Models of cognition and affect in perceptions of well-being

How do people arrive at assessments of their own life quality? A series of models was developed to provide an interpretation of the way the factors of cognition and affect operate along with evaluations of specific life concerns (domains) in the perception of well-being. Following previous research, cognition was defined operationally as a factor which accounts for the covariance among a set of assessments of life-as-a-whole after affect, as measured by Bradburn's scales, is partialled out and after allowance is made for the presence of correlated measurement errors. It was found that loadings on the cognitive factor, and hence the interpretation of this factor, changed little despite quite large changes in the models. Moreover, in all major comparisons, models that contained the cognitive factor fitted the data better than models that did not. Models that included affect as the only variable intervening between the domains and the life-as-a-whole factor led to results that were intuitively difficult to accept. In the preferred model both affect and cognition were positioned as intervening variables. In this model it was found that the domain evaluations had no direct impact on life-as-a-whole assessments — the contribution of the domains was indirect by way of their association with cognition and affect. It was hypothesised that associated with each domain was a domain-specific element of affect and a domain-specific element of cognition. The linear additive relation found by previous researchers between domain evaluations and life-as-a-whole assessments would then be explainable as a statistical result arising from the summing of the domain-specific elements of affect and cognition.     

The use of zip coded population data in social area studies of service utilization

Social area analysis (SAA) is a well-established methodology for geographically based analysis of service delivery and other health related outcome measures. However, SAA has been limited in application by the complexities of computerized geocoding and difficulties in obtaining appropriate measures of community characteristics. In this paper we demonstrate that these problems can be overcome by employing zip code as well as the unit of analysis for SAA and obtaining commercially available measures of community characteristics. Regression analyses, using New York City zip code populations as the unit of observation were used to illustrate the role of epidemiologic risk factors in predicting rates of inpatient discharge and ambulatory care visits.     

Symbolic computation: a unified approach to studying likelihood

We describe a set of procedures that automate many algebraic calculations common in statistical asymptotic theory. The procedures are very general and serve to unify the study of likelihood and likelihood type functions. The procedures emulate techniques one would normally carry out by hand; this strategy is emphasised throughout the paper. The purpose of the software is to provide a practical alternative to difficult manual algebraic computations. The result is a method that is quick and free of clerical error.     

Preventing rural child abuse: progress in spite of cutbacks

Professionals in a rural community started a service delivery program not in spite of, but because of, economic distress, to counteract the increase in child abuse caused by economic depression. Public education is shown to be a necessary tool in the establishment of new services.     

Response to Guttman & Levy's article ‘on the definition and varieties of attitude and wellbeing’

Guttman and Levy have prepared an extravagant critique focused mainly on the 1980 Andrews-McKennell article in this journal. The clearly stated purpose of that article was to report a “series of explorations into the affective and cognitive components of some of the more widely used measures of perceived well-being”. Guttman and Levy ignore this. They proceed on the mistaken impression that we were (or perhaps should have been) embarking upon a definitional exercise to relate the concepts of attitude and wellbeing. Yet the reason we did not cite their article on that topic was precisely because it did not address in a direct or focused way the topic that concerned us. Their critique consists of an entirely irrelevant reanalysis of some attitudinal data by Ostrom, together with a tissue of recondite definitional and methodological issues of little consequence either for the objectives or the conclusions of our research. Their dismissal of our work as ‘scientific retrogression’ rests on an a priori definition of science that fits their own methodological style but excludes that of many other prominent researchers. Their comments reflect an attempt at methodological imperialism. We defend our independence — and that of other investigators — to use promising new methodologies other than the particular approach advocated by Guttman and Levy. (Their denunciation of the new methods of structural equation modeling is not shared even by the authoritative reviewer they themselves quote.) In addition to Guttman and Levy's specific criticisms, our Response addresses general methodological issues such as the status of structural modeling and the testing of structural models. In a concluding section we identify areas that merit further research.     

The Ethics of the Child Custody Process: Are the American Law Institute’s Guidelines the Answer?

Our principal ethical concern is that children have greatly differing opportunities to have their developmental needs addressed in the custody process. We illustrate this variation with example cases in five different adult contexts: custodial parent, relocates; natural father disputes an adoption; gay parents break up; “psychological parents” come forward to claim custody or visitation; and the Indian Child Welfare Act of 1978 is invoked and may disrupt a placement. We acknowledge and then evaluate in relation to our cases, the recent guidelines for custody issued by the American Law Institute (Principles of the Law of Family Dissolution: Analysis and Recommendations, 2002). Our recommendations for an ethical process include making the child a legal player.Eleanor Willemsen, Rebecca Andrews and Bethany Karlin are affiliated with Department of Psychology, Santa Clara University. Rebecca Andrews is now at Syracuse University Law School.Address correspondence to Eleanor Willemsen, Department of Psychology, Santa Clara University, 500 El Camino Real, Santa Clara, CA 95053; e-mail: ewillemsen @scu.edu. This research was supported by a grant from the Bannan Center for Jesuit Education of Santa Clara University. We wish to acknowledge Bree Nakashima for her assistance with our legal research.     

The Student Watershed Research Project (SWRP): collecting watershed data for use by resource management agencies

From 1992 to 1994, Saturday Academy and the Oregon Graduate Institute of Science and Technology instituted the pilot phase of a long-term monitoring program called the Student Watershed Research Project (SWRP). The SWRP program was developed to create and maintain collaboration among eighth through twelfth grade teachers and students, scientists, businesses, governmental agencies, and community members which would couple environmental education with the collection of high quality, reproducible watershed health data.The original authors of this paper set out to evaluate the impacts of the SWRP program in terms of changes in educational attitudes of participants and collection of accurate data. Findings demonstrate that assuring accuracy of student collected data was challenging, that teachers and students benefited greatly from a hands-on research approach to science education, and that such an approach would be difficult without the support of a program like SWRP.The SWRP program is entering its seventh year in the Portland, Oregon and Vancouver, Washington metropolitan areas with approximately half of the pilot phase participants still involved. A Quality Assurance Project Plan has been developed to assure data accuracy. Evaluation student science education attitudes documents improved results on a yearly basis.     

Time Poverty Thresholds and Rates for the US Population

Time constraints, like money constraints, affect Americans’ well-being. This paper defines what it means to be time poor based on the concepts of necessary and committed time and presents time poverty thresholds and rates for the US population and certain subgroups. Multivariate regression techniques are used to identify the key variables associated with discretionary time and time poverty. The data confirm the idea that individuals in households with children have less discretionary time and are thus more likely to be time poor than those in households without children. Controlling for other household characteristics, an additional child reduces a household adult’s daily discretionary time by 35 min. Surprisingly, while one might expect the necessary and committed activities required of an individual to be less in a two-adult household with children than in a one-adult household with children because child care can be shared, the data show that the presence of such a second adult only marginally reduces the necessary and committed time burden of an individual household member. Perhaps even more surprisingly, household income is not a statistically significant correlate of discretionary time or time poverty.     

The impact of student loans on college access,completion, and returns

Nearly half of all first‐time undergraduates take a loan to pay for college, and many students will borrow tens of thousands of dollars by the time they leave. Low‐income students and students of color borrow student loans more often and in larger amounts, yet attend less selective institutions, are more likely to drop out with debt. Among students who complete college, those with larger amounts of debt may struggle to pay back their loans or to invest in a house, family, or future education. Researchers are just beginning to untangle how the availability and use of student loans affects college access, educational attainment, and life after college, yet this topic has important implications for economic inequality and social stratification. In this article, we summarize what is known and what remains to be investigated, about the impact of student loan availability and use on college enrollment, degree completion, and postcollege outcomes.