College students' time management: Correlations with academic performance and stress.

Many college students may find the academic experience very stressful (K. J. Swick, 1987). One potential coping strategy frequently offered by university counseling services is time management. 165 students completed a questionnaire assessing their time management behaviors and attitudes, stress, and self-perceptions of performance and grade point average (GPA). The study revealed 2 major findings. The Time Management Behavior Scale consists of 4 relatively independent factors; the most predictive was Perceived Control of Time. Students who perceived control of their time reported significantly greater evaluations of their performance, greater work and life satisfaction, less role ambiguity, less role overload, and fewer job-induced and somatic tensions. Findings are consistent with theory and advice on time management (e.g., R. S. Schuler; 1979) but also indicate that the dynamics of time management are more complex than previously believed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample.

This study estimated reading achievement gaps in different ethnic, gender, and socioeconomic groups of 1st graders in the U.S. compared with specific reference groups and identified statistically significant correlates and moderators of early reading achievement. A subset of 2,296 students nested in 184 schools from the Early Childhood Longitudinal Study (ECLS) kindergarten to 1st-grade cohort were analyzed with hierarchical linear models. With child-level background differences controlled, significant 1st-grade reading differentials were found in African American children (-0.51 SD units below Whites), boys (-0.31 SD units below girls), and children from high-poverty households (-0.61 to -1.0 SD units below well-to-do children). In all 3 comparisons, the size of the reading gaps increased from kindergarten entry to 1st grade. Reading level at kindergarten entry was a significant child-level correlate, related to poverty status. At the school level, class size and elementary teacher certification rate were significant reading correlates in 1st grade. Cross-level interactions indicated reading achievement in African American children was moderated by the schools students attended, with attendance rates and reading time at home explaining the variance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dosimetry fundamentals of endovascular therapy using Re-188 for the prevention of restenosis after angioplasty]

This study investigated whether self-esteem precedes various academic behaviors and beliefs among 593 high school students (63.7% female, 60.9% African American). Measures of home and school self-esteem, grade point average, perceived academic standing and progress, and educational plans were collected by survey and archival review of grade and attendance records at the beginning (pre-test) and end of the school year (post-test). Self-esteem and academic variables differed by gender, race, and guardianship. Self-esteem related significantly to academics and absenteeism. Results suggest selected academic variables predict self-esteem even when the effects of gender, race, and guardianship are removed and pretest self-esteem scores are controlled. In conclusion, student academic performance influences subsequent academic and home self-esteem. Creation of positive academic experiences for youth may be a critical activity, since experts contend that low self-esteem is associated with subsequent behavioral problems. The markedly lower self-esteem of Native American and Hispanic youth warrants further investigation.     

Chinese Contractors in Africa: Home Government Support, Coordination Mechanisms, and Market Entry Strategies

Africa is a traditional overseas market for Chinese contractors. Since the launch of “going out’ national strategy in the new century, and with the support and control of the government and subordinate agencies, associations and banks, and innovative approach such as Angola Mode, Chinese contractors’ presence in the emerging African market continues to grow. Based on original empirical data collected through interview and questionnaire surveys, this paper analyzes the mechanisms the Chinese government has established to facilitate Chinese contractors’ entry into Africa and the perspectives of Chinese contractors about the African market in terms of opportunities and threats. Regression analysis based on existing datasets indicates that despite perceived opportunities and threats, Chinese contractors’ performance in Africa in terms of business revenue actually hinges upon the availability of construction capital. The study also reviews the market entry modes used by Chinese contractors, concluding that they prefer to establish a long term presence and opt to commit large resources. Overall, the paper summarizes evidence about the status and innovative approaches of Chinese contractors in penetrating the African construction market, and also characterizes the potential of the African construction market for Chinese contractors.     

The role of racial identity in perceived racial discrimination.

This study examined the role that dimensions of racial identity play regarding the antecedents and consequences of perceived racial discrimination among African Americans. A total of 267 African American college students completed measures of racial identity, perceived racial discrimination, and psychological distress at 2 time points. After controlling for previous perceptions of discrimination, racial centrality was positively associated with subsequent perceived racial discrimination. Additionally, perceived discrimination was positively associated with subsequent event-specific and global psychological distress after accounting for previous perceptions of discrimination and distress. Finally, racial ideology and public regard beliefs moderated the positive relationship between perceived discrimination and subsequent distress. The results illustrate the complex role racial identity plays in the lives of African Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents, Peers, and Problem Behavior: A Longitudinal Investigation of the Impact of Relationship Perceptions and Characteristics on the Development of Adolescent Problem Behavior.

This study examined longitudinal relations among adolescents' family relationships, peer relationships, and problem behavior. Participants were 1,357 African American and European American adolescents who were interviewed at 3 time points: 7th grade (mean age=12.7 years), the summer after 8th grade (mean age=14.2 years), and 11th grade (mean age=17.1 years). For all racial and gender groups, 7th-grade family characteristics (youth perceptions of autonomy and warmth) predicted a risky peer context during 8th grade, which in turn predicted problem behavior during 11th grade. Additionally, problem behavior in the 7th grade predicted 11th-grade problem behavior, directly as well as indirectly through the peer context. Racial and gender differences are discussed, as are implications for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural validity of the Almost Perfect Scale--Revised for African American college students.

This study investigated the cross-cultural construct validity of perfectionism using the Almost Perfect Scale-Revised (APS-R; R. B. Slaney, M. Mobley, J. Trippi, J. S. Ashby, & D. G. Johnson, 1996) with 251 African American college students. A LISREL confirmatory factor analysis (CFA) offered support for the 3 subscales of the APS-R: High Standards, Order, and Discrepancy. Multigroup CFA results for a sample of 314 White college students supported factorial equivalence across the 2 cultural groups. Correlations between the subscales of the APS-R and measures of self-esteem, self-reported grade point average (GPA), satisfaction with GPA, trait anxiety, and depression were consistent with the results of previous research. A cluster analysis was performed on the APS-R; the cluster results were similar to those found in previous studies. Finally, the limitations of the present study and the implications for future research with African Americans are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An intersectional approach for understanding perceived discrimination and psychological well-being among African American and Caribbean Black youth.

The present study examined whether combinations of ethnicity, gender, and age moderated the association between perceived discrimination and psychological well-being indicators (depressive symptoms, self-esteem, and life satisfaction) in a nationally representative sample of Black youth. The data were from the National Survey of American Life, which includes 810 African American and 360 Caribbean Black adolescents. The results indicated main effects such that perceived discrimination was linked to increased depressive symptoms and decreased self-esteem and life satisfaction. Additionally, there were significant interactions for ethnicity, gender, and race. Specifically, older Caribbean Black female adolescents exhibited higher depressive symptoms and lower life satisfaction in the context of high levels of perceived discrimination compared with older African American male adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The prevalence of perceived discrimination among African American and Caribbean Black youth.

The present study examined ethnic, gender, and age differences in perceived discrimination and the association between perceived discrimination and psychological well-being in a nationally representative sample of Black adolescents. Data are from the National Survey of African Life (NSAL), which includes 810 African American and 360 Caribbean Black youth. Results indicate that the majority of Black youth perceived at least 1 discriminatory incident in the previous year. Adolescents at later stages of development perceived more discrimination than those at earlier stages, and African American and Caribbean Black males perceived more discrimination than their female counterparts. Perceptions of discrimination were positively linked to depressive symptoms and were negatively linked to self-esteem and life satisfaction, regardless of ethnicity. However, Caribbean Black youth appear to be more vulnerable when they perceive high levels of discrimination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of grade retention in first grade on psychosocial outcomes.

In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children's externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the basis of propensity scores (probability of being retained in first grade estimated from 72 baseline variables). Relative to promoted children, retained children were found to benefit from retention in both the short and longer terms with respect to decreased teacher-rated hyperactivity, decreased peer-rated sadness and withdrawal, and increased teacher-rated behavioral engagement. Retained children had a short-term increase in mean peer-rated liking and school belongingness relative to promoted children, but this advantage showed a substantial decrease in the longer term. Retention had a positive short-term effect on children's perceived school belonging and a positive longer term effect on perceived academic self-efficacy. Retention may bestow advantages in the short-term, but longer term detrimental effects on social acceptance may lead to the documented longer term negative effects of retention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Minority status stress and coping processes among African American college students.

The current study tested coping efforts as moderators of the effects of minority status stress on general levels of perceived stress and academic performance for African American students at a predominantly White college and university (PWCU) and a historically Black college and university (HBCU). Multivariate analyses revealed that African American students at the PWCU experienced significantly higher levels of minority status stress than their counterparts at the HBCU. Students did not differ in overall levels of perceived stress and in most coping efforts assessed. HBCU students reported higher mean use of problem-oriented strategies and spiritual efforts than students at the PWCU. Moderated regression analyses revealed an increase in the effects of minority status stress on perceived stress at high levels of problem-oriented efforts. The effects of minority status stress on perceived stress decreased at higher levels of disengagement. In predicting academic performance, type of institution was the strongest predictor. Implications of the findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Self-perception variables that mediate AIDS-preventive behavior in college students.

Three psychological variables (self-efficacy, control and meaning, and perceived risk) were tested in a structural model predicting AIDS-preventive behavior. Results revealed a good model fit, indicating that these psychological variables did play a role in mediating AIDS-preventive behavior in college students. A multivariate analysis of variance (MANOVA) and individual ANOVAs conducted for men and women also revealed gender differences on individual items of self-efficacy, perceived risk, and AIDS-preventive behavior. This study underscores the importance of identifying and assessing the psychological determinants of AIDS-preventive behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social conflict, social support, and psychological distress: Evidence of cross-domain buffering effects.

A longitudinal study examined the relative and joint effects of perceived social support and social conflict on psychological distress in 228 college students. Women had higher perceived social support from roommates and friends and less conflict with roommates than did men; there were no gender differences in level of conflict with friends or psychological distress. Roommate conflict predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from friends. Friend conflict also predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from roommates. These results show the importance of negative and positive aspects of social experiences to emotional functioning and the importance of compensatory social support for individuals facing social conflicts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expression of CTLA-4 molecule in peripheral blood T lymphocytes from patients with systemic lupus erythematosus

The purpose of this study was to compare two planning techniques for the delivery of radical localized postoperative radiotherapy in the treatment of high grade astrocytomas. Conventional orthogonal plain film planning (CONP) was compared with CT planning (CTP) in terms of the size of the target volumes treated, the amount of normal brain irradiated and the accuracy of localization. Twenty consecutive adults with high grade astrocytomas, who were treated with radiotherapy between March and October 1996, were planned with CONP and CTP, using postoperative, contrast-enhanced CT scans to define the tumour volume. The planning target areas, volumes and the 100%, 80% and 50% isodose areas produced using the two planning methods were measured and compared using Student's paired t-test. The target volume length was also measured and compared as an independent factor. The difference between entry points of the central axis of the lateral fields was noted. Nineteen of 20 patients had a reduction in planning target volumes using CTP compared with CONP. The difference between the mean volumes was clinically relevant, with 288 cm3 representing a 25% reduction, and statistically significant at the P<0.001 level. The planning target volumes were reduced in 18/20 patients (mean 24 cm2, 23%, P<0.001). Similarly, there were highly significant reductions in the 100%, 80% and 50% isodose areas. The target volume lengths were not found to be significantly different. When considering the accuracy of localization, the entry point of the CONP lateral field deviated by a mean distance of 1.6 cm relative to CTP (superiorinferior 1.3 cm; anteriorposterior 0.8 cm; range 04.1 cm). In two patients, this would have led to a geographical miss of macroscopic disease. In patients with high grade astrocytomas, CTP is preferred to conventional planning. It leads to appreciable reductions in the size of the planning target areas and volumes receiving radical doses of radiation, it significantly reduces the amount of normal brain tissue being irradiated and is more accurate in terms of tumour localization. These differences are likely to lead to a reduction in treatment morbidity. We recommend CTP for all patients receiving radical radiotherapy.     

Perfectionism and bulimic symptoms in African American college women: Dimensions of perfectionism and their interactions with perceived weight status.

This study had 2 primary aims: (a) to examine the unique relations between maladaptive and adaptive dimensions of perfectionism and bulimic symptoms and (b) to test an interactive model of perfectionism and perceived weight status for bulimic symptoms in a sample of African American female undergraduates. The sample consisted of 97 women at Time 1 and 70 women at Time 2 about 5 months later, with bulimic symptoms assessed at both time points. Results showed that maladaptive perfectionism, but not adaptive perfectionism, was uniquely related to bulimic symptoms in cross-sectional analyses. Tests of interaction effects indicated that maladaptive perfectionism interacted with perceived weight status to identify elevated bulimic symptoms such that women with high levels of maladaptive perfectionism who felt overweight exhibited the highest levels of bulimic symptoms, both concurrently and prospectively after controlling for Time 1 levels of bulimic symptoms. This study highlights the relevance of maladaptive perfectionism to bulimic symptoms in African American college women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps = .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps = .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fraternity and sorority involvement, social influences, and alcohol use among college students: A prospective examination.

This study used latent growth curve modeling to investigate whether the effects of gender and Greek involvement on alcohol use and problems over the first 2 years of college are best characterized by selection, socialization, or reciprocal influence processes. Three social influences (alcohol offers, social modeling, and perceived norms) were examined as potential mediators of these effects. Undergraduate participants (N = 388) completed self-report measures prior to enrollment and in the spring of their freshmen and sophomore years. Male gender and involvement in the Greek system were associated with greater alcohol use and problems prior to college. Both gender and Greek involvement significantly predicted increases in alcohol use and problems over the first 2 years of college. Cross-domain analyses provided strong support for a mediational role of each of the social influence constructs on alcohol use and problems prior to matriculation, and prematriculation social modeling and alcohol offers mediated relations between Greek involvement and changes in alcohol use over time. Findings suggest that students, particularly men, who affiliate with Greek organizations constitute an at-risk group prior to entering college, suggesting the need for selected interventions with this population, which should take place before or during the pledging process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students.

The authors examined students' reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N = 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-based survey. Findings indicate that psychosocial factors and academic quality of the college were most influential for first-generation students as compared to their nonfirst-generation peers in the college choice process. However, gender, race, and SES moderated these influences in complex ways. For example, females rated the psychological variables higher than males; Asian American and African American first-generation students rated higher than their parents' preferences for which college to attend as compared to nonfirst-generation peers. First-generation females, African American in particular, considered academic quality more important than other groups. Our findings should be of value to counselors and other personnel who facilitate students' college choice process as well as college recruitment, retention, and diversity enhancement programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and perceived control in adolescent substance use: Comparative tests in concurrent and prospective analyses.

The relationship of positive and negative dimensions of self-esteem and perceived control to substance (tobacco, alcohol, and marijuana) use was tested with a sample of 1,775 adolescents, surveyed in 8th grade and followed up 1 year later. Esteem and control were highly correlated. Concurrent multiple regression analyses with simultaneous entry indicated internal control inversely related, and self-derogation positively related, to substance use; the unique contribution for control variables was 6.4 times the unique contribution for esteem variables. In prospective analyses, only internal control was significant. Self-attitudes were less relevant in general for substance use among Black adolescents compared with Hispanic and White adolescents; self-derogation was less relevant for adolescents in single-families compared with two-parent families. Previous findings on self-esteem and substance use may be partially reflecting the effect of perceived control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)