Feeling frugal: socioeconomic status,acculturation, and cultural health beliefs among women of Mexican descent

Psychosocial and socioeconomic variables are often confounded. The authors combined quantitative with grounded theory analysis to investigate influences of acculturation, socioeconomic status (SES), and cultural health beliefs on Mexican-descent women's preventive health behaviors. In 5 focus group interviews sampling across levels of acculturation and SES, women expressing more traditional Mexican health beliefs about breast cancer screening were of lower SES and were less U.S. acculturated. However, SES and acculturation were uncorrelated with screening behaviors. Qualitative analysis generated hypotheses about joint influences of SES and traditional health beliefs; for example, low-SES women may learn frugal habits as part of their cultural traditions that influence their health care decision making, magnifying SES-imposed structural restrictions on health care access.     

Consensus effects in categorization decisions

A previous study (Gilat et al., J. Exp. Psychol. Appl. 3 (1997) 83) has shown that the incentive to reach consensus can raise the tendency to rely on base rates in signal detection decisions and can reduce the probability that less likely events will be accurately classified. This phenomenon was named the “consensus effect”. The current study assesses the conditions under which this effect develops and in particular the effects of information about the game and of the incentive structure on the learning process. The results of three experiments show that the learning process slows when participants have information about the actual state of nature. This finding is captured by a reinforcement learning model with the assumption that information narrows the distribution of the initial propensities for choosing among cutoffs. The results are further evidence for the utility of the combination of learning models and analyses of cognitive processes for the prediction of decision making in situations involving multiple players.     

Changes in behavior and behavioral intentions among middle-age women: results from an osteoporosis prevention program

The purpose of this study was to evaluate changes in behaviors and behavioral intentions that occurred among 342 middle-age women (M age 49.5 yr.) after participating in an Osteoporosis Prevention Program. The valid and reliable Osteoporosis Preventing Behaviors Survey (developed by Doheny and Sedlak) and a survey developed for this work were measures. Significant changes in behaviors were reported, especially increases in weight-bearing physical activity, dairy product intake, and decreases in consumption of caffeine-containing beverages. Many subjects reported intentions to increase physical activity and calcium intake. An Osteoporosis Prevention Program may help promote osteoporosis prevention behaviors, but intents must be followed up to check actual change.     

Black Churches as Therapeutic Groups

This article examines how Black churches serve as therapeutic groups and thus provide a source of psychological support to African American communities. Group theory is used as a conceptual framework to discuss the findings from 7 focus groups conducted in Black churches in the New York metropolitan area. Implications for counselors working with clients involved in the Black religious tradition are discussed.     

Power and Psychological Well-Being in Late Adolescent Romantic Relationships

Using Olsen and Cromwell's (1975) three facetsof interpersonal power (power in resources, process, andoutcomes), we examined the balance of power in lateadolescent romantic relationships and the associations between interpersonal power, adolescents'self-esteem, and depression. Participants were 61adolescent couples who were primarily European-American(90% of girls and 93% of boys), with the remainder being comprised of approximately 2-3% each of NativeAmerican, Asian, African American, and Hispanicindividuals. We assessed power in terms of access toemotional resources, control during video-tapedinteraction, and control over decision-making. Overall,couples were more likely to be described by themselvesand by independent observers as egalitarian, with themajority of couples equally contributing emotional resources, sharing power in interaction, andsharing decision-making responsibility. However,romantic relationships characterized by inequality inthe contribution of emotional resources and indecisionmaking were associated with greater psychologicalsymptomatology, especially for females.     

Head Start Children at Third Grade: Preliminary Special Education Identification and Placement of Children with Emotional, Learning, and Related Disabilities

Although children in Head Start are at risk for emotional or behavioral problems, little is known about their later need for special education. There is evidence that children at risk for emotional disturbance are underidentified or misidentified in other special education categories. We examined special education identification rates for Head Start children at risk for emotional disturbance, learning disabilities, speech or language impairments, and mental retardation as they complete third grade. Two cohorts of 4136 children across 30 sites were followed as part of a larger study on transition. Diagnosis of each child as being at risk for emotional disturbance or related disabilities was made using clinical cut-offs on teacher ratings and individual testing completed in the spring of third grade. Special education eligibility of these children was determined from school records. Only 31.8% of children considered to be at risk, based on research diagnostic criteria, were actually identified by the schools, and fewer than 6% of children at risk for ED were identified in the school category of ED. Comparisons were made between school-identified and nonidentified children in gender, ethnicity, and school variables; and findings were discussed in relation to underidentification or misidentification of children with emotional disturbance.     

Underestimating Youth's Commitment to Schools and Society: Toward a More Differentiated View

Many media reports contend that American youth are dangerous, self-possessed, and care too little about their personal education or the broader society. Not only are youth criticized, but their teachers and schools are subjected to exaggerated criticism. We argue that the average, undifferentiated view of youth as presented by the media is inaccurate and pejorative. Researchers have added to the chorus of unfounded negative assertions about youth and their schools. As an example, Laurence Steinberg, in Beyond the Classroom, argued that American students' levels of academic achievement were woefully inadequate. He argued that students did not do enough homework, that they cheated, and that pervasive, negative peer pressure undermined academic achievement. The purpose of our study was to examine students' attitudes and perceptions in three major areas – cheating, homework, and peer pressure. Using data from over 700 students drawn from one public high school and one junior high school, our results indicated that students' beliefs and norms concerning cheating, homework, and peer pressure varied widely in terms of gender, GPA, and school context. Our data failed to replicate the findings from Beyond in that (a) our average findings were more positive than those reported in that study, and (b) we showed that the reporting of average was highly misleading. Our findings provided evidence that one cannot describe American students in a general, sweeping way. Average statements about youth, especially adolescent youth, are apt to be very misleading.     

Methodological Trends in Journal of Personality 1970–1995

One hundred fifty randomly selected articles published in Journal of Personality from 1970 to 1995 were evaluated with regard to subject population, sampling, research design, dependent measures, statistical methods, methodological difficulty, sample size, manipulation of independent variables (for experimental studies), use of manipulation checks, and gender representation of authors and participants. Our findings support Endler and Speer's (this issue) conclusion that the typical study in personality research continues to use a cross-sectional design, questionnaire measures, and undergraduate participants. Echoing West et al.'s (1992) findings for Journal of Personality and Social Psychology, we found that whereas subject recruitment and design implementation appear to be less difficult than they were two decades ago, statistical analyses have become somewhat more complex.     

Comorbidity of Hyperactivity-Impulsivity-Inattention and Conduct Problems: Risk Factors in Social, Affective, and Academic Domains

Children showing a comorbid behavior pattern of hyperactivity-impulsivity-inattention and conduct problems (HIA + CP) were contrasted to children having only an internalizing and externalizing behavior pattern (I + E) and matched controls. Children displaying the HIA + CP behavior pattern were at greater risk on a number of outcome measures in social and academic domains beginning in Grade 3 and continuing into Grade 4. The most marked differences among the three groups were found on peer measures of rejection and friendship and teacher ratings of social skills. On average, almost two-thirds of the HIA + CP group were rejected by their peers compared to one-third of the I + E group and only 12.5% controls. Over 70% of the HIA + CP group had no reciprocated friendships from Grade 3 to Grade 4 compared to less than half of the I + E group and approximately one-fourth of controls. Contrary to much theorizing in the literature, the HIA + CP and I + E groups showed average levels of academic self-concept and did not differ from controls in on measures of social self-concept and academic self-concept and general self-esteem. These findings were interpreted in light of positive illusory biases and the established link between aggressive behavior and egotism. The current article offers partial support for Lynam's (1996) notion of the fledgling psychopath.