The Influence of Secular and Theological Education on Pastors’ Depression Intervention Decisions

Will a pastor refer to a mental health center? If they feel qualified to intervene themselves, they may not. Because pastors often provide grief counseling, it is important to understand the decisions they make when intervening with depressed individuals. A random sample of 204 Protestant pastors completed surveys about their treatment practices for depression. Fisher’s exact analyses revealed that more pastors with some secular education yet no degree felt that they were the best person to treat depression than pastors who had no secular education or pastors who had at least a secular bachelor’s degree. However, the level of theological education did not influence beliefs about the pastor being the best person to treat depression. In addition, neither secular nor theological education level influenced pastors’ views on referring people to mental health centers for depression treatment. Based on findings, this paper discusses implications for best practices in training pastors on depression and other mental health topics.     

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

We investigated the role of three beliefs in predicting teachers’ motivating style toward students—namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism–individualism as a predictor of individual teachers’ motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism–individualism. All three teacher beliefs explained independent and substantial variance in teachers’ self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism–individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers’ motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs—namely, normalcy.     

It’s a Bird! It’s a Plane! It’s a Gender Stereotype!: Longitudinal Associations Between Superhero Viewing and Gender Stereotyped Play

Although content analyses have found that superhero programs in the media portray strong gender stereotypes of masculinity, little research has examined the effects of viewing such programs. In the current study, 134 mothers of preschool children (from the Western and Northwestern United States) reported their child’s superhero exposure in the media, male-stereotyped play, weapon play, and parental active mediation of the media at two time points (1 year apart). Results revealed that boys viewed superhero programs more frequently than girls, with nearly a quarter of boys viewing superhero programs at least weekly. Analyses revealed that superhero exposure was related to higher levels of male-stereotyped play for boys and higher levels of weapon play for both boys and girls from Time 1 to Time 2, even after controlling for initial levels. Parental active mediation did not negate these effects, and even served to strengthen one finding for girls. Specifically, among girls with high superhero exposure, weapon play was highest for girls who received frequent active mediation. Implications of the results are discussed with a focus on whether such programs are developmentally appropriate for preschool children.     

Cultural determinants of status: Implications for workplace evaluations and behaviors

Status is a valued workplace resource that facilitates career success, yet little is known regarding whether and how cultural orientation affects status attainment. We integrate status characteristics theory with the literature on individualism and collectivism and propose a cultural patterning in the determinants of status. Four studies (N = 379) demonstrate that cultural orientation influences the tendency to view high status individuals as competent versus warm (Study 1), uncover cultural differences in both individuals’ tendency to engage in competence and warmth behaviors to attain workplace status (Study 2) and evaluators’ tendency to ascribe status to individuals who demonstrate competence versus warmth (Study 3), and verify that cultural differences in the effects of competence and warmth on status perceptions, and in turn performance evaluations, generalize to real world interdependent groups (Study 4). Our findings advance theory on the cultural contingencies of status attainment and have implications for managing diversity at work.     

Exploring Differential Subgroup Functioning on SAT Writing Items: What Happens When English Is Not a Test Taker's Best Language?

The purpose of this study is to explore patterns in model-data fit related to subgroups of test takers from a large-scale writing assessment. Using data from the SAT, a calibration group was randomly selected to represent test takers who reported that English was their best language from the total population of test takers (N = 322,011). A reference scale for the items was constructed based on EBL responses. Response behaviors of test takers who reported that English was not their best language (ENBL) were examined in relationship to this reference scale. This study illustrates the use of differential subgroup analyses to identify patterns related to person misfit within subgroups, as well as subsets of items, that may affect the validity of writing scores for ENBL test takers. The methodology described here offers an approach that can be used to explore, understand, and improve the validity of scores obtained from ENBL test takers in large-scale writing assessments.     

The role of head movements in the discrimination of 2-D shape by blind echolocation experts

Similar to certain bats and dolphins, some blind humans can use sound echoes to perceive their silent surroundings. By producing an auditory signal (e.g., a tongue click) and listening to the returning echoes, these individuals can obtain information about their environment, such as the size, distance, and density of objects. Past research has also hinted at the possibility that blind individuals may be able to use echolocation to gather information about 2-D surface shape, with definite results pending. Thus, here we investigated people’s ability to use echolocation to identify the 2-D shape (contour) of objects. We also investigated the role played by head movements—that is, exploratory movements of the head while echolocating—because anecdotal evidence suggests that head movements might be beneficial for shape identification. To this end, we compared the performance of six expert echolocators to that of ten blind nonecholocators and ten blindfolded sighted controls in a shape identification task, with and without head movements. We found that the expert echolocators could use echoes to determine the shapes of the objects with exceptional accuracy when they were allowed to make head movements, but that their performance dropped to chance level when they had to remain still. Neither blind nor blindfolded sighted controls performed above chance, regardless of head movements. Our results show not only that experts can use echolocation to successfully identify 2-D shape, but also that head movements made while echolocating are necessary for the correct identification of 2-D shape.