Validity of Two Language Versions of the Auckland Individualism and Collectivism Scale with Filipino-English Bilinguals

The Auckland Individualism and Collectivism Scale (AICS) was translated into Filipino; and the factorial structure of the Filipino and English versions were validated with two samples of Filipino-English bilinguals. Most of the fit indexes in the confirmatory factor analysis indicated that the data from the Filipino translation and the original English version both fit the hypothesized internal structure of the scale. The results provide further support for the structural aspects of the AICS’ construct validity; however, some minor issues were noted at the level of individual items and subscales.     

Impact of Abuse History on Adolescent African American Women's Current HIV/STD-Associated Behaviors and Psychosocial Mediators of HIV/STD Risk

This study examined if relationship power, sex refusal self-efficacy, or fear of condom negotiation mediated the relationship between abuse history and consistent condom use (CCU) among African American female adolescents (N?=?593). Participants with an abuse history (58%) were less likely to report CCU. Women with an abuse history reported less relationship power and self-efficacy for refusing sex and more fear of condom negotiation, none of which independently or jointly mediated the association between abuse and CCU. Notably, history of abuse was associated with CCU across mediator models despite inclusion of psychosocial mediators. This study demonstrates the importance of understanding adolescents' condom use behaviors within the context of their life experiences, especially past abuse history.     

Attentional control in early and later bilingual children

We examined differences in attentional control among school-age children who were monolingual English speakers, early Spanish-English bilinguals (who began speaking both languages by age 3), and later Spanish-English bilingual children (who began speaking English after age 3). Children's attentional control was tested using the Attention Network Test (ANT). All language groups performed equally on ANT networks; however, when controlling for age and verbal ability, groups differed significantly on reaction time. Early bilingual children responded faster on the ANT compared to both monolingual and later bilingual children, suggesting an attentional monitoring advantage for early bilinguals. These results add to evidence of advantaged cognitive functioning among bilinguals and are consistent with the possibility that children who begin speaking a second language earlier in childhood have greater advantages, due either to effects of acquiring a second language earlier or to longer duration of bilingual experience.     

Failure to capitalize on sharing good news with romantic partners: Exploring positivity deficits of socially anxious people with self-reports,partner-reports,and behavioral observations

Extending prior work on social anxiety and positivity deficits, we examined whether individual differences in social anxiety alter the ability to share and respond to the good news of romantic partners (i.e., capitalization support) and how this influences romantic relationship satisfaction and commitment. In this study of 174 heterosexual couples (average age of 21.5 with 58.3% identifying as Caucasian), greater social anxiety was associated with the provision and receipt of less supportive responses to shared positive events as measured by trait questionnaires, partner reports, and behavioral observations in the laboratory. In longitudinal analyses, individuals in romantic relationships with socially anxious partners who experienced inadequate capitalization support were more likely to terminate their relationship and report a decline in relationship quality six months later. As evidence of construct specificity, social anxiety effects were independent of depressive symptoms. Taken together, social anxiety influenced a person's ability to receive and provide support for shared positive events; these deficits had adverse romantic consequences. Researchers and clinicians may better understand social anxiety by exploring a wider range of interpersonal contexts and positive constructs. The addition of capitalization support to the social anxiety literature offers new insights into interpersonal approaches and treatments.     

Personality Differences between Responsible and Less Responsible Children

Social maladjustment has been related to an external locus of control orientation. It was hypothesized, therefore, that delinquent females would be more external than a control sample. Further, since alienation from others is also associated with maladjustment, it was expected that the delinquents would also prefer greater distance from others. These hypotheses were confirmed with discussion being in terms of implication for rehabilitation of delinquents.     

Subjective Social Status and Well-Being: The Role of Referent Abstraction

Subjective social status (SSS) has been shown to predict well-being and mental health, above and beyond objective social status (OSS). However, little is known about the factors that moderate this relationship. Two studies explored whether the link between SSS and well-being varied depending upon the referent used for comparison in SSS judgments. Participants judged their well-being and SSS in comparison to referents that varied in abstraction. A confirmatory factor analysis on SSS judgments yielded two factors: (a) SSS perceptions toward global referents and (b) SSS perceptions toward local referents. SSS relative to a global referent was a better predictor of depression (Studies 1 and 2), life satisfaction (Studies 1 and 2), and self-esteem (Study 2) than SSS relative to a local referent. These findings have theoretical implications for understanding how people differentiate between local vs. global referents and practical implications for status-related health disparities.     

Do the Effects of Adolescent Employment Differ by Employment Intensity and Neighborhood Context?

Research on the effects of adolescent employment on primarily middle‐class youth suggests that intense employment, working more than 15 or 20 hours during the school year, is associated with increased participation in risky behavior. Despite these findings, scholars who focus on the development of youth living in low‐income urban areas often hypothesize that adolescent employment will have beneficial effects on this population. There is some evidence that adolescent employment is associated with increased educational achievement and adult employment for low‐income urban youth. The impact of adolescent employment on future engagement in risky behavior across levels of neighborhood deprivation and employment intensity was investigated on a sample of 1,057 adolescents from the Project on Human Development in Chicago Neighborhoods, a longitudinal study of neighborhood effects on development. After controlling for individual characteristics, intense employment during adolescence did predict increased use of cigarettes and alcohol and having a greater number of sexual partners 2 years after employment was measured. There were no significant interactions between neighborhood SES and adolescent employment status on involvement in risky behavior. These findings suggest that intense adolescent employment is associated with detrimental developmental outcomes for youth regardless neighborhood context.     

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open‐inquiry, multi‐modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies.     

Are all ostracism experiences equal? A comparison of the autobiographical recall,Cyberball, and O-Cam paradigms

In the present study, we aimed to compare the primary-need depletion elicited by three common ostracism paradigms: autobiographical recall (e.g., Zhong & Leonardelli in Psychological Science 19:838–842, 2008), Cyberball (Williams, Cheung, & Choi in Journal of Personality and Social Psychology 79:748–762, 2000), and O-Cam (Goodacre & Zadro in Behavior Research Methods 42:768–774, 2010). A total of 152 participants (52 males) were randomly allocated to one of the three paradigms, and their subsequent primary needs were measured (belonging, control, self-esteem, and meaningful existence). O-Cam was found to induce greater total primary-need depletion than did Cyberball and recall, which did not differ significantly from each other. Moreover, when examining the pattern of individual need depletion elicited by each paradigm, O-Cam was found to induce significantly greater depletion of belonging, control, and meaningful existence than did the recall paradigm, and significantly greater depletion of control and self-esteem than did Cyberball. No other comparisons were found to be significant, including the comparisons between the recall and Cyberball paradigms for each individual primary need. Collectively, the findings will assist ostracism researchers in making informed choices regarding (a)?which paradigm is appropriate to implement with respect to their research aims, and (b)?whether the interchangeable use of paradigms within a program of research is appropriate practice.     

Adolescent-specific patterns of behavior and neural activity during social reinforcement learning

Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior.