A Longitudinal Study of Vocational Maturity and Ethnic Identity Development

This study examines longitudinally the development of vocational maturity and ethnic identity in a majority and a minority group of 641 students in the Province of Québec, Canada. Ethnic identity and four components of vocational maturity were assessed in four cohorts at three times of measurement. Results show clearly different developmental trends in both ethnic identity and in vocational maturity for majority and minority groups: The minority group showed a linear increase in ethnic identity over time, while the majority group showed a decrease starting with the second time of measurement; vocational maturity components showed a more complex pattern of changes but demonstrated that minority participants matured significantly earlier than those from the majority group. There was a positive relationship between ethnic identity and vocational maturity for both groups.     

The impact of financial and nonfinancial incentives on business-unit outcomes over time

Unlike previous behavior management research, this study used a quasi-experimental, control group design to examine the impact of financial and nonfinancial incentives on business-unit (21 stores in a fast-food franchise corporation) outcomes (profit, customer service, and employee turnover) over time. The results showed that both types of incentives had a significant impact on all measured outcomes. The financial incentive initially had a greater effect on all 3 outcomes, but over time, the financial and nonfinancial incentives had an equally significant impact except in terms of employee turnover.     

The distortion of criteria after decision-making

The results of two experiments indicate that decision-makers separately distort their interpretations of decision criteria and evaluations of information in a manner that justifies their decisions. In Study 1, participants reported a yes/no decision either before or after they rated the applicable decision criterion and problem information. Participants distorted their criterion and information ratings more when they reported their decisions before, rather than after, they rated the decision criterion and problem information. Study 2 demonstrated that distortion of decision criterion ratings occurred after a decision had been made whereas distortion of information evaluations occurred during the process of reaching a decision. These results are consistent with a two-stage model of decision-making in which the distortion of decision criteria is distinct from the distortion of decision information.     

Sources of Cognitive Exploration: Genetic Variation in the Prefrontal Dopamine System Predicts Openness/Intellect

The personality trait Openness/Intellect reflects the tendency to be imaginative, curious, perceptive, artistic, and intellectual - all characteristics that involve cognitive exploration. Little is known about the biological basis of Openness/Intellect, but the trait has been linked to cognitive functions of prefrontal cortex, and the neurotransmitter dopamine plays a key role in motivation to explore. The hypothesis that dopamine is involved in Openness/Intellect was supported by examining its association with two genes that are central components of the prefrontal dopaminergic system. In two demographically different samples (children: N = 608; adults: N = 214), variation in the dopamine D4 receptor gene (DRD4) and the catechol-O-methyltransferase gene (COMT) predicted Openness/Intellect, as main effects in the child sample and as a gene-gene interaction in adults.     

Performance and learning goals for emotion regulation

Goal orientation theory is concerned with performance and learning goals in academic, athletic, and other ability areas. Here we examine performance and learning goals for emotion regulation. We define performance goals for emotion regulation as seeking to prove one’s ability to manage emotions; learning goals for emotion regulation are defined as seeking to improve one’s ability to manage emotions. In two studies, we tested the hypothesis that performance goals for emotion regulation would be associated with greater use of defensive emotion regulation strategies and depressive symptoms. Results from both studies showed that individuals with greater performance goals for emotion regulation reported higher levels of rumination and thought suppression and greater depressive symptoms, while individuals with greater learning goals reported greater use of cognitive reappraisal. The findings suggest that goals for emotion regulation may help explain individual differences in use of defensive versus constructive emotion regulation strategies.     

Multi-domain Models of Risk Factors for Depression and Anxiety Symptoms in Preschoolers: Evidence for Common and Specific Factors

Relatively few studies have examined multiple pathways by which risk factors from different domains are related to symptoms of anxiety and depression in young children; even fewer have assessed risks for these symptoms specifically, rather than for internalizing symptoms in general. We examined a theoretically- and empirically-based model of variables associated with these symptom types in a diverse community sample of 796 4-year-olds (391 boys, 405 girls) that included factors from the following domains: contextual (SES, stress and family conflict); parent characteristics (parental depression); parenting (support/engagement, hostility and scaffolding); and child characteristics including negative affect (NA) effortful control (EC) sensory regulation (SR), inhibitory control (IC) and attachment. We also compared the models to determine which variables contribute to a common correlates of symptoms of anxiety or depression, and which correlates differentiate between those symptom types. In the best-fitting model for these symptom types (a) SES, stress and conflict had indirect effects on both symptom types via long-chain paths; (b) caregiver depression had direct effects and indirect ones (mediated through parenting and child effortful control) on both symptom types; (c) parenting had direct and indirect effects (via temperament and SR); and temperament had direct effects on both symptom types. These data provide evidence of common risk factors, as well as indicate some specific pathways/mediators for the different symptom types. EC was related to anxiety, but not depression symptoms, suggesting that strategies to improve child EC may be particularly effective for treatment of anxiety symptoms in young children.