Social Comparisons and Absenteeism: A Structural Modeling Approach1

In this study a social comparison model is constructed that predicts objectively recorded absence frequency among male Dutch blue-collar workers from a metal factory in the Netherlands. By employing LISREL, the model is developed (tested and revised) in Plant North (N = 254), and successfully cross-validated in Plant South (N= 199). The study demonstrates the impact of two social comparison processes upon absenteeism. Absenteeism is the result of: (a) the perception that one is less well-off than one's colleagues on several job aspects, and (b) the adjustment of one's personal absence norm to that of the work group. In addition, our study reveals that, rather than being absent or having tolerant absence norms, employees may develop feelings of resentment in response to perceived inequity and a tolerant group absence norm. It is concluded that social comparison theory enhances our understanding of absenteeism.     

Avoidance Responses to Alternative Alcohol Warning Labels1

A preference-based measure of responses to warning labels was used to study alternative alcohol warning labels that differed in: (a) length, (b) presence of qualifier words, (c) alternative content, and (d) specific beverage. The specific risks mentioned were more important than the overall label length, qualifier words reduced avoidance responses, various alternative warnings elicited more avoidance responses than the existing alcohol warning label, and more avoidance responses were made to labels on a whiskey bottle than on a beer bottle. Warnings with the words “poison,”“cancer,” or “health problems” were the most powerful. The results for college students in Study 1 were replicated in a high-school sample in Study 2.     

Assisting At-Risk College Students With Attributional Retraining and Effective Teaching1

Attributional retraining appears to be an effective remedial intervention for college students. However, the potential moderating effects of student and classroom characteristics have not yet been investigated systematically. In two studies, attributional retraining was provided to low- and high-risk students, followed by a videotaped lecture presented by either an ineffective or effective instructor. Attributional retraining enhanced achievement on a lecture-based achievement test only when combined with effective teaching, improving the achievement of students who had previously performed poorly (Experiment l), and of low-achieving externals (Experiment 2). The intervention provided no advantage for previously successful students and low-achieving internals. Moreover, attributional retraining induced a more internal attribution profile in students with an external locus, and increased expectations of future success in both externals and internals, but again only when students also received effective instruction. These results suggest that contextual factors related to the classroom, such as quality of instruction, and individual differences have to be considered when developing attributional retraining programs.     

The effects of periodic visual occlusion on ball catching

Four experiments were conducted to examine the effects of periodic visual occlusion on one-handed ball catching. Tennis balls were projected one at a time over distances of 8-12 m, and liquid-crystal visual occlusion spectacles provided intermittent vision by opening and closing the lens shutters at different frequencies. As well as frequency, we manipulated duty cycle, or the proportion of time that the lenses were open. Generally, catching performance deteriorated as frequency was reduced. Although longer visual samples (i.e., increased duty cycle) mediated this effect to some extent, the most potent variable was the time between visual samples; performance deteriorated rapidly when this interval was greater than 80 ms (i.e., 10 Hz with 20-ms lens open times). Presumably this occurred because subjects had difficulty integrating visual information separated by longer temporal intervals.     

Partial visual feedback and spatial end-point accuracy of discrete aiming movements

Five experiments are reported in which the effect of partial visual feedback on the accuracy of discrete target aiming was investigated. Visual feedback was manipulated through a spectacle-mounted liquid-crystal tachistoscope. The length of the visual feedback interval was varied as a percentage of the instructed movement time. In Experiment 1, the length of the vision interval was manipulated symmetrically at the beginning- and end-phase of the movement, whereas in the remaining experiments, the vision time was varied with respect to the end-phase only. The variations at the end were examined for different distances (Experiment 2), different movement speeds at the same distance (Experiment 3), and in small interstep intervals (Experiment 4). A vision time of more than 150 ms at the end-phase of the movement enhanced aiming performance in all experiments. Longer vision times monotonously improved aiming accuracy; the fifth experiment showed that a vision time of about 275 ms was sufficient for near-perfect aiming. Furthermore, the significance of vision during the first phase of a movement was demonstrated again. The results of the five experiments pointed to shorter visuomotor processing times. To explain the beneficial effects of short vision times for aiming accuracy, we propose a model of visuomotor processing that is based on the stochastic optimized submovement model of Meyer, Abrams, Kornblum, Wright, and Smith (1988).     

Integrating Qualitative and Quantitative Research Methods: A Research Model

A historical antagonism between proponents of qualitative methods and quantitative methods has prevented recognition of the benefits to be gained by employing both methods (that is, a multi-method approach) during the same study or program of studies. Increasingly, family therapy researchers have begun to recognize the value of a multi-method approach in bridging the current gaps among theory, research, and practice. However, current writings have yet to move beyond the discussion stage. This article proposes a bidirectional continuum that includes both qualitative and quantitative methods. An ethnographic content analysis approach is presented to illustrate the procedural stages of this continuum. The article ends with a discussion of the challenges in carrying out a bidirectional, multi-method approach and the potential contributions that an integrative research methodology will give both researchers and clinicians.     

Decision-making incapacity among nursing home residents: results from the 1987 NMES survey. National Medical Expenditure Survey

Recent legislative and regulatory developments have focused attention on older adults' capacity for involvement in health care decision-making. The Omnibus Budget Reconciliation Act of 1987 (OBRA 87) focused attention on the rights of nursing home residents to be involved in health care decision-making to the fullest extent possible. This article uses data from the 1987 National Medical Expenditure Survey (NMES) to examine rates of incapacity for health care decision-making among nursing home residents. Elements of the Oklahoma statute were used to operationalize decision-making incapacity: disability or disorder, difficulty in decision-making or communicating decisions, and functional disability. Fifty-three percent of nursing home residents had a combination of either physical or mental impairment and an impairment in either self-care or money management. The discussion focuses on the policy and practice implications of significant rates of incapacity among nursing home residents.     

AN EMPIRICAL INVESTIGATION OF THE PREDICTORS OF EXECUTIVE CAREER SUCCESS

This study examined the degree to which demographic, human capital, motivational, organizational, and industrylregion variables predicted executive career success. Career success was assumed to comprise objective (pay, ascendancy) and subjective (job satisfaction, career satisfaction) elements. Results obtained from a sample of 1,388 U.S. executives suggested that demographic, human capital, motivational, and organizational variables explained significant variance in objective career success and in career satisfaction. Particularly interesting were findings that educational level, quality, prestige, and degree type all predicted financial success. In contrast, only the motivational and organizational variables explained significant amounts of variance in job satisfaction. These findings suggest that the variables that lead to objective career success often are quite different from those that lead to subjectively defined success.