Setting phenotypes in a mutual help organization: Expanding behavior setting theory

Expands Barker's theory of behavior settings by proposing an additional method of classifying settings based on their functional/behavioral aspects--the setting phenotype. Although behavior setting theory has been widely hailed as a revolutionary contribution to behavioral science, it has had limited impact on general psychology. This may be due in part to a reliance on a purely structural method of classifying behavior settings--the setting genotype. Behavioral data were collected from 510 meetings of 13 self-help groups from a mutual help organization for persons with problems in living. A cluster analysis was performed to uncover meaningful behavioral patterns among the groups. Four phenotypes were identified: personal, impersonal, small talk, and advising. Mutual help group phenotype was found to be related to a set of setting characteristics as well as to overall rated change of group members. The results are discussed in light of the significance of the phenotype construct for making behavior setting theory more relevant for social scientists.     

Extracurricular Participation and Course Performance in the Middle Grades: A Study of Low-Income,Urban Youth

The transition to middle/junior high school is associated with declines in students’ academic performance, especially among low‐income, urban youth. Developmental psychologists posit such declines are due to a poor fit between the needs of early adolescents—industry, identity, and autonomy—and the environment of their new schools. Extracurricular participation during these years may act as a buffer for youth, providing a setting for development outside the classroom. The current study examines participation within and across activity settings among low‐income, urban youth in New York City over this transition. Using the Adolescent Pathways Project data, this study explores how such participation relates to course performance. We find that a large percentage of youth are minimally or uninvolved in extracurricular activities during these years; that participation varies within youth across time; and that the association between participation and course performance varies by activity setting. Youth who participate frequently in community or athletic settings or have high participation in two or more settings are found to have higher GPAs in the year in which they participate and youth who participate frequently in the religious setting are found to have lower GPAs. High participation in more than two settings may be detrimental.     

Gender schema theory and sex role inventories: some conceptual and psychometric considerations

In this study we assessed whether the Bem Sex Role Inventory (BSRI) and the PRF ANDRO are appropriate for investigations of gender schema theory (Bem, 1981a). Because these instruments were developed for entirely different theoretical purposes, it is important to empirically examine the validity of these measures for investigating the construct of gender schema. On the basis of the propositions of gender schema theory, we made several predictions about the psychometric properties that should be exhibited by a valid measure of this construct. Responses to the PRF ANDRO and the BSRI were factor analyzed separately for sex-typed and non-sex-typed groups. Results show consistent and theoretically predictable differences in the factor solutions of these two groups. The sex-typed or gender-schematic group obtained bipolar factors, with masculine items loading with one sign, whereas feminine items loaded with the other sign on each factor. Also, sex of subject loaded highly on almost every factor for this group. The non-sex-typed group, however, obtained few such distinctly dichotomous factors, and sex of subject loaded only on the weaker factors. Results are interpreted as providing support for the construct validity of at least the BSRI and the PRF ANDRO for use in researching the implications of this approach.     

Development and validation of adolescent-perceived microsystem scales: Social support,daily hassles,and involvement

Developed and validated instruments for urban and culturally diverse adolescents to assess their self-reported transactions with family, peer, school, and neighborhood microsystems for the constructs of social support, daily hassles, and involvement. The sample of 998 youth were from schools in three Eastern cities with high percentages of economically disadvantaged youth. Data were collected before and after the transition to junior high school or to senior high school. Blacks constituted 26%, whites 26%, and Latinos 37% of the sample. Factor analyses confirmed and enhanced the hypothesized four-factor microsystem factor structure for support, hassles, and involvement; internal consistency and stability coefficients were consistent with these structures. In general, the microsystem factors were common across gender, ethnicity, and age. However, when group differences did occur on these demographic variables, they tended to validate the salience of microsystem specificity. In contrast to the total scores, the microsystem-specific factors yielded more meaningful and differential information with regard to demographic differences and the mediating processes across a school transition.     

A preferred route for substantive theorizing

Wicker (1989) urges the ecologyically-oriented psychologist to be more cognizant of the decision points implicit in the scientific enterprise. He describes what he calls substantive theorizing and urges us to give greater precedence, conceptually and methodologically, to context-specific phenomena. In this rejoinder, I: (1) underscore the thrust of the choices Wicker has clarified and the p references he has recommended; (2) suggest an alternative route for the ecologically-oriented research process, one in which the conceptual and substantive "paths" have coequal and interdependent importance in determining the nature and direction of the research process; and (3) discuss in greater depth the search for universal laws. Though universal laws per se may be fictional goals, I argue that our principles will have greater generalizability to the degree to which we are successful in redirecting the research enterprise to focus upon structural, as opposed to content, principles.