Dimensions of career indecision.

[Correction Notice: An erratum for this article was reported in Vol 37(2) of Journal of Counseling Psychology (see record 2008-10626-001). Editorial error resulted in several misstatements. On page 98, second column, in the 11th line of the second paragraph, the word students ought to read studies; on page 101, in the 9th line, the word Behaviors ought to read Barriers. On page 102, in line 5 of the first paragraph, the reference ought to be to the top left panel of Figure 2. The second paragraph ought to begin with the reference to the top right panel of Figure 2. Also on page 102, the sentence that begins on line 5 of the first paragraph was intended to read, as follows: Two of the groups of girls changed significantly in the expected direction: Group 2 (decided-undecided) significantly increased and Group 3 (undecided-decided) significantly decreased over time.] Recent studies have clarified the factor structure of the Career Decision Scale (CDS), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Meeting current challenges in higher education: The need for more psychologists": Correction.

Reports an error in "Meeting current challenges in higher education: The need for more psychologists" by A. W. Logue (Review of General Psychology, 2007[Dec], Vol 11[4], 381-391). On page 389, right column, last paragraph, the second to last sentence should read "The goal now, however, will be to improve students' success, faculty's scholarship, and the future of their communities". On page 386, right column, third paragraph, line six, "psychologist-administrators" should appear as "psychologist administrators". On page 390, right column, the Logue 2006 reference should read "[Survey of fields of Middle States Commission accredited New York State institutions of higher education chief academic officers and presidents]". (The following abstract of the original article appeared in record 2007-18727-007.) Higher education is currently facing many serious challenges. These challenges derive from the effects of globalization, massification (the wide availability of higher education), competition, expanding technology, regulation, litigation, and tuition increases that are outpacing student aid. Many psychologists possess the skills to overcome these challenges: to facilitate the learning, creativity, and performance of each student, faculty member, and staff member; foster productive group relations; analyze human behavior qualitatively, quantitatively, and experimentally; and generate and steward funds for their institutions. Psychologists are well prepared to lead institutions of higher education through and beyond their 21st-century challenges. Relatively few higher education leaders are psychologists, however. Psychologists should be encouraged to choose administrative career paths and thus greatly benefit our colleges and universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy": Correction to Morris et al.

Reports an error in "Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy" by James H. Morris, J. Daniel Sherman and Edward R. Mansfield (Psychological Bulletin, 1986[Mar], Vol 99[2], 282-288). Several errors went uncorrected. On page 283, the second line of the first full paragraph should read "in Equation 3...." On page 284, in the eighth line of the first full paragraph, the power in the equation should be "1/2," not "12." On page 287, in Table 4, the heading for column 6 should read "Adjusted SS for deletion of X?X?," not just "X?." The heading for column 7 should read "H?: β?=0c, partial F," not "β?." Finally, in line 3 of the table note, "X?X?" should read "X?,X?." (The following abstract of the original article appeared in record 1986-16215-001.) Describes a means for determining circumstances when ordinary least squares/moderated multiple regression (OLS/MMR) may be at risk in moderator applications and suggests an alternative regression procedure that can be used to overcome the threat of Type II error posed by these circumstances. Using field study data on job satisfaction of employees at state institutions for the developmentally disabled, parallel analyses are presented to show how markedly different results can be obtained between OLS/MMR and the remedial procedure. It is suggested that investigators who have reached conclusions with the traditional OLS/MMR approach reexamine their data. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Meeting current challenges in higher education: The need for more psychologists.

[Correction Notice: An erratum for this article was reported in Vol 12(1) of Review of General Psychology (see record 2008-02668-007). On page 389, right column, last paragraph, the second to last sentence should read "The goal now, however, will be to improve students' success, faculty's scholarship, and the future of their communities". On page 386, right column, third paragraph, line six, "psychologist-administrators" should appear as "psychologist administrators". On page 390, right column, the Logue 2006 reference should read "[Survey of fields of Middle States Commission accredited New York State institutions of higher education chief academic officers and presidents]".] Higher education is currently facing many serious challenges. These challenges derive from the effects of globalization, massification (the wide availability of higher education), competition, expanding technology, regulation, litigation, and tuition increases that are outpacing student aid. Many psychologists possess the skills to overcome these challenges: to facilitate the learning, creativity, and performance of each student, faculty member, and staff member; foster productive group relations; analyze human behavior qualitatively, quantitatively, and experimentally; and generate and steward funds for their institutions. Psychologists are well prepared to lead institutions of higher education through and beyond their 21st-century challenges. Relatively few higher education leaders are psychologists, however. Psychologists should be encouraged to choose administrative career paths and thus greatly benefit our colleges and universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career indecision types for rural adolescents from disadvantaged and nondisadvantaged backgrounds.

A cluster-analytic technique classified a group of 189 adolescents from rural areas according to career indecision type as measured by the Career Decision Scale. The resulting 3-cluster solution described types of career indecision experienced by adolescents in the early exploration stage. These clusters span a continuum that includes tentatively decided-crystallizing preferences, transitional indecision, and chronic indecision-impaired development. These types reflect the types and intensity of vocational tasks and situations typically encountered by individuals in early adolescence. Three demographic factors (gender, race, economic status) had no significant main or interaction effects on representation across these 3 indecision types. Results were interpreted on the basis of past studies on indecision types and career development theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errata.

Reports an error in "Alpha-adrenergic receptors in hypothalamus for the suppression of feeding behavior by satiety" by D. L. Margules (Journal of Comparative & Physiological Psychology, 1970[Oct], Vol 73[1], 1-12; see record 1971-03588-001). On page 3, paragraph 1 of the Method section, the angle of implantation of cannulas was 6° from the perpendicular; in paragraph 2 of the Method section, the following sentence was omitted: All rats were maintained on a reversed dark-light cycle (lights off at 0800 hr. and on at 2000 hr. EST) and were drugged in the dark. On page 10, paragraph 6, line 10 of the Discussion section, "abolishes" should read "enhances." In "Precocious mating in male rats following treatment with androgen or estrogen" by Michael J. Baum (Journal of Comparative & Physiological Psychology, 1972[Mar], Vol. 78[3], 356-367; see record 1972-22393-001), on page 367 the date of receipt should read August 24, 1970. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of state and trait anxiety to different components of career indecision.

Several studies have reported evidence that a substantial relation exists between career indecision and anxiety. However, little research has been reported that would explain the relation in empirical terms. This study was designed to determine if state and trait anxiety relate differentially to various components of career indecision. To accomplish this objective, we generated factor scores from the Career Decision Scale (CDS) and correlated them individually with the two measures of anxiety. The results indicated that anxiety correlated with three of the CDS factors but did not correlate with a fourth factor representing multiple interests. We discuss these findings as well as recommendations for continuing research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Social influences on the selection of a protein-sufficient diet by Norway rats (Rattus norvegicus)": Correction to Beck and Galef (1989).

Reports an error in "Social influences on the selection of a protein-sufficient diet by Norway rats (Rattus norvegicus)" by Matthew Beck and Bennett G. Galef (Journal of Comparative Psychology, 1989[Jun], Vol 103[2], 132-139). There was a misstatement. On page 137, second column, second paragraph, the sentence that begins on line 7 ought to read as follows: Protected t tests revealed that subjects in the Different Food-Same Place Group gained a significantly smaller percentage of body weight than did subjects in each of the other two groups (LSD = .67, both ps 1989-31944-001.) Investigated effects of interactions between naive and knowledgeable rats (Rattus norvegicus) on selection of a nutritionally adequate diet by the naive. We found that during a 7-day test, isolated rats choosing among 4 foods, 3 of which were protein-deficient and 1 of which was protein-rich, failed to learn to prefer the protein-rich diet and lost weight. Conversely, those rats that interacted with conspecifics trained to eat the protein-rich diet developed a strong preference for that diet and thrived. The authors also found that Ss were more strongly influenced in their diet selection by the flavor of the foods eaten by conspecifics than by the locations where conspecifics fed. The results suggest that social influence may be important in development of adaptive patterns of diet choice by rats (or other dietary generalists) that need to find nutritionally adequate diets in demanding environments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy.

[Correction Notice: An erratum for this article was reported in Vol 100(2) of Psychological Bulletin (see record 2008-10954-001). Several errors went uncorrected. On page 283, the second line of the first full paragraph should read "in Equation 3...." On page 284, in the eighth line of the first full paragraph, the power in the equation should be "1/2," not "12." On page 287, in Table 4, the heading for column 6 should read "Adjusted SS for deletion of X?X?," not just "X?." The heading for column 7 should read "H?: β?=0c, partial F," not "β?." Finally, in line 3 of the table note, "X?X?" should read "X?,X?."] Describes a means for determining circumstances when ordinary least squares/moderated multiple regression (OLS/MMR) may be at risk in moderator applications and suggests an alternative regression procedure that can be used to overcome the threat of Type II error posed by these circumstances. Using field study data on job satisfaction of employees at state institutions for the developmentally disabled, parallel analyses are presented to show how markedly different results can be obtained between OLS/MMR and the remedial procedure. It is suggested that investigators who have reached conclusions with the traditional OLS/MMR approach reexamine their data. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Taste reactivity responses elicited by cocaine-, phencyclidine-, and methamphetamine-paired sucrose solutions": Correction to Parker.

Reports an error in "Taste reactivity responses elicited by cocaine-, phencyclidine-, and methamphetamine-paired sucrose solutions" by Linda A. Parker (Behavioral Neuroscience, 1993[Feb], Vol 107[1], 118-129). Table 1, on page 119, contains two errors. In the first section, the dose/route for the agent nicotine should read as follows: 1.2-2.0 mg/kg sc. In the second section, the dose/route for the agent morphine should read as follows: 2-80 mg/kg ip. Also, on page 121, paragraph 3, line 14, the parenthetical information after 40 mg/kg cocaine should read (40C; 2 × 20 mg/kg/3 cc). (The following abstract of the original article appeared in record 1993-24959-001.) The nature of flavor–drug associations produced by a range of doses of the reinforcing agents cocaine (5, 10, 15, 20, or 40 mg/kg, sc), phencyclidine (0.5, 2, 10, or 20 mg/kg, sc), and methamphetamine (2, 5, or 10 mg/kg, ip) were assessed by the taste reactivity (TR) test and the conditioned taste avoidance (CTA) test. Even at the highest doses tested, none of the agents produced aversive TR responding. At doses that produced equivalent-strength CTA, lithium did establish aversive TR responding. Results provide evidence that drugs that serve as reinforcers in other paradigms produce conditioned flavor avoidance that is not motivated by a conditioned dislike for the flavor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological separation, attachment security, vocational self-concept crystallization, and career indecision: A structural equation analysis.

Structural equation modeling was used to test theoretically based models in which psychological separation and attachment security variables were related to career indecision and those relations were mediated through vocational self-concept crystallization. In contrast to previous studies, which have found either weak or no support for a relation between separation or attachment security variables and career indecision, results based on a sample of 350 college students indicated that some components of separation and attachment security did relate to career indecision in a theoretically supportable direction. Results also revealed that regardless of whether global or component career indecision measures were used, separation and attachment security effects on indecision were at least partially mediated through vocational self-concept crystallization. The strongest mediated relations were observed for the effects of attachment anxiety and maternal separation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Attitudinal Orientations and Cognitive Functioning Among Adolescents:: Erratum.

Reports an error in the original article by Amos Handel (Developmental Psychology, 1975[Nov], Vol 11[6], 667-675). On page 667, the sentence beginning on the fourth line in the third paragraph should read: "This trend focuses on process variables, that is, the actual experiences of children which contribute to their cognitive growth, rather than on status variables (social class, race), which are presumed to represent only surface characteristics of the environment (Wolf, 1964,1966).'In Table 1 on page 670, the first entry under the fourth column ("Progressive Matrices") should read: '-05." In Table 2 on page 671, the third entry under the first column ("Independent variable") should read: "C = A + B = background." (The following abstract of this article originally appeared in record 1976-06752-001.) Examined the pattern of relations of attitudinal orientations to cognitive functioning in 950 Israeli 7th graders. Following the 1966 study by J. S. Coleman et al, attitudinal orientations were represented by measures of locus of control, self-concept, and educational aspirations. Multiple regression analyses showed that 18.1-31.6% of the total variance in 4 measures of cognitive functioning was associated with attitudinal orientations, while only 10.6-18.9% of the total variance in these measures was associated with socioeconomic background variables. In the least economically advantaged group, locus of control was the most potent attitude variable; in the complementary 2 groups of higher socioeconomic status, more of the variance in cognitive functioning was associated with self-concept and aspirations than with locus of control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Combining dispositions and evaluations of vocation and job to account for counterproductive work behavior in adolescent job apprentices": Correction.

Reports an error in "Combining dispositions and evaluations of vocation and job to account for counterproductive work behavior in adolescent job apprentices" by Bernd Marcus and Uwe Wagner (Journal of Occupational Health Psychology, 2007[Apr], Vol 12[2], 161-176). The following errors were committed: (1) In Table 1, item 7 in the variable column is mislabeled. (2) On page 171, in the paragraph before the Discussion section, the sentence beginning on line 14 reads incorrectly. (3) The caption for Figure 1 reads incorrectly. (4) On page 166, left column, 4th line from the bottom, the sentence reads incorrectly. The corrected information is provided. (The following abstract of the original article appeared in record 2007-05780-007.) In the present research, we investigated the joint impact of selected antecedents of counterproductive work behavior (CWB). A sample of German apprentices reported on their CWB and completed measures of situational evaluations (vocational preference, level and constructiveness of job satisfaction) believed to trigger CWB and of dispositional motivators (measured by integrity test subscales) and controls (self-control and another subset of integrity scales) of CWB. All predictors investigated showed the expected bivariate relationships with CWB. Multivariate analyses revealed that the triggering effect of an unfavorable vocational choice on CWB was fully mediated by job satisfaction. When predictors were aggregated, a composite of dispositional control variables had the largest effect on CWB and moderated the effects of motivational dispositions and situational evaluations. These results extend the knowledge on antecedents of CWB by investigating previously overlooked variables and samples and partially replicate recent findings on the joint impact of dispositions and work-related evaluations on CWB. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring a three-dimensional construct of career indecision among college students: A revision of the Vocational Decision Scale: The Career Decision Profile.

This article describes a revision of the Vocational Decision Scale called the Career Decision Profile (CDP). The CDP was administered to 221 undergraduates. The results support the reliability and validity of the Decidedness and Comfort scales and the four scales of the Reasons dimension: Self-Clarity, Knowledge About Occupations and Training, Decisiveness, and Career Choice Importance. Analyses indicated that: career decided students need career planning assistance; trait anxiety is more strongly associated with how students feel about their career decision status than how decided they are; the vocational decision status model provides a clearer picture of career indecision than current unitary approaches; and the CDP shows promise for differentiating among groups of students for treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"An examination of the relations among career subscales": Correction to Fuqua and Newman (1989).

Reports an error in "An examination of the relations among career subscales" by Dale R. Fuqua and Jody L. Newman (Journal of Counseling Psychology, 1989[Oct], Vol 36[4], 487-491). It was incorrectly reported that a principal-components analysis with varimax rotation was performed. In fact, principal-axis factoring with varimax rotation was performed, and it is the results of this analysis that are reported in Table 2 of the article. In principal-axis factoring communalities are used on the main diagonal of the correlation matrix. Initially, these communalities are equal to the squared multiple correlation of the variable with the other variables in the set. An iteration procedure is used to improve these initial estimates of communalities. Another point of clarification is that in the principal-axis factoring reported in Table 2, we used listwise deletion of missing data, whereas we calculated the correlations reported in Table 1 by using pairwise deletion of missing data. The effect of these different procedures is that the factor analysis (N = 98) was based on a slightly different correlation matrix that the one reported in Table 1, and consequently, Table 2 cannot be exactly reproduced by factoring the correlations reported in Table 1. Also, the sign of the correlation of the Career Decision Profile Choice-Work Importance (row 13) and Decidedness (column 7) subscales (.37) is given as positive in Table 1, whereas it was in fact negative. (The following abstract of the original article appeared in record 1990-03287-001.) We examined 13 career subscales contained in 4 measures of career indecision to determine how different measures relate to one another and how many dimensions may exist across these different instruments. Ss completed career instruments and measures of state and trait anxiety, which were included to aid in the interpretation of factors. Correlations provide some evidence of the convergent validity of the subscales. A factor analysis yielded a three-factor solution accounting for 55.9% of the variance. The first and most general factor was interpreted as a component that represented information about occupations and self. The second factor was interpreted as a more indecisive component and was positively correlated with anxiety. The third factor seemed to be an affective comfort component but failed to relate to anxiety as was expected. Theoretical and practical implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"2002 Annual Report of the American Psychological Association": Correction.

Reports an error in the 2002 Annual Report of the American Psychological Association (American Psychologist, 2003[Aug], Vol 58[8], 509-540). In Philip G. Zimbardo's President's Address that appeared in the August 2003 edition of the American Psychologist, the word "minority" was inadvertently omitted from the second full paragraph on page 529. The paragraph should read as follows: I facilitated new members' talking more and some old timers' talking less, added an open microphone time during which nonagenda issues could be raised by anyone, encouraged the APA council to take more charge in developing new visions for APA and its governance (which has eventuated in a new Task Force on Governance), and introduced the "Changing Demographics" presentation to make members aware of the new look that is emerging in the composition of the United States. In addition, I strongly endorsed passage of the new ethics code revision (spearheaded by Celia Fisher), creation of a voting seat on the APA council and a nonvoting seat on the APA board for an American Psychological Association of Graduate Students representative, addition of the term education to APA's mission statement, and proposals to increase minority representation on the APA council and all APA boards and committees. (The following abstract of the original article appeared in record 2007-16923-001.) Presents the 2002 Annual Report of the American Psychological Association. Directorate Reports, the President's Address, and Treasurer's Report are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation between early reading acquisition and word decoding with and without context: A longitudinal study of first-grade children.

The speed and accuracy with which 56 skilled or less skilled readers read words in and out of context was assessed in the fall and spring of the 1st grade by having both groups read random lists of words and coherent paragraphs. The context of the coherent paragraph facilitated word recognition performance to a greater degree in the spring than in the fall, and this developmental trend was similar for both groups. Although the word recognition performance of the skilled readers was superior to that of the less skilled readers on the coherent paragraphs, the former were also better at reading random lists of words. Data indicate that the less skilled readers were getting as much contextual facilitation from the coherent paragraph as were the skilled readers when the latter were at a similar level of context-free decoding ability. This finding, combined with other research, indicates that less skilled readers of this age perform relatively poorly on coherent paragraphs because of poor decoding skills, not because of a strategic inability to use context to facilitate word recognition. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social influences on the selection of a protein-sufficient diet by Norway rats (Rattus norvegicus).

[Correction Notice: An erratum for this article was reported in Vol 104(2) of Journal of Comparative Psychology (see record 2008-10625-001). There was a misstatement. On page 137, second column, second paragraph, the sentence that begins on line 7 ought to read as follows: Protected t tests revealed that subjects in the Different Food-Same Place Group gained a significantly smaller percentage of body weight than did subjects in each of the other two groups (LSD = .67, both ps Rattus norvegicus) on selection of a nutritionally adequate diet by the naive. We found that during a 7-day test, isolated rats choosing among 4 foods, 3 of which were protein-deficient and 1 of which was protein-rich, failed to learn to prefer the protein-rich diet and lost weight. Conversely, those rats that interacted with conspecifics trained to eat the protein-rich diet developed a strong preference for that diet and thrived. The authors also found that Ss were more strongly influenced in their diet selection by the flavor of the foods eaten by conspecifics than by the locations where conspecifics fed. The results suggest that social influence may be important in development of adaptive patterns of diet choice by rats (or other dietary generalists) that need to find nutritionally adequate diets in demanding environments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Taste reactivity responses elicited by cocaine-, phencyclidine-, and methamphetamine-paired sucrose solutions.

[Correction Notice: An erratum for this article was reported in Vol 107(2) of Behavioral Neuroscience (see record 2008-10474-001). Table 1, on page 119, contains two errors. In the first section, the dose/route for the agent nicotine should read as follows: 1.2-2.0 mg/kg sc. In the second section, the dose/route for the agent morphine should read as follows: 2-80 mg/kg ip. Also, on page 121, paragraph 3, line 14, the parenthetical information after 40 mg/kg cocaine should read (40C; 2 × 20 mg/kg/3 cc).] The nature of flavor–drug associations produced by a range of doses of the reinforcing agents cocaine (5, 10, 15, 20, or 40 mg/kg, sc), phencyclidine (0.5, 2, 10, or 20 mg/kg, sc), and methamphetamine (2, 5, or 10 mg/kg, ip) were assessed by the taste reactivity (TR) test and the conditioned taste avoidance (CTA) test. Even at the highest doses tested, none of the agents produced aversive TR responding. At doses that produced equivalent-strength CTA, lithium did establish aversive TR responding. Results provide evidence that drugs that serve as reinforcers in other paradigms produce conditioned flavor avoidance that is not motivated by a conditioned dislike for the flavor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship of ethnic identity and gender role attitudes to the development of career choice goals among black and Latina girls.

This study is a preliminary exploration of how individual differences in gender role attitudes and ethnic identity might be related to career decision self-efficacy and the gender traditionality of career choice goals in a sample of 102 9th-grade Black and Latina girls. Extending social-cognitive career theory, the authors examined 2 path models in which career decision self-efficacy mediated the effects of gender role attitudes and ethnic identity on the traditionality of the participants' career choice goals. Models depicting full and partial mediation were considered. The results of the path analyses provided confirmation for an extension of the social- cognitive career theory model, indicating that for this sample, career decision self-efficacy fully mediated the influence of egalitarian gender role attitudes and ethnic identity on gender traditionality in career choice goals. These findings offer support for consideration of the role of gender role attitudes and ethnic identity in career self-exploration and vocational guidance with Black and Latina girls. Limitations, implications for counseling, and suggestions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)