System-justifying ideologies and academic outcomes among first-year Latino college students

The present study examines the relationship between system-justifying ideologies and academic outcomes among 78 first-year Latino college students (21 men, 57 women, mean age = 18.1 years) attending a moderately selective West Coast university. Endorsement of system-justifying ideologies was negatively associated with grade point average (GPA); however it was positively associated with feelings of belonging at the university. In addition, system-justifying ideologies were negatively associated with perceptions of personal discrimination. In contrast, ethnic identity centrality was unrelated to GPA, feelings of belonging, and perceptions of personal discrimination once the relationship between system-justifying ideologies and these outcomes was statistically taken into account. The results of the present study suggest that endorsement of system-justifying ideologies may be a double-edged sword for Latino college students, involving trade-offs between academic success and feelings of belonging.     

Further Validation for the Santa Clara Strength of Religious Faith Questionnaire

This study further investigates the validity of the Santa Clara Strength of Religious Faith (SCSORF) questionnaire. Building and expanding upon prior research, the SCSORF, existing religiosity measures, mood, and personality adjustment scales were administered to three samples. Subjects included 290 university students and 232 recovering substance abusers. The results further validate the SCSORF as being a valid measure of strength of religious faith.     

Review of three tests of motor proficiency in children

The present purpose is to provide clinicians, occupational and physical therapists, and educators with a comparative analysis of three tests of motor proficiency. The Bruininks-Oseretsky Test of Motor Proficiency, Movement Assessment Battery for Children, and Tufts Assessment of Motor Performance were developed to assess the motor skills of children with developmental delays. The selection criteria, interrater reliability, reproducibility, and recommended use of each test are reported here. Recommendations for use of each test include standardization of the sample population to ensure its appropriateness.     

The effect of age and role information on expectations for big five personality traits

In four studies, the authors investigated the extent to which expectations for personality traits in age-graded roles correspond to patterns of personality trait change across the life course. In Studies 1 (N = 43) and 2 (N = 126), the authors examined the age-graded roles of high school student, college student, parent, and grandparent and found that expectations for how people behave in these age-graded roles showed strong parallels to the documented pattern of personality trait development and that this pattern of expectations was largely shared by younger and older participants. In Studies 3 (N = 252) and 4 (N = 123), the authors separated age and role information (e.g., marital, parental, and employment status) and found that people use both sources of information independently in forming expectations of others. The implications for understanding the interplay of expectations and personality trait development are discussed.     

Development and validation of a Response Bias Scale (RBS) for the MMPI-2

This study describes the development of a Minnesota Multiphasic Personality Inventory (MMPI-2) scale designed to detect negative response bias in forensic neuropsychological or disability assessment settings. The Response Bias Scale (RBS) consists of 28 MMPI-2 items that discriminated between persons who passed or failed the Word Memory Test (WMT), Computerized Assessment of Response Bias (CARB), and/or Test of Memory Malingering (TOMM) in a sample of 1,212 nonhead-injury disability claimants. Incremental validity of the RBS was evaluated by comparing its ability to detect poor performance on four separate symptom validity tests with that of the F and F(P) scales and the Fake Bad Scale (FBS). The RBS consistently outperformed F, F(P), and FBS. Study results suggest that the RBS may be a useful addition to existing MMPI-2 validity scales and indices in detecting symptom complaints predominantly associated with cognitive response bias and overreporting in forensic neuropsychological and disability assessment settings.     

Using a computer simulation of three slot machines to investigate a gambler’s preference among varying densities of near-miss alternatives

The present article describes a software program in Visual Basic .NET designed to simulate three slot machines on a computer screen. This software is described in detail regarding utility, downloading, and usage; and data are presented illustrating the software’s potential for researchers interested in gambling behavior. A simulation of multiple slot machines such as this enables researchers to evaluate players’ preferences across various machines. In the highlighted experiment, 18 recreational slot machine players played the software for extra course credit and a chance at cash prizes. All participants played a version of the simulation in which every 5th response on average was a win, whereas the remaining trials were a loss. However, on those loss trials, a varying distribution of almost wins or near misses (i.e., two winning symbols on the payoff line and the final winning symbol directly above or below the payoff line) were presented in percentages of 15, 30, or 45. While no preferences across the three options could be predicted on the basis of reinforcement history alone, deviations from equal choices across the games were noted and appeared to be the result of the presentations of near-miss losing trials. Implications for a greater understanding of pathological gambling are presented.     

Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research

Little is known about students’ motivations toward scientific research or the implications of pursuing multiple research motivations simultaneously. We conducted latent profile analysis (a person-centered statistical technique) on 1,052 undergraduate students from three universities enrolled in physics, chemistry, and biology laboratory sections. Based on a tripartite model that conceptualizes research motivations as intrinsic, extrinsic, and failure avoidant, analyses revealed five distinct research motivational profiles which were described as Unmotivated; Neutral Engagement, Ternary-Driven; Emerging Engagement; and High Engagement. Profile membership was associated with differences in science class experiences, science identity, and future research intentions. Results showed students were optimally motivated toward science when highly endorsing both intrinsic and extrinsic motivations, with low failure avoidance. These findings contribute to the literature on self-determination theory, intrinsic motivation and multiple goals, and these data create a framework for understanding undergraduate science laboratory experiences that may aid in efforts to broaden the participation of students in science.