Adolescents' attitude toward gender roles within work and its relationship to gender,personality type,and parental occupation

Sex Roles - Information was obtained from 184 females and 157 males enrolled in grade 11 in six urban high schools. The majority of the students were of European descent (70%), but there were...     

The Effect of Neighborhood Recorded Crime on Fear: Does Neighborhood Social Context Matter?

A number of individual and neighborhood‐level factors may influence the relationship between recorded crime in one’s neighborhood and fear of crime. Understanding these factors may assist in reducing fear, which has been associated with poorer physical and mental health. The aim of this study was to evaluate whether the effect of recorded crime rates on fear differs based on the neighborhood social context (social fragmentation) using hierarchical regression modelling, with separate analyses by crime type. Recorded crimes (2008–2010) and national (New Zealand) survey data were used. Higher crime in a neighborhood was associated with higher fear of crime, with only small effect size differences in feelings of fear by recorded type of crime. However, when stratified, the associations between violent and drug/alcohol crimes and fear of crime were larger for those living in highly fragmented neighborhoods compared with less fragmented neighborhoods. Efforts to alleviate fear of crime should focus on the broader neighborhood social context in which these feelings are espoused.     

Protesting to challenge or defend the system? A system justification perspective on collective action

Social identity, shared grievances, and group efficacy beliefs are well-known antecedents to collective action, but existing research overlooks the fact that collective action often involves a confrontation between those who are motivated to defend the status quo and those who seek to challenge it. Using nationally representative data from New Zealand (Study 1; N = 16,147) and a large online sample from the United States (Study 2; N = 1,513), we address this oversight and demonstrate that system justification is negatively associated with system-challenging collective action, but positively associated with system-supporting collective action, for members of both low-status and high-status groups. Group identification, group-based injustice, group-based anger, and system-based dissatisfaction/anger mediated these relationships. These findings constitute the first empirical integration of system justification theory into a model of collective action that explains when people will act collectively to challenge—and, just as importantly, defend—the status quo.     

Facing the perfect contingency: interactions with the self at 2 and 3 months

We used a double video Live-Replay-Live procedure to explore self-self interactions in fourteen 9-week-old infants, repeated at 13-weeks with 10 of these infants. Using multiple measures of behavioural response we found that (1) in all cases where age effects held, duration of response was greater at 9- than at 13-weeks, (2) infants' responses differed according to whether or not self-images were Live or Replay, and (3) age and condition interacted to influence infants' responses. At 9 (but not 13) weeks, the two Live conditions correlated with each other but not with the Replay condition on some measures, indicating that infants apprehended the visual-proprioceptive contingency provided by their actions. Also at 9-weeks only, all infants showed reversals in visual attention with evidence for a bi-modal pattern: 8 preferring the Live conditions and 6 the Replay condition. An explanation based on familiarity and increasing disinterest with specific contexts is suggested.     

Setting the standards: Implications for higher education of the introduction of occupational standards for advice, guidance and counselling

Current developments in the delivery of advice, guidance and counselling to students in higher education are outlined. A range of possible consequences for higher education of the introduction of occupational standards in the advice, guidance and counselling field is identified. Issues that higher education institutions and awarding bodies will need to address are explored.     

From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation

Coefficient alpha is the most popular measure of reliability (and certainly of internal consistency reliability) reported in psychological research. This is noteworthy given the numerous deficiencies of coefficient alpha documented in the psychometric literature. This mismatch between theory and practice appears to arise partly because users of psychological scales are unfamiliar with the psychometric literature on coefficient alpha and partly because alternatives to alpha are not widely known. We present a brief review of the psychometric literature on coefficient alpha, followed by a practical alternative in the form of coefficient omega. To facilitate the shift from alpha to omega, we also present a brief guide to the calculation of point and interval estimates of omega using a free, open source software environment.     

Building career guidance capacity in the voluntary and community sector

A programme designed to develop the capacity of voluntary agencies and community groups to deliver information, advice and guidance (IAG) on learning and work to their clients and members is outlined. Four forms of capacity building are distinguished: internal IAG capacity building, based on developing IAG resources within the agency or group itself; external IAG capacity building, based on the agency or group offering IAG resources delivered by outside providers; learning capacity building, based on learning brokerage; and organisational capacity building, contributing to the development of the agency or group in broader terms.     

A psychometric comparison of the Internet Addiction Test, the Internet-Related Problem Scale, and self-diagnosis

One of the more prominent issues in the field of Internet addiction is the validity of the instrument used to assess users' level of Internet involvement. Many of the instruments used to assess Internet addiction have high face validity but have yet to be tested psychometrically. The aim of this study is to compare two of the most used Internet addiction research measures, the Internet Addiction Test (IAT) and the Internet-Related Problem Scale (IRPS), along with a self-diagnostic question simply asking Internet users if they thought they were addicted to the Internet. A total of 225 Internet users participated in the study (69 males and 156 females). Participants who defined themselves as Internet addicts had higher scores on both the IAT and IRPS, and the three different Internet addiction measures were strongly correlated to each other. For the IAT, factor analysis generated three factors (emotional/psychological conflict; time management issues; mood modification) explaining 56.3% of the variance. For the IRPS, factor analysis generated four factors (negative effects of Internet use; mood modification; loss of control; increased Internet use) explaining 60.2% of the variance. The implications for these findings are discussed.     

ADHD outside the laboratory: boys' executive function performance on tasks in videogame play and on a visit to the zoo

One current theory of attention-deficit/hyperactivity disorder (ADHD) proposes that a primary deficit in behavioral inhibition gives rise to secondary deficits in 4 executive functions and motor control. To date, empirical support for this model is based primarily on laboratory-based cognitive methods. This study assessed behavioral inhibition and executive functioning in children with ADHD in 2 real-life contexts: videogames (motor-skill target game, cognitively demanding adventure game) and an outing at the zoo (route tasks). Participants were a community sample of 57 boys diagnosed with ADHD (20 inattentive, 37 combined type) and 57 normally developing control boys, matched individually for age and nonverbal IQ. Operationally defined measures of behavioral inhibition and specific executive functions were derived from these activities and assessed under contrasting conditions of low or high working memory and distractor loads. There were no group differences in basic motor skills on the target game, nor in terms of the ability to inhibit a prepotent or ongoing response in the adventure videogame. However, boys with ADHD exhibited more self-talk, more effortful response preparation, and completed fewer challenges in the latter videogame. Also, they manifested inhibition deficits in terms of interference control during the route task at the zoo and took longer to complete the tasks. Typically, these differences were greatest under conditions of high working memory and distractor loads. Findings from this study suggest that cognitive difficulties in ADHD may be context dependent and that ADHD is associated with deficits in some but not all aspects of behavioral inhibition.