LINKING O*NET JOB ANALYSIS INFORMATION TO JOB REQUIREMENT PREDICTORS: AN O*NET APPLICATION

This is an exploratory study that examined the possible application of the job component validity (JCV) model to identify potential employee selection instruments and to determine job requirement levels from O*NET job analysis data, following a research paradigm established with the Position Analysis Questionnaire (PAQ). Job requirements were measured by mean aptitude test scores on the General Aptitude Test Battery (GATB), and the ratings on the O*NET Generalized Work Activities (GWAs) were selected as representative O*NET job analysis data. Multiple correlation coefficients ranging from .35 to .89 were found when predicting mean GATB test scores from GWAs. Similar to JCV research some 30 years ago, predictions were strongest for cognitive aptitudes and weakest for manual dexterity. The data were examined under both rational and cross-validated empirical models. The results have positive implications for the development of a database that would support JCV estimates derived from O*NET job analysis data and allow practitioners to use O*NET data to help identify useful employee selection instruments.     

A Cross-Cultural Comparison of Worldviews: American and Fijian Counseling Students

The Scale to Assess World Views was administered to 104 Fijians and to 109 Americans who were all enrolled in counseling programs in their respective countries. Fijians and Americans were compared in order to determine whether the worldviews of counseling students in these two countries were different. Differences were found between the Fijian and American counseling students on the Human Relationships category and the Time Orientation Category. The Fijian Counseling students scored higher than the Americans on the Lineal-Hierarchical and Collateral-Mutual subscales of the Human Relationships Category and higher than the Americans on the Past and Future subscales of the Time Orientation Category.     

Another View of School Reform: Values and Ethics Restored

The article discusses a need for action in teaching values and morality in the public schools to gain control of the social problems that hinder school learning. Moral and ethical education are necessary to support parents and the community in teaching appropriate civic and moral values. Problems affecting school learning were substantiated by data collected from a national sample of public school principals reporting an alarming number of serious problems in the schools related to the home and society. Through teacher education programs, teachers must be prepared to provide moral education. Suggestions are offered to address the moral education of children and youth.     

KILLING FOR THE HOMELAND: PATRIOTISM, NATIONALISM AND VIOLENCE

Political choices favoring one's country or one's nationality are wrong if they conflict with a principle of universal free acceptability, prohibiting choices that violate every set of rules to which any willing cooperator would want all to conform. Despite its universalism, this principle requires patriotic favoritism in political choices and permits individuals to assert nationalist interests in claims for state aid. But it deprives patriotism and nationalism of any distinctive role in establishing the legitimacy of wars and uprisings. These restrictions are appropriate even if stronger forms of patriotism and nationalism are psychologically indispensable for achieving social goals required for universal free acceptability.     

A Prospective Validation Study of Inclination,Belief, and Context Predictors of Family-Focused Prevention Involvement

Prior research by the authors tested a model of factors influencing parent inclination to participate in parenting interventions. Family context, belief, attitude, and inclination to participate variables from this model were used to predict the actual participation of 1,121 families in assessment and intervention activities of a family-focused preventive intervention research project. Invitations to the project assessment and intervention components were, respectively, about 6 months and 10 months following the initiation of a telephone survey collecting predictor variable data. Logistic regression analyses examining each predictor individually showed that a number of family context, belief, attitude, and inclination variables were predictive of project participation. Subsequently, multiple logistic regressions were conducted, entering variables by blocks corresponding to theoretical model components. These analyses showed that prospectively stated inclination to participate in a parenting intervention and level of education were consistently significant predictors of both assessment participation and intervention enrollment. Implications for both research and practice are discussed.