STATED WILLINGNESS TO PAY FOR PUBLIC GOODS:

Abstract— In the contingent valuation method for the valuation of public goods, survey respondents are asked to indicate the amount they are willing to pay (WTP) for the provision of a good. We contrast economic and psychological analyses of WTP and describe a study in which respondents indicated their WTP to prevent or to remedy threats to public health or to the environment, attributed either to human or to natural causes. WTP was significantly higher when the cause of a harm was human, though the effect was not large. The means of WTP for 16 issues were highly correlated with the means of other measures of attitude, including a simple rating of the importance of the threat. The responses are better described as expressions of attitudes than as indications of economic value, contrary to the assumptions of the contingent valuation method.     

Who Uses the Cost-Benefit Rules of Choice? Implications for the Normative Status of Microeconomic Theory

We find three factors to be associated with use of cost-benefit rules in everyday decisions. These are effectiveness in achieving desirable life outcomes, intelligence, and training in economics. We argue that these empirical findings support the claim that cost-benefit reasoning is normative.     

Enhancing Consultee Problem-Solving Skills in Consultative Interactions

Selected empirical research on consultative problem solving is reviewed. Although there is general support for the effectiveness of consultation in resolving a variety of presenting problems and in improving consultees' skills for solving future problems, there is a need for additional methods to facilitate the process. Direct training of consultees in behavior management, communication, and consultation process skills is advocated as one means of attaining this goal.     

Standards for Organizational Consultation Assessment and Evaluation Instruments

Although consultation researchers and practitioners have called attention to the need for more psychometrically sound instruments, little advancement has occurred in this area. The authors outline key quantitative and qualitative psychometric standards for organizational consultation assessment and evaluation instruments. In addition, a framework and review of several existing questionnaires are presented. Implications for instrument use by practitioners and suggestions for further research are discussed.     

The concurrent validity of three self-report measures of borderline personality

The recent accumulation of self-report measures of borderline personality disorder (BPD) affords the opportunity to evaluate both the construct validity of the concept and the quality of these measures. This study examines the relationship among three recently developed self-report instruments for assessing BPD from the Personality Assessment Inventory (PAI; Morey, 1991), the MMPI Personality Disorders Scales (MPD; Morey, Waugh, & Blashfield, 1985), and the Bell Object Relations Inventory (BORI: Bell, Billington, & Becker, 1986). Data on the three measures were provided by 119 undergraduate subjects from a southeastern university. A correlational analysis addresses the convergence of these measures of BPD, their divergence from measures of different but related traits, and their independence from variance due to method. Application of the Campbell-Fiske (1959) criteria indicates adequate convergence for all the BPD measures but a lack of discriminant validity for the BORI scales. The fit of the data to a structural model of construct validity is tested using confirmatory factor analysis, and these results are consistent with the hypothesis of a latent borderline trait factor independent of measurement method factors. In sum, the construct validity of the borderline personality concept using self-report methodologies receives support, and a strong association between borderline personality and paranoid phenomena is also suggested.     

Research in Consultation: Toward Better Analogues and Outcome Measures

Recommendations for improving consultation research include (a) strengthening consultation analogue research by incorporating “boundary” conditions into research designs and (b) extending the outcome measures used.     

Grandparents Affected by Parental Divorce: A Population at Risk?

When parents divorce, grandparents who have bonded with grandchildren may be affected, particularly when denied visitation. In this article the author reviews normative aspects of grand-parenthood and how grandparents are affected by parental divorce. Legal and ethical issues and counseling interventions are discussed.     

Interrelationships among students' study activities,self-concept of academic ability,and achievement as a function of characteristics of high-school biology courses

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.