Language Measurement Equivalence of the Ethnic Identity Scale With Mexican American Early Adolescents

The current study considers methodological challenges in developmental research with linguistically diverse samples of young adolescents. By empirically examining the cross-language measurement equivalence of a measure assessing three components of ethnic identity development (i.e., exploration, resolution, and affirmation) among Mexican American adolescents, the study both assesses the cross-language measurement equivalence of a common measure of ethnic identity and provides an appropriate conceptual and analytical model for researchers needing to evaluate measurement scales translated into multiple languages. Participants are 678 Mexican-origin early adolescents and their mothers. Measures of exploration and resolution achieve the highest levels of equivalence across language versions. The measure of affirmation achieves high levels of equivalence. Results highlight potential ways to correct for any problems of nonequivalence across language versions of the affirmation measure. Suggestions are made for how researchers working with linguistically diverse samples can use the highlighted techniques to evaluate their own translated measures.     

BECOMING WHO WE ARE: A THEORETICAL EXPLANATION OF GENDERED SOCIAL STRUCTURES AND SOCIAL NETWORKS THAT SHAPE ADOLESCENT INTERPERSONAL AGGRESSION

A conceptualization of gendered interpersonal aggression that is grounded in the social ecological framework is presented to explicate factors in adolescents' gendered environments that give rise to aggression and victimization. The focus is on gendered social structures and social networks. Our framework for prevention suggests that violence prevention requires that we move our culture from one that continually recreates gendered structures that reinforce power and authority as masculine and that confer opportunities and constraints in ways that favor men over women. It will require deliberate action to legitimize the feminine in our culture and develop laws and practices that abolish gender inequities.     

Eye movement control during reading: Effects of word frequency and orthographic familiarity

Word frequency and orthographic familiarity were independently manipulated as readers' eye movements were recorded. Word frequency influenced fixation durations and the probability of word skipping when orthographic familiarity was controlled. These results indicate that lexical processing of words can influence saccade programming (as shown by fixation durations and which words are fixated). Orthographic familiarity, but not word frequency, influenced the duration of prior fixations. These results provide evidence for orthographic, but not lexical, parafoveal-on-foveal effects. Overall, the findings have a crucial implication for models of eye movement control in reading: There must be sufficient time for lexical factors to influence saccade programming before saccade metrics and timing are finalized. The conclusions are critical for the fundamental architecture of models of eye movement control in reading -- namely, how to reconcile long saccade programming times and complex linguistic influences on saccades during reading.     

Abdominal exercise intensities on firm and compliant surfaces

Muscle activities at 15 sites were compared within a group of healthy young adults to evaluate their relative intensities during six abdominal exercises: partial and full sit-ups on a firm surface (floor) and on an exercise ball that was either stabilized or unstabilized. The most strenuous abdominal exercise overall (i.e., whole body workout) was the full sit-up on a firm surface which included significant muscle activities in the lower extremities. Exercise intensity was also high in the full and partial sit-ups when performed on a ball. The partial sit-up on the floor was the least strenuous of the six exercises. The greatest effect on the abdominal muscles was observed in the partial sit-up on a ball (stabilized and unstabilized). Results suggest that, although abdominal exercises on a ball may be gentler on the hip and lower back, overall exercise intensity is not necessarily lower than that on the floor. Moreover, partial sit-ups, both on the floor and on a ball, also required greater neck muscle activities than full sit-ups. In deciding what type of sit-up to do, exercise surface and different muscular activities between the partial and full sit-ups should be considered.     

Culture, cross-role consistency, and adjustment: testing trait and cultural psychology perspectives

Trait and cultural psychology perspectives on cross-role consistency and its relation to adjustment were examined in 2 individualistic cultures, the United States (N=231) and Australia (N=195), and 4 collectivistic cultures, Mexico (N=199), the Philippines (N=195), Malaysia (N=217), and Japan (N=180). Cross-role consistency in trait ratings was evident in all cultures, supporting trait perspectives. Cultural comparisons of mean consistency provided support for cultural psychology perspectives as applied to East Asian cultures (i.e., Japan) but not collectivistic cultures more generally. Some but not all of the hypothesized predictors of consistency were supported across cultures. Cross-role consistency predicted aspects of adjustment in all cultures, but prediction was most reliable in the U.S. sample and weakest in the Japanese sample. Alternative constructs proposed by cultural psychologists--personality coherence, social appraisal, and relationship harmony--predicted adjustment in all cultures but were not, as hypothesized, better predictors of adjustment in collectivistic cultures than in individualistic cultures.     

Interpersonal problem-solving ability and sociometric status in elementary school children

The relationships among a measure of problem-solving ability, school grade level, and interpersonal functioning as assessed by sociometric measures were investigated. Previous research has shown these relationships to be significant but the reliability and validity of the problem-solving measures used have been seriously questioned. This study attempted to replicate previous findings while using a reliable and valid measure of interpersonal problem solving. Two sociometric measures were administered to 463 second-, fourth-, and sixth-graders from which 179 pupils were sociometrically identified as populars, rejecteds, neglecteds, and controversials. These subjects were subsequently administered the Purdue Elementary Problem Solving Inventory. Dunn's multiple comparison procedure was used to analyze the existing relationships among grade levels and among sociometric categories. Statistical analysis revealed significant differences in interpersonal problem-solving ability among grade levels but no significant differences were found among sociometric categories. The implications of the findings for social skills training are discussed.     

Feared consequences of panic attacks in panic disorder: a qualitative and quantitative analysis

Cognitions are hypothesized to play a central role in panic disorder (PD). Previous studies have used questionnaires to assess cognitive content, focusing on prototypical cognitions associated with PD; however, few studies have qualitatively examined cognitions associated with the feared consequences of panic attacks. The purpose of this study was to conduct a qualitative and quantitative analysis of feared consequences of panic attacks. The initial, qualitative analysis resulted in the development of 32 categories of feared consequences. The categories were derived from participant responses to a standardized, semi-structured question (n = 207). Five expert-derived categories were then utilized to quantitatively examine the relationship between cognitions and indicators of PD severity. Cognitions did not predict PD severity; however, correlational analyses indicated some predictive validity to the expert-derived categories. The qualitative analysis identified additional areas of patient-reported concern not included in previous research that may be important in the assessment and treatment of PD.     

Perceptions of Married Women and Married Men with Hyphenated Surnames

A predominately European American sample of 197 middle-class college students rated married women and men with hyphenated surnames on the Big Five personality factors (R. Lippa, 1991), the Personal Attributes Questionnaire (J. T. Spence & R. L. Helmreich, 1978), the adjectives masculine and feminine, and 12 adjective phrases reflecting different aspects of marriage. Both men and women perceived women and men with hyphenated last names as different from other married people. In comparison with the average married woman, the woman with a hyphenated name was perceived as more friendly, good-natured, industrious, and intellectually curious. She was also perceived as well educated and as more likely to have a career. Men with hyphenated surnames were also perceived as accommodating and good-natured, and viewed as being both nurturing and committed to their marriage. Women and men with hyphenated names were generally perceived as having higher levels of both instrumental and expressive traits than other married people. Women appear to have more positive perceptions than men, particularly of the man with a hyphenated name. The results suggest that college students have generally positive perceptions of married people with hyphenated names.     

Friendship cliques: a comparison of the motivational traits of lower/upper track algebra students

This project examined the relationships among the motivation and cognitive profiles of adolescent friendship cliques and peripheral (outside the clique group) students in lower and upper track algebra classes. Two hundred and thirty students from two high schools completed a motivation and cognitive engagement instrument as well as a peer group nomination survey form. Twelve teachers were also asked to complete peer group nomination survey forms. This project used socio-metric and correlational techniques based on previous research traditions in exploring friendship and peer group research to examine these relationships. The results were consistent with theoretically driven predictions and extend previous findings of the impact of friendship cliques in lower grade levels to those of adolescents in the high school setting. Future research in adolescent friendship/clique group research is also discussed.