Malawian secondary students’ beliefs about intelligence

Students who view intelligence as malleable tend to be more academically motivated and perform at higher levels than students who view it as a fixed trait. We examined the beliefs of students from Malawi because the culture and schooling process in this country is very different from some other areas of the world in which students’ views of intelligence have already been studied. Our research questions were: (1) How do Malawian students define intelligence? (2) To what extent do Malawian students view intelligence as malleable? (3) Are Malawian students’ definitions of intelligence and beliefs about the malleability of intelligence similar to those of students in more developed countries? We conducted a mixed methods study and surveyed 136 students attending a secondary school in Malawi using a 39‐item questionnaire. Students responded to questions about their intelligence beliefs on open‐ and closed‐ended items. Our results showed that Malawian students believe that an intelligent student exhibits a variety of behaviors, including studying, working hard, reading, performing well on exams and in class, answering and asking questions, paying attention, and demonstrating good behavior. Most students believe that intelligence is malleable and provided responses that indicated that students can become more intelligent through effort. When compared to the findings of other studies, the present results suggest that the Malawian students who remain in secondary school have definitions of intelligence and beliefs about the malleability of intelligence that are similar to those of students in more developed countries, such as the US and Germany. In fact, it appears that Malawian secondary students have even higher malleable beliefs than American and German students. Finally, some of the measures that have been found to produce scores that are reliable and valid in other populations do not produce scores that are as reliable when used with Malawian students.     

Weight maintenance: Self-regulatory factors underpinning success and failure

Objectives: To investigate the differences in the contributing factors involved in weight maintenance success and failure.

Design: Semi-structured interviews were conducted with both successful and unsuccessful weight maintainers. Eighteen participants were recruited (16 women), nine of who had lost 10% of their body weight and maintained this weight for a minimum of 12?months (Maintainers), and nine individuals who met the above criteria for weight loss but had subsequently regained their weight (Regainers). A thematic analysis was employed to compare the differences between the two groups.

Results and conclusions: Two main themes highlighted the differences between the two groups, these were: goal regulation and self-control. Within these overarching themes, successful weight maintenance was related to the following subthemes: long-term, realistic goal setting, consistent use of routines and self-monitoring, avoiding deprivation and effective coping skills. Unsuccessful maintenance was related to short-term unrealistic goal setting, inconsistent routines and self-monitoring, experiencing deprivation and poor coping skills. These factors are explained in terms of the interrelationships that they have on one another and their subsequent impact on weight maintenance success or failure.     

Categorical or Dimensional: A Reanalysis of the Anxiety Sensitivity Construct

Anxiety sensitivity, or the fear of anxiety sensations, has been implicated in the etiology of anxiety disorders, particularly panic disorder. Recently, inconsistent findings have been reported regarding the latent structure of anxiety sensitivity. Whereas some taxometric studies of anxiety sensitivity have reported evidence of categorical latent structure, others have found evidence of a latent dimension. The purpose of the present research was to further examine the latent structure of anxiety sensitivity using taxometric procedures and commonly utilized measures of anxiety sensitivity. To this end, three mathematically independent taxometric procedures (MAXEIG, MAMBAC, and L-Mode) were applied to data collected from two large nonclinical samples (n's = 1,171 and 2,173) that completed the Anxiety Sensitivity Index and the Anxiety Sensitivity Index-Revised. Results from both studies converged in support of a dimensional conceptualization of anxiety sensitivity. A third study was conducted using indicators derived from the newly revised Anxiety Sensitivity Index-3 in a separate sample of 1,462 nonclinical participants. Results of these analyses provided further support for a dimensional anxiety sensitivity solution. The implications of these results for anxiety sensitivity research are discussed, and several potential directions for future research are considered.     

Opposites detract: Middle school peer group antipathies

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish ninth-grade middle school students (mean age = 15.0 years). Hierarchical linear modeling determined characteristics of youths in actor groups (nominators) that predicted antipathy for youths in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group’s school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group’s school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group’s school grades, the more its members disliked groups whose members participated in sports.     

Intergenerational class mobility in Britain: A comparative look across three generations in the Lothian Birth Cohort 1936

The Lothian Birth Cohort 1936 sample is in a uniquely good position to provide relevant data on social class mobility patterns over most of the last century. These participants, with known ultimate social class attainment, took a validated mental test in the Scottish Mental Survey of 1947 and were followed up at approximately age 70. Then, besides their own age 11 mental ability data and educational and occupational attainment, they reported educational and occupational data on their parents and offspring. We constructed structural equation models of participant and offspring social class attainment and odds of social class movement, and compared results with those from the similarly recruited and assessed Lothian Birth Cohort 1921. In the 1936 cohort, relative transmission of social class from one generation to the next decreased, while relative transmission of educational attainment increased. In addition, effects of childhood IQ and educational attainment on social class decreased, apparently due to relative decrease in overall upward mobility and absolute increase in overall education level.     

Detecting symptom exaggeration in combat veterans using the MMPI-2 symptom validity scales: a mixed group validation

Although validity scales of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2; J. N. Butcher, W. G. Dahlstrom, J. R. Graham, A. Tellegen, & B. Kaemmer, 1989) have proven useful in the detection of symptom exaggeration in criterion-group validation (CGV) studies, usually comparing instructed feigners with known patient groups, the application of these scales has been problematic when assessing combat veterans undergoing posttraumatic stress disorder (PTSD) examinations. Mixed group validation (MGV) was employed to determine the efficacy of MMPI-2 exaggeration scales in compensation-seeking (CS) and noncompensation-seeking (NCS) veterans. Unlike CGV, MGV allows for a mix of exaggerating and nonexaggerating individuals in each group, does not require that the exaggeration versus nonexaggerating status of any individual be known, and can be adjusted for different base-rate estimates. MMPI-2 responses of 377 male veterans were examined according to CS versus NCS status. MGV was calculated using 4 sets of base-rate estimates drawn from the literature. The validity scales generally performed well (adequate sensitivity, specificity, and efficiency) under most base-rate estimations, and most produced cutoff scores that showed adequate detection of symptom exaggeration, regardless of base-rate assumptions. These results support the use of MMPI-2 validity scales for PTSD evaluations in veteran populations, even under varying base rates of symptom exaggeration.     

The Impact of College Education on Rape Myth Acceptance,Alcohol Expectancies,and Bystander Attitudes

The purpose of this study was to examine the impact of education on rape myth acceptance, alcohol expectancies, and bystander attitudes. A sample of 126 community members and college students who had consumed alcohol within the past 90 days were administered surveys. College experience was unrelated to rape myth acceptance, alcohol expectancies, and bystander intentions. In line with previous research, two rape myth subscales were inversely related to bystander attitudes. In regard to alcohol expectancies and bystander attitudes, only one subscale was marginally significant. Ancillary analysis indicated that rape myth acceptance varied as a function of age, with older individuals less likely to support rape myths.