Social pressures on organizational website adoption

Innovation adoption research has demonstrated that organizational features and perceived benefits of innovations play significant roles in explaining organizational‐level decisions to adopt new technologies. Beyond such motivations, however, social pressures operating at the interorganizational level have been proposed to influence the decision to adopt innovations, even without regard to any proven or anticipated benefit from the innovation itself. To empirically determine the influence of organizational features, perceived benefits, and social pressures on organizations' innovation adoption decisions, this study examined the decisions of 288 organizations to adopt Internet websites. Organizational social pressures were found to be the most significant discriminators of adopters and non adopters, although they were not particularly important in predicting the likelihood of future adoption for those organizations currently without websites. This finding suggests that social pressures are significant in innovation adoption, but that they may have their strongest effect during the early phases of innovation diffusion. Organizational features and perceived benefits were also reasonable discriminators of adopters and nonadopters as well as effective predictors of the likelihood of adoption for nonadopters. To a lesser degree, these factors were also predictive of the stage of adoption for those organizations that have already adopted websites.     

Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading ability variables and graduate students' levels of academic procrastination. Specifically, the first canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination resulting from fear of failure. The second canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination associated with writing a term paper, performing administrative tasks, attending meetings, keeping up with weekly reading assignments, and, most notably, performing academic tasks. Implications are discussed in the context of designing and implementing strategies designed to improve African American student performance and instruction in graduate-level courses.     

Perfectionism and statistics anxiety

The purpose of this study was to investigate the relationship between perfectionism and statistics anxiety, using a multivariate approach. Participants were 107 students enrolled in graduate-level research methodology courses. A canonical correlation analysis revealed that graduate students who hold unrealistic standards for significant others (i.e. other-oriented perfectionists) and those who maintain a perceived need to attain standards and expectations prescribed by significant others (i.e. socially-prescribed perfectionists) tend to have higher levels of statistics anxiety associated with interpretation anxiety, test and class anxiety, computational self-concept and fear of asking for help. The implications of these findings are discussed.     

Attributions toward violence of male juvenile delinquents: a concurrent mixed-methodological analysis

The authors investigated male juvenile delinquents' causal attributions about others' behavior and the salient pieces of information that the male juveniles used in arriving at their attributions. Participants were 82 male juvenile offenders whom the authors drew randomly from the population of juveniles who were incarcerated at a correctional facility. A concurrent mixed-methodological analysis revealed that the juvenile offenders committed attributional errors about violence nearly 53% of the time. Race and number of prior arrests predicted the number of attributional errors about violence. A phenomenological analysis revealed the following 7 themes stemming from juveniles' reasons for causal attributions: self-control, violation of rights, provocation, irresponsibility, poor judgment, fate, and conflict resolution. Some of these themes were related to age, ethnicity, and number of prior arrests. The authors discussed implications of all findings.     

The effect of polygamous marital structure on behavioral,emotional, and academic adjustment in children: a comprehensive review of the literature

Polygamy represents expanded family structures that are based on marriages involving a husband with 2 or more wives. Interestingly, polygamy is legally and widely practiced in 850 societies across the globe. In the last 2 decades, polygamy has been the focus of a significant growth in public, political, and academic awareness. Indeed, several quantitative and qualitative research articles and theoretical papers have emerged during this period, particularly concerning the effects of this form of marital structure on behavioral, emotional, and academic adjustment of children. However, to date, no researcher has provided a summary of the extant literature. Thus, the purpose of this comprehensive literature review is to summarize findings and to discuss implications of empirical studies that have examined whether polygamous marital structures are beneficial or harmful to children in comparison with children raised in monogamous marital structures. This review includes a summary of the findings from all quantitative and qualitative studies in the extant literature that have examined the effect of polygamy on children's outcomes.     

Is defense or offense more important for professional football teams? A replication study using data from the 1998-1999 regular football season

The purpose of the present investigation was to replicate Onwuegbuzie's 1999 study by identifying which variables best predict a team's winning percentage in the 1998-1999 regular professional football season. Findings gave a model containing five variables: (1) turnover differential (which explained 54.4% of the variance), (2) total number of rushing yards conceded by the defense (which explained 21.3% of the variance), (3) total number of passing first downs attained by the offense (which explained 9.4% of the variance), (4) percentage of third-down plays that produce a first down (which explained 4.1% of the variance), and (5) total number of penalties conceded by the opponents' defense resulting in a first down (which explained 4.1% of the variance). These variables combined to explain 93.3% of the total variance in winning percentage for the 1998-1999 season. That the first two variables, which explained more than 75% of the variance, were characteristics of the defense supports Onwuegbuzie's conclusion that defensive gains are better predictors of success than are offensive gains.     

STATISTICS TEST ANXIETY AND FEMALE STUDENTS

Research suggests that high-anxious female students underperform in time-limited examinations compared to their low-anxious counterparts. Consequently, the purpose of this investigation was to determine whether differential performance on time-limited and time-unlimited statistics examinations, would be associated with test anxiety. Twenty-one female graduate students, enrolled in a statistics course, were assigned randomly to either a time-unlimited or time-limited examination condition. An interaction was found between test anxiety and examination condition, with high anxiety tending to be associated more strongly with underachievement in the time-limited than the time-unlimited condition. Implications for increasing the statistics performance of female students are discussed.