Alcohol expectancies, problem drinking, and adverse health consequences

This study evaluated a measure of positive and negative expected effects of alcohol and their subjective evaluation in the identification of college freshmen at high risk for problem drinking and associated morbidities. It was hypothesized that greater expectations of positive outcomes and fewer negative evaluations of negative outcomes would be associated with reports of heavier drinking and more alcohol-related health problems. College freshmen (n = 328) completed a standardized measure of expectations and subjective evaluations of positive and negative outcomes associated with drinking, and a questionnaire assessing drinking patterns and common alcohol-related health problems. Fifty-two percent of students were male and the mean age was 17.9 years (SD = 0.5). Students' expectations of positive outcomes and their subjective evaluations of both positive and negative outcomes from drinking were significantly correlated with drinking and alcohol-related health problems indices (p < 0.001). Gender, expectation of positive outcomes, and evaluation of negative outcomes explained 29% of the variance in drinking and 15% of the variance in alcohol-related health problems indices. Heavier-drinking students and those reporting more health problems expected more positive effects on their sociability and sexuality (p < 0.03) and were less concerned about cognitive and behavioral impairment as a result of drinking (p < 0.001). Students with more health problems were less concerned that drinking would lead to risk-taking or aggressive behavior (p < 0.003). Positive and negative outcome expectancies and their subjective evaluations accounted for a significant portion of the variability in drinking and alcohol-related health problems.(ABSTRACT TRUNCATED AT 250 WORDS)     

Maternal ideology and adolescent problem behavior.

Assessed the relationship of maternal traditional ideology to adolescent problem behavior in a correlational study. Mothers of 184 junior and senior high school students were interviewed about their beliefs about society and morality and about their child-rearing practices; their sons and daughters responded separately to questionnaires that included reports of their own behavior with respect to alcohol and marihuana use, sex, and political activism. Results of the correlational analyses supported the main hypothesis that the more traditional the mother's ideology, the less the adolescent's involvement in problem behavior. A 2nd hypothesis, that maternal affectional interaction and controls, taken in conjunction with ideological beliefs, would account for more of the variation in adolescent problem behavior, was partially supported. In general, the associations between mother's ideology and adolescent behavior were stronger for daughters than for sons. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevalence, course, and predictors of multiple problem behaviors among gay and bisexual male adolescents.

Multiple problem behaviors, stress, and personal resources were assessed over 2 yrs among 136 mainly Black and Hispanic gay and bisexual male adolescents (aged 14–19 yrs). Whereas sexual risk acts, substance abuse, conduct problems, and emotional distress were common, the risk acts did not form a multiple problem behavior cluster, compared with previous findings with heterosexual youths. Problem behaviors were stable over time: Only 20–30% of the youths changed their pattern of problem behaviors over 2 yrs. For each individual, the pattern of change in one behavior problem was not related to patterns of change in other problem behaviors over 2 yrs. At baseline, personal resources were associated with less alcohol use and emotional distress, and stress was associated with delinquent behaviors. The pattern of results was similar whether youths labeled themselves as gay or bisexual, suggesting that problem behaviors among mainly Black and Hispanic gay and bisexual youths may follow different developmental pathways than among heterosexual youths. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of gender and age on referrals to psychological counseling.

The authors studied whether the disproportionate number of female clients seen in counseling centers was due to referral patterns related to the gender of the referral recipient or the gender or age of the referral source. Faculty, staff, and students (N?=?1,458) on 3 university campuses indicated their likelihood of referring a student to psychological counseling, for each of 6 problems presented in brief written vignettes. Only gender of the student presenting the problem was manipulated. Results indicated that men were less likely than women to refer at all 3 institutions. Older persons were more likely to refer at 2 institutions. At 1 institution, older persons were more apt to refer only when the recipient was a man. Gender of the referral recipient was not significant. The authors discuss the findings, indicate areas for further investigation, and make suggestions for college and university counseling centers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of race and problem type on teachers' assessments of student behavior.

The authors tested the hypothesis that race bias in teacher evaluations may be problem specific by examining the extent to which ratings of child behavior were influenced by the interaction between the race of the child and the type of presenting behavior. Teachers (N=197) were presented with three vignettes (overcontrolled, undercontrolled, and "normal"), systematically paired with a photograph of a male child (African American, Asian American, or Caucasian). Respondents rated the seriousness, referability, and typicality of the behavior; the child's family life; academic ability and performance; and causal dimensions. Although results did not reveal a bias in the ratings of African American students, data suggest that stereotypes remain embedded in teachers' interpretive framework for Asian Americans, particularly regarding expectations of overcontrolled traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analogical transfer, problem similarity, and expertise.

When we encounter a new problem, we are often reminded of similar problems solved earlier and may use the solution procedure from an old problem to solve a new one. Such analogical transfer, however, has been difficult to demonstrate empirically, even within a single experimental session. This article proposes a framework for conceptualizing analogical problem solving that can account for the conflicting findings in the literature. In addition, the framework leads to two predictions concerning the transfer behavior of experts and novices. These predictions concern both positive and negative transfer and are based on the different types of features included in the problem representations of experts and novices. First, when two problems share structural features but not surface features, spontaneous positive transfer should be more likely in experts than in novices. Second, when two problems share surface but not structural features, spontaneous negative transfer should be stronger for novices than for experts. These predictions were supported by the results of three experiments involving college students solving a complex arithmetic word problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parenting and adolescent problem behavior: An integrated model with adolescent self-disclosure and perceived parental knowledge as intervening variables.

Parental monitoring, assessed as (perceived) parental knowledge of the child's behavior, has been established as a consistent predictor of problem behavior. However, recent research indicates that parental knowledge has more to do with adolescents' self-disclosure than with parents' active monitoring. Although these findings may suggest that parents exert little influence on adolescents' problem behavior, the authors argue that this conclusion is premature, because self-disclosure may in itself be influenced by parents' rearing style. This study (a) examined relations between parenting dimensions and self-disclosure and (b) compared 3 models describing the relations among parenting, self-disclosure, perceived parental knowledge, and problem behavior. Results in a sample of 10th- to 12th-grade students, their parents, and their peers demonstrated that high responsiveness, high behavioral control, and low psychological control are independent predictors of self-disclosure. In addition, structural equation modeling analyses demonstrated that parenting is both indirectly (through self-disclosure) and directly associated with perceived parental knowledge but is not directly related to problem behavior or affiliation with peers engaging in problem behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comprehension of arithmetic word problems: Evidence from students' eye fixations.

Students have difficulty solving arithmetic word problems containing a relational term that is inconsistent with the required arithmetic operation (e.g., containing the term less, yet requiring addition) rather than consistent. To investigate this consistency effect, students' eye fixations were recorded as they read arithmetic word problems on a computer monitor and stated a solution plan for each problem. As predicted, low-accuracy students made more reversal errors on inconsistent than consistent problems, students took more time for inconsistent than consistent problems, this additional time was localized in the integration/planning stages of problem solving rather than in the initial reading of the problem, these response-time patterns were obtained for high-accuracy but not for low-accuracy students, and high-accuracy students required more rereadings of previously fixated words for inconsistent than for consistent problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns.

Identifies patterns of behavior and emotional response associated with peer rejection in early adolescence. Seventh- and 8th-grade middle-school students (N?=?450) were administered positive and negative sociometric nominations, peer behavioral assessment items, a loneliness and social dissatisfaction questionnaire, and a newly developed interpersonal concerns questionnaire. Results indicated that most rejected students were aggressive or submissive, but it was the combination of aggressiveness or submissiveness with low levels of prosocial behavior that was associated with peer rejection. With regard to students' affective experiences, submissive–rejected students, when compared with average-status students, were found to report higher levels of loneliness and worry about their relations with others. Aggressive–rejected students did not differ on these dimensions from average-status students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of problem definitions in understanding age and context effects on strategies for solving everyday problems.

The participants (107 preadolescents, 124 college students, 118 middle-aged adults, and 131 older adults) described 2 everyday problems (1 unconstrained, the other constrained to 1 of 6 domains) that they experienced and their goals and strategies. Problem definitions reflected interpersonal or competence components or both; strategies reflected altering cognitions, actions, or regulating and including others. Age differences in problem definitions were found. For unconstrained-domain problems, age and problem definition were related to strategies; for unconstrained-domain problems age differences in strategies were not found. For constrained-domain problems, strategies related to problem domain and problem definition, with problem definition the better predictor of strategies. The results illustrate the value of individuals' problem definitions for addressing age and context effects on strategies used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Female counselor–client dyads: Effects of counselor age, client marital status, and intimacy level of presenting problem on perceptions of counselors.

Explored the impact of counselor age, level of intimacy of clients' presenting problems, and client marital status on perception of counselors and the counseling relationship with 48 married females (mean age 21.9 yrs) and 48 unmarried females (mean age 26.3 yrs). Ss viewed a series of 3 videotapes, which were counterbalanced for level of intimacy of client's presenting problems and depicted initial interviews between young female clients and either younger or older female counselors. After viewing each individual vignette, Ss completed a counselor rating form, a client satisfaction form, and manipulation checks for presenting problem intimacy and counselor age. Overall, differences in presenting problems and counselor age were perceived as intended. Ss' marital status was unrelated to any measures. Counselors were judged as most expert, attractive, and trustworthy when dealing with presenting problems that were least intimate. Ss anticipated greater satisfaction with younger rather than older counselors only for the least intimate presenting problem. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor reactions to female clients: Type of problem, age of client, and sex of counselor.

88 male and female graduate students in counseling, staff of a university counseling center, and faculty in counseling and clinical psychology viewed videotaped vignettes of 2 35-yr-old women and 2 20-yr-old women who portrayed problems about feared rape, existential anxiety, choice of a college major in social work, or choice of a college major in engineering. Results indicate that the 2 personal-social problems were rated as more serious than the vocational problems on all dependent measures. Additionally, the feared-rape problem was considered the most serious and needing the most counseling sessions, whereas the women with existential anxiety received the most empathy and were perceived as being most able to profit from counseling. The 2 vocational problems did not differ on any of the dependent variables. Other results indicate effects for both client age and counselor sex depending on the particular problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental and social influences on young girls' early problem behavior.

A developing body of research suggests that there are few sex differences in the rate and severity of problem behavior in early childhood, but clear sex differences emerge at about 4 years of age. The authors explore 2 hypotheses to further the understanding of emerging sex differences in problem behavior across the first 5 years of life. The first posits that the change in girls' problem behavior from infancy to school entry represents a channeling of early problem behavior into predominantly internalizing problems as a result of socialization. The second hypothesis is that the change in girls' early problem behavior during the preschool period results from the more rapid biological, cognitive, and social–emotional development of girls relative to boys. The authors review research on the influence of parents, teachers, and peers on girls' behavior from infancy to preschool regarding the first hypothesis, whereas they review studies of sex differences in developmental processes to test the second. They find moderate support for both hypotheses and present a comprehensive theory of girls' developmental psychopathology that integrates social and developmental influences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving students' perceptions of a mathematics assignment by increasing problem completion rates: Is problem completion a reinforcing event?

Sought to determine whether adding and interspersing brief computation problems would improve elementary students' perceptions of an assignment that was part of their curricula. 30 6th-grade students were given 8 min per assignment to work computation problems on a mathematics assignment containing 25 4-digit by 1-digit problems (control condition) and an assignment containing 25 similar problems plus 9 interspersed 1-digit plus 1-digit problems (experimental condition). As expected, total problem completion rates were higher on the experimental assignment. When presented with a choice for their 3rd assignment, significantly more students chose the experimental assignment, even though it contained more problems. Results showed that interspersing additional tasks that take relatively less time to complete can improve students' preference for assignments without reducing assignment demands (i.e., watering down the curricula). Discussion focuses on future applied and theoretical research related to task completion as a reinforcing event, schedules of reinforcement, student preference, and student choice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring and changing teachers' differential behavior as perceived by students and teachers.

Students' perceptions of their teachers' differential behavior were compared with the perceptions of the teachers themselves. Students and teachers agreed that the low achiever receives more learning support and less pressure than the high achiever. However, students reported that the high achiever receives more emotional support, whereas teachers reported giving more emotional support to the low achiever. A 2nd experiment consisted of an experimental intervention in which teachers were given feedback about the gaps between their own perceptions and those of their students in the emotional support domain. The teachers were divided into effective- and noneffective-feedback groups, according to the openness and receptiveness they were observed to express. Slight changes in differential emotional support were found 3 mo later for the teachers in the effective-feedback group. However, students and teachers framed the improvement in their pre-existing cognitive schemes. Thus, gaps between students' and teachers' perceptions were somewhat decreased, but they still presented contrasting perceptions of emotional support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of the effects of client sex and presenting problem in referral from intake.

Examined the extent to which client sex and presenting problem were related to the sex of the counselor to whom the client was referred for individual counseling. Data were collected from the files of 142 counseling center clients seen initially by an intake counselor and then referred for individual counseling; the 25 intake counselors, 14 male and 11 female, were the center's professional staff and maintained regular client loads as well as sharing intake responsibilities with other staff members. Results indicate a predominance of same-sex referrals regardless of client sex, sex of the intake counselor, or the client's presenting problem. While intake counselors were more likely to keep clients of their own sex for continued individual counseling, the tendency to make same-sex referrals was most evident when clients were referred to other counselors. The results suggest that sex is a salient factor in the assignment of clients to counselors and that further study of the conditions under which same-sex vs opposite-sex counselor–client pairings lead to differentially effective counseling outcomes is needed. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of behavioral problem analysis versus instructional environment information on teachers' perceptions.

Compared 2 types of problem analysis information for their effects on 48 regular education teachers' problem attributions, ratings of acceptability, and preferences for intervention alternatives. Ss were given problem analysis vignettes containing either behavioral or instructional environment information after watching a videotape of a 2nd-grade girl exhibiting classroom behavior problems. Instructional environment information led to more problem attributions involving conditions in the classroom. Behavioral information led to more problem attributions concerning student characteristics and behavior and remote contextual variables. Ss in both informational conditions preferred instructional modification as a means of responding to the student's problems. Ratings of the intervention categories correlated significantly with Ss' problem attributions, perceptions of problem severity, and perceived likelihood for resolution in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal problem solving: A descriptive study of individual differences.

Examined differences between students who have perceived themselves as successful and unsuccessful problem solvers. Differences were examined across a range of cognitive, affective, and behavioral variables, with 2 types of problems—intrapersonal and interpersonal. 20 undergraduates who scored high and 20 who scored low on an independently developed problem-solving inventory (a) were questioned about how they solved interpersonal and intrapersonal problems within a 1-hr structured interview and (b) completed the Mooney Problem Checklist (MPC). Following the session, interviewers rated each S on several cognitive and behavioral variables, and they recorded behavioral observations and anecdotal events. Results reveal that the self-perceived successful and unsuccessful problem solvers differed (a) in the number of problems they acknowledged on the MPC; (b) on a number of self-report ratings about the personal problem solving process (e.g., attributions, expectations, intervention strategies, attitudes, and behaviors); and (c) on ratings made by the interviewers on several cognitive and behavioral variables. Results also indicate that the type of personal problem being solved affected the problem-solving process. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students.

Examined whether male and female students of high mathematical ability use different solution strategies on math problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) toward math: use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math. Findings may help to explain patterns of gender differences on SAT-M problems among high-ability students in which female students outperform male students on conventional problems and male students outperform female students on unconventional problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)