Strong Vocational Interest Blank scores of high school seniors and their later occupational entry: II.

In order to study the predictive validity of the SVIB, 130 university graduates were identified who had received degrees in dentistry, mechanical engineering, architecture, or journalism, and who had taken the SVIB while seniors in high school. Interest scores and patterns of the 4 groups were compared and comparisons made between each of these 4 groups and 3 groups studied earlier. Each of the groups of graduates tended to obtain as high school seniors SVIB scores related to their later occupation and the relationships were both statistically and practically significant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strong Vocational Interest Blank Scores of high school seniors and their later occupational entry.

"Three groups of University graduates were compared, graduates from medicine, law, and accounting, on the basis of SVIB scores obtained in Grade 12. The scores of the three groups were significantly different from one another, and pattern analysis of each student's interest profile revealed that the three groups had different profile patternings as well as different scores on the individual scales. These differences suggest that careful use of the SVIB is justified with high school seniors." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of National Merit Scholarship screening test scores to test data obtained earlier in high school.

Sundry tests given early in a pupil's high school career correlate from .40 to .78 with the National Merit Scholarship screening test in the senior year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation of ninth grade test scores to twelfth grade test scores and high school rank.

From a population of high school students who had been tested in state-wide programs at the ninth and twelfth grade levels, a sample of 2185 was used to compute correlations between performance at these scholastic levels. At the ninth grade the tests were the ACE (Highschool Edition) and the Cooperative English Test (Form Y); at the twelfth grade level the tests were the ACE (College Edition) and the Cooperative English Test (Form S). HS percentile ranks were also computed for the Ss. The correlation between different forms of the same test was .8, for each test. The correlations between ACE forms and the Coop forms were .7 or higher. HSR correlated .63 with ninth grade ACE score, .71 with ninth grade English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Through a new lens: Contemporary psychological perspectives on school completion and dropping out of high school.

In 1996, the American Psychological Association (APA) recommended that the association work to "increase the participation of psychology and psychologists in assisting in national, state, and local efforts to prevent school drop-out" (APA, 1996). The purpose of this special issue is to describe the psychological scholarship that must underlie these efforts, as it has been reflected in the work of an Interdivisional Task Force on School Dropout Prevention. This article describes the complex understanding of high school completion that emerged from Task Force discussions, and the implications this has for efforts to prevent school dropout and promote school completion. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Student engagement in high school classrooms from the perspective of flow theory.

We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students' autonomy and provide an appropriate level of challenge for students' skills, conclude the article. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Early prospective studies of the high school dropout.

A limited number of empirical studies conducted between 1950 and 1970 used longitudinal designs to examine the relations between psychological characteristics of students and subsequent high school dropout. Five prospective studies demonstrated that modest but significant relations existed between completing high school and measures of personality gathered in the seventh, eighth or ninth grades. Stronger relations were found in three early studies that examined the link between sociometric measures gathered in late elementary school and high school graduation 6 or 7 years later. Results clarified some methodological requirements for useful research on school completion and suggested that social and emotional variables explain some of the variance in school dropout that is independent of academic performance. Implications are drawn for effective school dropout research, policies, and practices at the local, state, and national levels. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A study of the validity of the Sales Comprehension Test and Sales Motivation Inventory in differentiating high and low production in life insurance selling.

"Sixty ordinary life insurance agent volunteers were obtained from 17 companies operating in Nebraska. All were experienced life insurance salesmen. The population was dichotomized unequally into 'successful' and 'unsuccessful' groups on the basis of insurance sold during the previous calendar year. All men completed the Sales Motivation Inventory and Sales Comprehenhion Test… . Scores of the two instruments, when combined, yielded a t significant at the .01 level." "These findings suggest that the Sales Motivation Inventory is capable of differentiating the more competent life insurance salesmen from the less competent life insurance salesmen in the geographical area covered, and under the circumstances of this study." 29 refs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of music on reading comprehension of junior high school students.

This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and 8th-grade students. Testing was conducted under two conditions: a nonmusic environment, and with accompanying music comprising Billboard Magazine's (2006) top hit singles. Following the music portion of the test, students completed a survey to assess any preference for or against listening to music while studying. Results of an analysis of variance showed performance declined significantly when listening to music. A point biserial correlation illustrated a pronounced detrimental effect on comprehension for students exhibiting a stronger preference for listening to music while studying. Results are important for understanding influences on study habits, with the goal of helping educators and school psychologists design support systems tailored to the needs of adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validation of the Minnesota Vocational Interest Inventory for vocational high school boys.

The concurrent validity of the MVII was investigated with over 1000 vocational high school boys in Grades 9 and 12 in Buffalo, New York, schools. Scores of boys in particular trade curricula were checked against relevant MVII scales. At Grade 12, the food, electrical, and printing trade choices were well predicted; students in building trade, machinist, and mechanical programs were not well spotted. Similar results, but less encouraging, were found for the Grade-9 sample. With 1 student sample only (electrical), aptitude test data were unrelated to MVII scores. Students with "high" academic or shop school averages earned higher MVII criterion scale scores than did others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A more accurate approach to measuring the prevalence of sexual harassment among high school students.

The present study surveyed the prevalence of sexual harassment among high school students. A total of 1,582 students from 18 schools completed a version of the American Association of University Women (1993) survey. Reported sexual harassment events were restricted to those that: a) had been experienced first-hand, b) had occurred within the preceding two weeks, and c) were reported by students who were notably upset by their experiences. Despite this stringent approach, sexual harassment was found to be a significant problem in high schools. Fifteen percent of students were both sexually harassed and very or somewhat upset by their harassment experiences. Nearly half of these upset students were recipients of physical forms of sexual harassment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The decision of African American students to complete high school: An application of the theory of planned behavior.

A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N=166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R=.71; pR=.50; p     

The role of perceived barriers and relational support in the educational and vocational lives of urban high school students.

Drawing on developmental contextual theory, the authors examined the relationship of perceived barriers and support with school engagement and vocational attitudes among 9th-grade urban high school students in 2 studies. Study 1 (N=174) showed that both perceived barriers and perceived support from family kin were associated with youths' commitment to school and aspirations for success in their future careers. Study 2 (N=181) replicated and extended Study 1, demonstrating that perceived barriers, general perceptions of support, and kinship support were associated with behavioral and attitudinal indexes of school engagement, as well as with aspirations for career success, expectations for attaining career goals, and the importance of work in one's future. The findings contribute to efforts to identify individual and contextual factors relevant to the educational and vocational lives of urban minority youth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Indecisiveness and high school students' career decision-making process: Longitudinal associations and the mediational role of anxiety.

This study examined how indecisiveness relates to adolescents' process of choosing a study in higher education, using a longitudinal design. A sample of 281 students participated at the beginning, middle, and end of Grade 12. Findings show that indecisiveness was a risk factor for future levels of coping with the career decisional tasks of broad and in-depth environmental exploration (amount of information and exploratory behavior), amount of self-information, decisional status, and commitment. However, indecisiveness did not relate to the degree of change in decisional tasks during Grade 12. Moreover, results suggest that the linkage of indecisiveness with the amount of in-depth environmental information, the amount of self-information, decisional status, and commitment was mediated by adolescents' career choice anxiety. Finally, stability data provided support for the conceptualization of indecisiveness as a trait. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students.

The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N = 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.

This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family–School Partnership, focused on promoting parental involvement in educational activities and bolstering parents’ behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family–School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of the social development model during the transition to junior high with Mexican American adolescents.

Mexican American adolescents have higher rates of externalizing problems than their peers from other ethnic and racial groups. To begin the process of understanding factors related to externalizing problems in this population, this study used the social development model (SDM) and prospective data across the transition to junior high school from 750 diverse Mexican American families. In addition, the authors examined whether familism values provided a protective effect for relations within the model. Results showed that the SDM worked well for this sample. As expected, association with deviant peers was the primary predictor of externalizing behaviors. There was support for a protective effect in that adolescents with higher familism values had slower rates of increase in association with deviant peers from 5th to 7th grades than those with lower familism values. Future research needs to determine whether additional culturally appropriate modifications of the SDM would increase its usefulness for Mexican American adolescents. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The effects of visual magnification and physical movement scale on the manipulation of a tool with indirect vision.

Modern tools often separate the visual and physical aspects of operation, requiring users to manipulate an instrument while viewing the results indirectly on a display. This can pose usability challenges particularly in applications, such as laparoscopic surgery, that require a high degree of movement precision. Magnification used to augment the view and, theoretically, enable finer movements, may introduce other visual-motor disruptions due to the apparent speed of the visual motion on screen (i.e., motion scaling). In this research, we sought to better understand the effects of visual magnification on human movement performance and control in operating a tool via indirect vision. Ten adult participants manipulated a computer mouse to direct a pointer to targets on a display. Results (Experiment 1) showed that, despite increased motion scaling, magnification of the view on screen enabled higher precision control of the mouse pointer. However, the relative effectiveness of visual magnification ultimately depended on the scale of the physical movement, and more specifically the precision limits of the whole-hand grip afforded by the mouse. When the physical scale of the hand/mouse movement was reduced (Experiment 2), fine-precision control began to reach its limits, even at full magnification. The role of magnification can thus be understood as “amplifying” the particular skill level afforded by the effecting limb. These findings suggest a fruitful area for future research is the optimization of hand-control interfaces of tools to maximize movement precision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining the effects of a comprehensive writing program on the writing performance of middle school students with learning disabilities in written expression.

Many students have difficulty in educational and employment settings because they have failed to master basic writing skills. Multiple-baseline across-tasks designs were used to evaluate the effects of the Comprehensive Writing Program (CWP), a multicomponent intervention, on the writing performance of all students (n = 17) from 3 9th-grade special education classrooms. The CWP included direct instruction, assignment choice, increased practice, group rewards, and individual feedback. Assessment procedures were used to collect data on 3 target skills: percentage of sentences that (a) were complete sentences, (b) contained adjectives, and (c) were compound sentences. Results suggest that the CWP increased students' performance on recently taught or retaught skills; however, not all increases were maintained. Discussion focuses on future applied and theoretical research designed to address limitations of the current study and to enhance the effectiveness of the CWP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)