The Relationship Between African American Enculturation and Racial Identity

This study investigated how predictive the Cross Racial Identity Scale (CRIS; B. J. Vandiver, W. E. Cross, F. C. Worrell, & P. Fhagen‐Smith, 2002), a measure of Black racial identity, was of African American cultural practices, beliefs, and attitudes (i.e., enculturation) as measured by the African American Acculturation scale‐33 (H. Landrine & E. Klonoff, 1995). Findings revealed that all but 1 of the CRIS subscales significantly predicted enculturation. Theoretical and practical implications are discussed. Este estudio investigó hasta qué punto la Escala Cross de Identidad Racial (CRIS, por sus siglas en inglés; B. J. Vandiver, W. E. Cross, F. C. Worrell, & P. Fhagen‐Smith, 2002), una medida de la identidad racial Negra, podría predecir prácticas culturales, creencias y actitudes Afroamericanas (p. ej, la endoculturación) medidas por la Escala de Aculturación Afroamericana‐33 (H. Landrine & E. Klonoff, 1995). Los hallazgos revelaron que todas, a excepción de una, de las subescalas CRIS predijeron la endoculturación de una manera significativa. Se discuten implicaciones teóricas y prácticas.     

Examining the validity of the Academic Motivation Scale by comparing scale construction to self-determination theory

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation (r = -.31) than with any of the Intrinsic Motivation subscales (rs = -.27, -.19, and -.11).     

Similarities and Differences Between Religiosity and Spirituality in African American College Students: A Preliminary Investigation

To explore similarities and differences between religiosity and spirituality, the authors used several measures of religiosity and spirituality to examine the level of their association in 171 African American college students. Results support the multidimensionality of both constructs. An intrinsic religious orientation accounted for most of the variance in each type of spirituality; conversely. 1 type of extrinsic religious orientation accounted for almost none. The authors also found no significant differences between men's and women's scores on any of the religiosity and spirituality measures. The authors discuss implications for addressing religion and spirituality with African American clients.     

Attitudes Toward Affirmative Action: A Comparison of Color-Blind Versus Modern Racist Attitudes

In the hotly contested issue of affirmative action, detractors maintain that the use of race-conscious policies to remedy past discrimination is contraindicative of a color-blind society. Supporters of affirmative action maintain that while a color-blind society may be desirable, acts of past discrimination and current institutional racism make it necessary to use race-conscious policies. Past research has shown that the demographic variables of race and sex, as well as modern racist attitudes predict attitudes toward affirmative action. This investigation examined the relationship between color-blind attitudes, modern racist attitudes, and attitudes toward affirmative action. Results confirmed a positive relationship between modern racism and color-blind attitudes. After controlling for race and sex, colorblind attitudes emerged as the strongest predictor of attitudes toward affirmative action, followed by modern racism.     

The roles of ethnic identity,anti-white attitudes,and academic self-concept in African American student achievement

Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black university. A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success. The path analysis model explained 27% of the variance in grade point average and revealed three direct effects on grade point average: (a) academic self-concept (positive), (b) devaluing academic success (negative), and (c) anti-white attitudes (negative). Ethnic identity was indirectly linked with grade point average (GPA) through academic self-concept and devaluing academic success. Tests of two alternative nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a model of African American academic achievement.

Ethnicity,gender, and academic self-concept: a preliminary examination of academic disidentification and implications for psychologists

This study examined data from 358 African American students and 229 European American students to determine if the phenomenon of academic disidentification occurred. Analyses revealed that among African American male students, the relationship between academic self-concept and grade point average (GPA) significantly decreased, whereas the relationship between academic self-concept, self-esteem, and GPA significantly increased for European American female students. The relationship between academic self-concept and GPA remained significant for African American female and European American male students. Research and counseling implications are discussed.     

Cross's Nigrescence Model: From Theory to Scale to Theory

This article describes the theoretical and empirical evolution of the revised Cross nigrescence identity model (W. E. Cross, 1991) in the context of developing a new multidimensional measure, the Cross Racial Identity Scale (Vandiver et al., 2000). The research resulted in an expanded nigrescence model (W. E. Cross & B. J. Vandiver, 2001), and preliminary factor analytic strategies support the existence of 6 subscales. Este artículo describe la evolución teoretica y empirica de el modelo indentidad de nigrescence creado y revisado por W. E. Cross (1991) en el contexto de la creación de una nueva escala miltidimensional, la Escala de Identidad Racial Cross (B. J. Vandiver et al., 2000). La investigación resultó en un modelo de nigrescence extendido (W. E. Cross & B. J. Vandiver, 2001), y las estrategias factor analíticas preliminarias sustentan la existencia de 6 sub‐escalas.     

Ethnic differences in endorsement of the Protestant work ethic: the role of ethnic identity and perceptions of social class

The authors examined ethnic differences in endorsement of the Protestant work ethic (PWE; M. Weber, 1905) among Black (n = 96) and White (n = 149) college students and tested whether differences in ethnic identity and perceptions of social class mediated the relationship between ethnicity and the endorsement of PWE values. Blacks were higher in levels of ethnic identity, more likely to see themselves as working or middle class, and less likely to endorse the PWE. Only perceptions of social class partially mediated the relationship between ethnicity and PWE values. The authors concluded that perception of social class is an important construct that might influence the cultural psychology of different ethnic groups. The authors recommended further research involving PWE and other cultural variables.     

An Examination of the Impact of Racial and Ethnic Identity,Impostor Feelings,and Minority Status Stress on the Mental Health of Black College Students

This study examined ethnic identity, racial centrality, minority status stress, and impostor feelings as predictors of mental health in a sample of 218 Black college students. Ethnic identity was found to be a significant positive predictor of mental health, whereas minority status stress and impostor feelings were significant negative predictors. Although ethnic identity was the strongest predictor of mental health, racial centrality represented a nonsignificant, negative predictor. Counseling implications for Black college students are discussed. Este estudio examinó la identidad étnica, la centralidad racial, el estrés por estatus de minoría y los sentimientos de impostor como indicadores de salud mental en una muestra de 218 estudiantes universitarios negros. Se halló que la identidad étnica es un indicador positivo significativo de salud mental, mientras que el estrés por estatus de minoría y los sentimientos de impostor fueron indicadores negativos significativos. Aunque la identidad étnica fue el indicador más fuerte de salud mental, la centralidad racial representó un indicador negativo no significativo. Se discuten las implicaciones para la consejería de estudiantes universitarios negros.     

不同年龄被試思維活动(心算)对脑电图的影响

就人类脑电图研究言,思維(心算)与脑电图的相关一直是許多研究者注意的一个問題。从生理心理(或精神生理)角度来看,有关大脑輸入(感觉)或輸出(运动)的知識比較丰富,但中枢过程的知識事实上尚頗空虛。例如思維等复杂意識活动的机能定位問題,自勃洛卡(Broca)后百年間始終意見分歧,截止目前仍然是一个国际間热烈爭論