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Descriptors:
Violence; Feedback (Response); Control Groups; Substance Abuse; Interpersonal Communication; Prosocial Behavior; Intervention; Health Promotion; Smoking; Mental Health; Models; Comprehensive School Health Education; Elementary School Students; Drug Use; Aggression; Conflict Resolution; Surveys; Grade 4; Grade 5; Drinking; Prevention

Abstract:
Background: In elementary grades, comprehensive health education curricula mostly have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on multiple health issues, including social and emotional skills, prosocial behavior, and drug use and aggression. Methods: Schools (N = 52) were randomly assigned to intervention and control conditions. Participants received 24 lessons in grade 4 (over 12 weeks) and 28 more lessons in grade 5 (over 14 weeks), including material focusing on social and emotional health, interpersonal communication, social pressure resistance skills, drug use prevention, and conflict resolution skills. The 40-minute lessons were taught by the classroom or health teacher who received curriculum training and provided feedback on implementation fidelity. Self-report survey data were collected from the fourth-grade students (n = 2512) prior to the intervention, immediately after the intervention, and 6 weeks after the intervention, with the same data collection schedule repeated in fifth grade. Results: Students who received the curriculum had better interpersonal communication skills, social and emotional skills, and drug refusal skills than the control group students. Intervention students also reported lower intentions to use alcohol and tobacco, less alcohol and tobacco use initiated during the study and in the past 30 days, and reduced levels of aggression. Conclusion: The effectiveness of the MMH in promoting mental health and preventing drug use and aggression supports the call for integrated strategies that begin in elementary grades, target multiple risk behaviors, and result in practical and financial benefits to schools. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Rate; Outcomes of Education; Graduation; Disabilities; Longitudinal Studies; Comparative Analysis; Intervention; Academic Persistence; College Freshmen; Academic Achievement; Dropouts; Stopouts; Dropout Rate

Abstract:
In this longitudinal study of 11,317 students, the retention and graduation rates of students with apparent and nonapparent disabilities were compared to students without disabilities. The annual retention and graduation rates (six years after matriculation) were similar for all students, regardless of the presence or absence of a disability except for variations during years four and five. The mean number of years required to graduate were similar for all students, regardless of the presence or absence of a disability. Examples of institutional interventions for disability services offices are provided to facilitate student success among students with disabilities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semantics; Autism; Factor Structure; Older Adults; Semantic Differential; Psychometrics; Student Attitudes; Negative Attitudes; Gerontology; Geriatrics; Validity; Reliability; Undergraduate Students; Attitude Measures

Abstract:
Two studies were conducted to reexamine the psychometric properties of two major scales measuring attitudes toward older adults. The Kogan Attitudes Toward Old People Scale (Kogan OP Scale; Kogan, 1961b) was administered to a sample of 512 college students in Study One. The refined version (Polizzi & Millikin, 2002) of the Aging Semantic Differential (ASD; Rosencranz & McNeivin, 1969) using an attitudinal target, older adults, was evaluated in Study Two with a sample of 785 college students. Overall, the refined ASD using a nongender and age-specific attitudinal target, older adults, was found to be more psychometrically promising than the Kogan OP Scale. Much refinement is needed for the Kogan OP Scale because of a major flaw associated with OP+ and OP- subscales. The refined ASD using older adults as the attitudinal target is a potentially practical tool in gerontological and geriatric fields with future clarification of its factor structure. Strengths and shortcomings of these scales are discussed based on psychometric features. Implications for future studies are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Education; Job Satisfaction; Continuing Education; Nursing Homes; Training Methods; Best Practices; Caregiver Attitudes; Educational Strategies; Health Services; Educational Needs; Occupational Surveys; Group Homes; Educational Gerontology; Interest Inventories

Abstract:
Training of direct care workers (DCWs) varies depending upon the setting in which they work and the state in which they are trained. Evidence points to the importance of adequate training as critical to DCW job satisfaction and reduction in turnover. Several approaches have been taken to enhance the training of DCWs with the objective that as job satisfaction increases, the quality of care provided to consumers will also be enhanced. Based on a sample of 644 DCWs across the nursing home, assisted living, and home health settings, we share DCWs' perceptions and recommendations for better training and continuing education. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nonmajors; Science Education; Student Surveys; Student Attitudes; Science Interests; Etiology; Introductory Courses; Comparative Analysis; Statistical Distributions

Abstract:
In contrast with statements by institutions and science organizations about why science should be studied, nonscience majors at two-and four-year institutions said they were enrolled in a science course because it was required rather than because it would help them get the job they desired or would enrich them personally. (Contains 2 tables and 5 figures.)

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Descriptors:
College Students; Cross Cultural Studies; Cultural Differences; Factor Analysis; Factor Structure; Foreign Countries; Higher Education; Intelligence Tests; Multiple Intelligences

Abstract:
The Multiple Intelligences Developmental Assessment Scales (MIDAS) instrument was developed to measure eight constructs of intelligence. The 119-item MIDAS provides scores for 26 subscales in addition to the 8 major scales. Using the 26 subscales, a factor structure was developed on half of a U.S. sample of college students (n=834), while the second half was compared to six samples of college students and young adults from Canada (n=203), Chile (n=202), Korea (South Korea; n=200)), Singapore (n=284), Taiwan (n=203), and the United Kingdom (n=190). Multi-sample confirmatory factor analysis was used to investigate the fit of the imposed model as parameters were progressively relaxed. The seven groups were found to differ little even when the factor structure constraints were fully relaxed. A pairwise comparison between the U.S. sample and each of the remaining six groups found that the factor structure was common in the most relevant aspects for the Canadian and United Kingdom samples, but some differences were found for the remaining groups. The group showing the least in common with the U.S. factor structure was Korea. The overall results are supportive of multiple intelligences being viewed as abilities that are influenced by cultural content. (Contains 1 figure, 8 tables, and 20 references.) (Author/SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attitude Measures; College Students; Factor Analysis; Factor Structure; Higher Education; Sex Bias

Abstract:
Explored the factor structure of the Quick Discrimination Index (QDI), a measure of discrimination attitudes toward women, with 428 white university students using hierarchical factor analysis. Results support a structure with four first-order factors and one second-order factor. Study 2 tested the original factor structure and the structure from study 1 through confirmatory factor analysis of responses of 363 white students. Discusses implications for QDI interpretation. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Advising; Class Rank; College Bound Students; College Entrance Examinations; College Students; Higher Education; Learning Strategies; Predictive Validity; Predictor Variables; Scores; Standardized Tests; Study Skills

Abstract:
A study investigated the usefulness of the Learning and Study Strategies Inventory in predicting college students' academic performance, focusing on whether the scores enhance the accuracy of traditional predictors such as college entrance examinations and high school rank. Results indicate the scores produce a slight but not significant increase in predictability of academic performance. (Author/MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Counseling; Mathematical Models; Psychometrics; Research Methodology; Validity

Abstract:
Traditional and innovative uses of the Rasch model in the development and validation of both small- and large-scale psychological instruments are illustrated and discussed. Advantages of the model in maximizing scale interpretability and validity are presented. Both mathematical and conceptual explanations are provided using counseling psychology examples. (Author/EMK)

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Descriptors:
Data Collection; Effect Size; Monte Carlo Methods; Research Methodology; Research Problems; Response Rates (Questionnaires); Responses; Statistical Bias; Surveys

Abstract:
In the educational literature, responses to surveys commonly serve as the source of data for many empirical articles. Whenever a survey is used as a source of data, the response rate can greatly affect the potential generalizability of the findings. Using Monte Carlo methods, this study examined the effects on sample estimates of the population mean and standard deviation for 3 levels of effect size differences between the responders and nonresponders (0.0, 0.25, and 0.50). Two data sets were used: 400 normally distributed random values and 200 responses to an item on a Likert-type scale. The number of replications for each condition was 5,000. The proportion of population values contained within a 95% confidence interval of the sample estimates was then calculated with respect to the mean and standard deviation. For the 0.0 effect size conditions, all response rate levels produced expected proportions of samples containing the population values. Increased effect size differences combined with reduced response rate levels resulted in biased estimates, particularly for the mean. Although return rates of 70% have been recommended as adequate, response rates of at least 90% may be needed if moderate effect size differences are suspected between responders and nonresponders. (Contains 4 tables and 14 references.) (Author/SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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