huttenlocher et al. [Huttenlocher, J., Hedges, L. V., & Duncan, S. (1991). Categories and particulars: Prototype effects in estimating spatial location. Psychological Review, 98, 352-376] category-adjustment model. In Experiment 2, participants made motor estimates of azimuth from memory under a variety of conditions. Stimuli in this experiment were distributed along two contiguous spatial categories. Although increasing levels of cognitive load did not produce a graded effect, participants' estimates were biased and were well described by a multiple-category adaptation of the category-adjustment model. Results from both studies supported an implicit region-based model of bias in spatial memory. These findings were discussed with respect to accounts of spatial memory that propose multiple systems or formats for coding.     

Impact of learning orientation on African American children's attitudes toward high-achieving peers

This study examined Ogbu's widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin's psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin's thesis is a needed refinement to Ogbu's ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent.     

Measuring Symptoms and Functioning of Youth with ADHD in Middle Schools

The identification of reliable and valid means for evaluating the effectiveness of school-based treatments and completing diagnostic evaluations of middle school aged students are needed. The present study examined the inter-rater agreement of teacher ratings and the relationship between ratings and observational data in a middle school setting. The data are interpreted in the context of differences between a secondary and elementary school setting. Teacher ratings and observational data were collected regularly over the course of two academic years for middle school students diagnosed with ADHD. The results indicate low rates of inter-rater agreement as well as low rates of agreement between teachers and observational data, and between observational data collected in different classrooms. Inter-rater agreement was lowest in late fall and gradually increased over the second half of the year. Implications for conducting treatment outcome evaluations of school-based treatment programs and diagnostic evaluations are discussed.