A review of reading motivation scales

Reading motivation is a critical contributor to reading achievement and has the potential to influence its development. Educators, researchers, and evaluators need to select the best reading motivation scales for their research and classroom. The goals of this review were to identify a set of reading motivation student self-report scales used in research, examine the development and psychometric properties of each reading motivation scale, and compare scales on availability, reliability, age range, and motivation constructs measured. This article summarizes 16 current reading motivation scales. Findings suggest the need for more research regarding the multidimensionality of reading motivation and measures that could span early childhood to adolescence.     

A self-determination theory approach to problematic drinking and intimate partner violence

Problematic drinking has long been established as an important antecedent to the perpetration of intimate partner violence (IPV). As little research has evaluated individual differences beyond anger in this association, this research examines problematic drinking and IPV perpetration through the lens of self-determination theory (SDT), the relational perspective suggesting individuals are motivated to be in their relationship for autonomous (i.e., self-driven) and controlled (i.e., guilt-driven) reasons. We test the hypothesis that problematic drinking is more strongly associated with IPV among those who are controlled in their motivation in four independent samples (N?=?617). College students in relationships completed measures of alcohol consumption, negative alcohol-related consequences, relationship motivation, and IPV perpetration. Results generally suggested that the association between both alcohol consumption and negative alcohol-related consequences and IPV perpetration is only significant among those endorsing greater controlled motivation. This study supports problematic drinking as not being an equal risk factor for all individuals, and suggests that some people may be more vulnerable to problematic drinking resulting in relationship aggression.     

Neighborhood Protective Effects on Depression in Latinos

Neighborhood social ecologies may have protective effects on depression in Latinos, after adjusting for demographic risk factors, such as nativity and length of stay in the US. This study examines the effects of neighborhood collective efficacy and linguistic isolation on depression in a heterogeneous urban Latino population from 1,468 adult respondents in Los Angeles County. We used multilevel models to analyze how major depression is associated with socioeconomic background, length of stay in the U.S., neighborhood collective efficacy and linguistic isolation among Latinos. A significant cross-level interaction effect was found between collective efficacy and foreign-born Latinos who resided in the US ≥ 15 years. We report cross-level interaction effects between linguistic isolation and nativity for U.S.-born and nativity and duration of residence for foreign-born Latinos who had lived in the U.S. at least 15 years. The moderating effects reported in this study suggest that the benefits of neighborhood collective efficacy and linguistic isolation vary by Latino subgroup and are conceptually discrete forms of social capital and offer insights for community based interventions.     

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing.     

Identity Processes in Collective Action Participation: Farmers' Identity and Farmers' Protest in the Netherlands and Spain

This study tested the assumption that a sense of collective identity stimulates participation in collective action. Contextual circumstances supposedly make a collective identity more salient and compel people to act as members of the group; protest participation is more likely among people with a strong collective identity. Group identification and participation in identity organizations were used as indicators of collective identity in a study of 248 farmers from Galicia (Spain) and 167 farmers from the Netherlands. The farmers were interviewed three times at intervals of 1 year. The longitudinal design also allowed a test of causality. A sense of collective identity appeared to stimulate preparedness to take part in farmers' protest. Action preparedness leads to action participation, which in turn appears to foster collective identity.     

The Relation Between Anxiety Sensitivity and Attachment Style in Adolescence and Early Adulthood

Given the accumulating evidence for a role of anxiety sensitivity in the etiology of panic, it is important to understand the developmental origins of anxiety sensitivity. To this end, this study examined the relation between attachment beliefs and anxiety sensitivity in a sample of high school students (n = 203; mean age 15.7 years) and university students (n = 324; mean age 21.7 years). The Experiences in Close Relationships (ECR; K. Brennan, C. Clark, &; P. Shaver, 1998) was used to assess attachment beliefs and to classify participants into attachment groups. The Anxiety Sensitivity Index (ASI; R. A. Peterson &; S. Reiss, 1987) was used to assess participants' levels of anxiety sensitivity. Results supported the hypothesis that individuals with insecure attachment, specifically those classified as preoccupied and fearful (i.e., those with a negative model of self), had significantly higher anxiety sensitivity scores than securely attached individuals in both the high school and college samples.     

Facilitating the emergence of convergent intraverbals in children with autism

Convergent intraverbals represent a specific type of intraverbal in which multiple components of one speaker's verbal behavior control a specific verbal response from another speaker (e.g., Speaker 1: What wooly, horned animal lives in the high country? Speaker 2: Bighorn sheep). To foster the development of advanced language, Sundberg and Sundberg (2011) proposed prerequisite skills that may engender the emergence of novel, convergent intraverbals. We used a multiple‐probe design with both nonconcurrent (across participants) and concurrent (across stimulus sets) components to evaluate the effects of training these prerequisite skills on the emergence of convergent intraverbals with four children with autism. Participants showed the emergence of convergent intraverbals at mastery levels after they displayed mastery performance on all of the prerequisite skills identified by Sundberg and Sundberg, lending support to their characterization as prerequisites. We discuss these findings in terms of operant mechanisms that may facilitate the development of generative language.     

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

Despite its advantages, discrete‐trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable‐modeling condition.     

Self-injurious behavior and the efficacy of naltrexone treatment: a quantitative synthesis

People with mental retardation, autism, and related developmental disabilities who self-injure are treated with a wide array of behavioral techniques and psychotropic medications. Despite numerous reports documenting short-term and some long-term changes in self-injury associated with the opiate antagonist naltrexone hydrochloride, no quantitative review of its efficacy has been reported. We conducted a quantitative synthesis of the peer-reviewed published literature from 1983 to 2003 documenting the use of naltrexone for the treatment of self-injurious behavior (SIB). Individual-level results were analyzed given subject and study characteristics. A sample of 27 research articles involving 86 subjects with self-injury was reviewed. Eighty percent of subjects were reported to improve relative to baseline (i.e., SIB reduced) during naltrexone administration and 47% of subjects SIB was reduced by 50% or greater. In studies reporting dose levels in milligrams, males were more likely than females to respond. No significant relations were found between treatment outcomes and autism status or form of self-injury. Results are discussed with respect to future efficacy work related to study outcomes and the pharmacological treatment of self-injury.