Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools

We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low‐socioeconomic students of color attending urban middle schools (n = 2,629; 10–16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined over time. We also identified several predictors of intercept and slope. For example, Black youth had a higher average purpose intercept, as well as a steeper average decline than other racial/ethnic groups. Females demonstrated a higher average purpose intercept than males, but this effect disappeared when academic achievement was added to the model.     

A community treatment intervention advancing active treatment in the elderly (ACTIVATE): a pilot study

A growing population of older adults receive treatment for depression but remain symptomatic. We report on a feasibility pilot study of an intervention (ACTIVATE) to improve depression care by encouraging the older person to take a step to intensify the existing treatment. Older adults (N = 43) receiving home-meal service and in depression treatment, but still symptomatic, participated in the ACTIVATE intervention. Assessments were conducted to evaluate change in treatment. Many (66.6%) participants took a step to change their treatment; the rate (88.2%) was higher among individuals with major depression. ACTIVATE may be a useful social work intervention to improve depression care.     

An alternative decision rule for quality control in sequential sampling plans

The conventional rule for acceptance sampling based on sequential samples is based on the rationale of hypothesis testing developed by Wald (1947). This type of decision rule tests the hypothesis of P=p₁ versus P=p₂ as a proxy for determining whether P>d or P<d with P₁<d<p₂. It requires a zone of indifference between the rejection and acceptance levels p₂ and p₁. In this note, we propose an alternative rule for making the decision based on the confidence level of a one-sided Bayesian interval estimate of the parameter. This method results in direct determination of whether the proportion of defects P in the population is greater or less than a prespecified level d, rather than test two points as proxy for the decision. We present a numerical illustration of the rule and an example of determining rejection and acceptance numbers. Ue also compare the results with two conventional rules.     

Diagnostics for identifying influential cases in manova

Measures of influence of multivariate cases on the estimated parameter matrix in MANOVA are developed. The development is based on the confidence region resulting from the likelihood ratio criterion, and is patterned after the development of Cook's univariate D_Imeasure. Influence measures corresponding to the other 3 common multivariate test criteria are presented. Relationships to the measures of Caroni (1987), and Barrett and Ling (1988) are noted. A numerical example is included.     

A test for the composite hypothesis that a population has a gamma distribution

A test of the composite hypothesis that a population has a gamma distribution is presented. The test is conducted by using a rank test of bivariate independence, such as the one .based on Kendallfs sample tau coefficient. The performance of the test is examined by means of a Monte Carlo study.     

Comparison of combinatoric and likelihood ratio procedures for classifying samples

A random sample is to be classified as coming from one of two normally distributed populations with known parameters. Combinatoric procedures which classify the sample based upon the sample mean(s) and variance(s) are described for the univariate and multivariate problems. Comparisons of misclassification probabilities are made between the combinatoric and the likelihood ratio procedure in the univariate case and between two alternative combinatoric procedures in the bivariate case.     

Currents in a Stream: College Student Identities and Ethnic Identities and Their Relationship with Self‐Esteem,Efficacy, and Grade Point Average in an Urban University*

Objectives. We investigate how college student identities and ethnic identities vary among black, white, and Asian students and among immigrant, second‐, and third‐generation students at a large public urban university (in counterpoint to recent studies at highly selective schools). In addition, we explore how those identities are related to college students' sense of self‐esteem and efficacy and their academic performance. Methods. We use survey data from a sample (N=652) of students attending a large diverse public urban university to create new indexes for several dimensions of college identity and ethnic identity and use existing self‐esteem and efficacy indexes to compare black, white, and Asian students, as well as immigrant, second‐generation, and third‐generation students. Results. Among several significant identity differences, we find: (1) whites are lower than blacks on college identity indexes, and immigrant students are higher than subsequent‐generation students on college student identity measures; (2) whites are lower than blacks and Asians on ethnic identity measures; only the ethnic activities index declines linearly from immigrant to second‐ to third‐generation students; (3) blacks have higher self‐esteem and efficacy than whites or Asians; whites have higher GPAs than blacks or Asians, while immigrant students have higher GPAs than third‐generation students; and (4) at least one college student identity dimension and one ethnic identity dimension is related to self‐esteem, efficacy, and GPA. Conclusions. How young adults conceive of themselves as college students and the way they formulate their own racial‐ethnic identities is related to their self‐esteem, efficacy, and academic performance. Moreover, the pattern that these relationships take is somewhat different at a large diverse public urban university than at highly selective universities.