Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains.

The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.

We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th- through 9th-grade students (N?=?250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students' subsequent grades and course enrollment intentions in mathematics. The findings indicated that math anxiety was most directly related to students' math ability perceptions, performance expectancies, and value perceptions. Students' performance expectancies predicted subsequent math grades, whereas their value perceptions predicted course enrollment intentions. Math anxiety did not have significant direct effects on either grades or intentions. The findings also suggested that the pattern of relations are similar for boys and girls. The results are discussed in relation to expectancy-value and self-efficacy theories of academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Math and science motivation: A longitudinal examination of the links between choices and beliefs.

This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early adolescent peer orientation and adjustment during high school.

The long-term consequences of early adolescents' orientation toward peers for their adjustment during high school were assessed. Approximately 1,200 adolescents completed questionnaires in the 7th grade and in the 10th or 12th grades; course grades were also obtained from the students' school records. Early adolescents who were willing to sacrifice their talents, school performance, and parents' rules engaged in greater problem behavior and evidenced lower academic achievement than did other adolescents during high school. The poorer adjustment of adolescents with this extreme orientation toward peers was mediated by their reported involvement in deviant peer groups. In contrast, a tendency to seek advice from peers more than from parents during early adolescence had little implication for later adjustment. Discussion focuses on the need to consider the role of peer dependence along with the effects of supportive friendships during adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.

Although most individuals pass through adolescence without excessively high levels of "storm and stress," many do experience difficulty. Why? Is there something unique about this developmental period that puts adolescents at risk for difficulty? This article focuses on this question and advances the hypothesis that some of the negative psychological changes associated with adolescent development result from a mismatch between the needs of developing adolescents and the opportunities afforded them by their social environments. It provides examples of how this mismatch develops in the school and in the home and how it is linked to negative age-related changes in early adolescents' motivation and self-perceptions. Ways in which more developmentally appropriate social environments can be created are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The inter-rate reliability of a generic measure of severity of illness

BACKGROUND: There has been increasing interest in the development of measures to quantify baseline severity of illness and thus provide a more meaningful interpretation of health outcomes. OBJECTIVE: We aimed to assess the inter-rater reliability of a generic measure of illness severity, the Duke University Severity of Illness (DUSOI) checklist. METHODS: Selected general practices and hospital outpatient departments across Tyneside and Humberside in the UK were used as the setting. Thirty-three clinicians were posted copies of the same set of 14 patient records and asked to rate the severity of illness of each patient using the DUSOI. The subjects were 27 GPs, three consultant chest physicians and three diabetologists. The main outcome measures were: (i) intraclass correlation coefficients used to express clinician agreement upon severity scores; and (ii) a 'gold standard', constructed in order to assess clinician agreement upon the health problems identified in the patient record to be considered as constituents of overall severity. RESULTS: It was found that the degree of inter-rater reliability of severity scoring was satisfactory, with an intraclass correlation coefficient of 0.43. In terms of identification of problems to be rated, there was considerable agreement between raters and a specially compiled 'gold standard' of health problems. CONCLUSION: The DUSOI has potential use in routine clinical practice, but strategies should be developed in order to maximize the reliability of rating illness severity on such a generic measure.     

Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12.

Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1–12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988–1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of school-based interventions that aim to prevent decreases in student motivation for literacy over time and that focus on the early detection of children at risk for dramatic declines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial resources, adolescent risk behaviour and young adult adjustment: is risk taking more dangerous for some than others?

Longitudinal analyses examined the extent to which adolescent alcohol use, illegal drug use, and antisocial behaviour predicted adjustment and risk behaviour during young adulthood, and whether psychosocial resources buffered any impact of risk-taking. American adolescents completed questionnaires in Grade 12 and 2 years later (n = 694). Personal and social resources predicted success in occupational, relational, and health domains. High school risk behaviours predicted decreased success in relational domains, and alcohol use predicted higher educational attainment, independent of the relations with psychosocial resources. Interactions of resources with risk behaviours predicting adjustment were inconsistent, but resources predicted decreased risk behaviours in young adulthood among adolescent risk-takers. Discussion focuses on the value of, and challenges to, research on consequences of adolescent risk taking.     

The Emerging Governance of E‐Infrastructure

The paper studies the transition to ICT‐based support systems for scientific research. These systems currently attempt the transition from the project stage to the more permanent stage of an infrastructure. The transition leads to several challenges, including in the area of establishing adequate governance regimes, which not all projects master successfully. Studying a set of cases from Europe and America, we look at patterns in the size and scope of the undertakings, embeddedness in user communities, aims and responsibilities, mechanisms of coordination, forms of governance, and time horizon and funding. We find that, though configurations and landscapes are somewhat diverse, successful projects typically follow distinctive paths, either large‐scale or small‐scale, and become what we term ‘stable metaorganizations’ or ‘established communities.’