Under Pressure: The Effects of Stress on Positive and Negative Relationship Behaviors

This study investigates the effects of acute stress on positive and negative relationship behaviors, specifically assurances and attention to alternatives. A sample of 129 college students were randomly assigned to either a high or low stress condition, then were led to believe they had the opportunity to interact with attractive potential relationship partners and list compliments about their current partner. Results indicated that those in the high stress condition gave their partner fewer assurances and paid more attention to alternatives. These results suggest that when individuals experience acute stress, they may engage in fewer positive relationship behaviors and more behaviors that are potentially harmful to their relationship.     

Consistency and evidence

Williamson (2000) appeals to considerations about when it is natural to say that a hypothesis is consistent with one’s evidence in order to motivate the claim that all and only knowledge is evidence. It is argued here that the relevant considerations do not support this claim, and in fact conflict with it.     

Majoring in Selection,and Minoring in Socialization: The Role of the College Experience in Goal Change Post–High School

Though it is frequently assumed that the college experience can influence our life goals, this claim has been relatively understudied. The current study examined the role of goals in college major selection, as well as whether major selection influences later goal change. In addition, we examined whether a person's perceptions of his or her peers' goals influence goal setting. Using a sample of German students (M_age = 19 years; n = 3,023 at Wave 1), we assessed life goal levels and changes from high school into college across three assessment occasions. Participants reported their current aspirations, along with the perceived goals of their peers during the college assessments. Using latent growth curve models, findings suggest that life goals upon entering college significantly predict the majors students select. However, this major selection had limited influence on later changes in life goals. Stronger effects were found with respect to perceptions of peers' goals, with students tending to change their goals to better align with their peers. The current study provides evidence that life goals are relatively stable and yet can change during the emerging adult years, in ways that demonstrate the potential influence of the college experience.     

Extending Structural Analyses of the Rosenberg Self-Esteem Scale to Consider Criterion-Related Validity: Can Composite Self-Esteem Scores Be Good Enough?

Although the Rosenberg Self-Esteem Scale (RSES) is the most widely used measure of global self-esteem in the literature, there are ongoing disagreements about its factor structure. This methodological debate informs how the measure should be used in substantive research. Using a sample of 1,127 college students, we test the overall fit of previously specified models for the RSES, including a newly proposed bifactor solution (McKay, Boduszek, &; Harvey, 2014 McKay, M. T., Boduszek, D., &; Harvey, S. (2014). The Rosenberg Self-Esteem Scale: A bifactor answer to a two-factor question? Journal of Personality Assessment, 96, 654–660.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). We extend previous work by evaluating how various latent factors from these structural models are related to a set of criterion variables frequently studied in the self-esteem literature. A strict unidimensional model poorly fit the data, whereas models that accounted for correlations between negatively and positively keyed items tended to fit better. However, global factors from viable structural models had similar levels of association with criterion variables and with the pattern of results obtained with a composite global self-esteem variable calculated from observed scores. Thus, we did not find compelling evidence that different structural models had substantive implications, thereby reducing (but not eliminating) concerns about the integrity of the self-esteem literature based on overall composite scores for the RSES.     

Adolescent Self-Esteem: Differences by Race/Ethnicity, Gender, and Age

Large-scale representative surveys of 8th-, 10th-, and 12th-grade students in the United States show high self-esteem scores for all groups. African-American students score highest, Whites score slightly higher than Hispanics, and Asian Americans score lowest. Males score slightly higher than females. Multivariate controls for grades and college plans actually heighten these race/ethnic/gender differences. A truncated scoring method, designed to counter race/ethnic differences in extreme response style, reduced but did not eliminate the subgroup differences. Age differences in self-esteem are modest, with 12th graders reporting the highest scores. The findings are highly consistent across 18 annual surveys from 1991 through 2008, and self-esteem scores show little overall change during that period.     

Role of physical activity and perceived adequacy on peak aerobic power in children with developmental coordination disorder

The purpose of this study was to determine the mediating role of physical activity and perceived adequacy towards physical activity on peak aerobic power (VO₂peak) in children with developmental coordination disorder. This case-control study involved 61 male and female subjects age 12-13 years with motor impairments and 61 healthy controls matched for age, gender and school location. Subjects were assessed for motor proficiency and classified as probable developmental coordination disorder (p-DCD) or healthy control using the Movement Assessment Battery for Children, 2nd Edition. VO₂peak was assessed by a progressive exercise test on a cycle ergometer. Perceived adequacy towards physical activity was estimated using the Children’s Self-perception of Adequacy and Predilection for Physical Activity scale. Physical activity was monitored for seven days using accelerometry. Children with p-DCD had significantly lower VO₂peak adjusted for lean mass (48.8 ± 7.2 ml/kg LM/min; p ? 0.05) compared to controls (53.1 ± 8.2 ml/kg LM/min). Regression analysis demonstrated that perceived adequacy and physical activity were significant mediators in the relationship between p-DCD and VO₂peak (R-squared = 24.3%). In conclusion, using a stringent laboratory assessment, the current study verifies earlier non laboratory findings, adding low aerobic power, the most important component of cardiorespiratory fitness, to the list of health consequences associated with developmental coordination disorder.