REVISITING INTERVIEW–COGNITIVE ABILITY RELATIONSHIPS: ATTENDING TO SPECIFIC RANGE RESTRICTION MECHANISMS IN META-ANALYSIS

This study revisits the relationship between interviews and cognitive ability tests, finding lower magnitudes of correlation than have previous meta-analyses; a finding that has implications for both the construct and incremental validity of the interview. Our lower estimates of this relationship than previous meta-analyses were mainly due to (a) an updated set of studies, (b) exclusion of samples in which interviewers potentially had access to applicants' cognitive test scores, and (c) attention to specific range restriction mechanisms that allowed us to identify a sizable subset of studies for which range restriction could be accurately accounted. Moderator analysis results were similar to previous meta-analyses, but magnitudes of correlation were generally lower than in previous meta-analyses. Findings have implications for the construct and incremental validity of interviews, and meta-analytic methodology in general.     

Concept, Image and Story in Systematic Theology

This article enquires about the place of 'aesthetic theology' within the conceptual enterprise of systematic theology. If narrative theology is to be of any help in answering the question, it will have to include an appeal to extra-biblical images and stories in its method, and will also need to relate metaphor to some kind of analogy and metaphysics (carefully defined). Working from a theological basis in doctrines of revelation and canon, poems and novels outside the Bible may thus be seen to contribute to systematic theology in at least three ways: in deciding between concepts, in enabling connections to be made between concepts, and in developing the Christian story for the present age. Finally, the concept of God as 'relational being' is explored as an example of aesthetic forms of theological discourse, connecting everyday religious speech to systematic theology with an 'analogy of relations'.     

Personal Responsibility for Tornado Preparedness: Commitment or Choice?1

A review of the literature reveals that personal responsibility assumed for one's behavior clearly affects behavioral outcomes for a variety of situations, and that personal responsibility is in turn affected by a wide variety of variables. However, limited research has been conducted to determine exactly what personal responsibility fundamentally entails. While duty, moral obligation, choice, and commitment have been suggested as being integral to the concept of responsibility, few investigations have systematically varied more than one of these variables in a single experiment. The present study was conducted to investigate the effects of both choice and commitment on personal responsibility assumed for and behavioral intentions to engage in tornado preparedness. Results indicate that both choice and commitment were required to generate personal responsibility for and subsequent intentions to engage in tornado preparedness. Implications of these results are discussed.     

Student Development Studies: A Review of Published Empirical Research, 1973–1987

This study is a review of 27 published empirical research articles from 1973–1987 that discuss the implementation and evaluation of theory-based student development intervention programs. While findings show that some student development programs have a positive effect, the total amount of empirical research is meager.