The Over‐Scheduling Hypothesis Revisited: Intensity of Organized Activity Participation During Adolescence and Young Adult Outcomes

Concern exists that youth who spend a lot of time participating in organized out‐of‐school activities (e.g., sports) are at‐risk for poor developmental outcomes. This concern—called the over‐scheduling hypothesis—has primarily been assessed in terms of adolescent adjustment. This longitudinal study of a nationally representative sample of 1,115 youth (ages 12–18) assessed long‐term relations between intensity of participation during adolescence and adjustment at young adulthood (ages 18–24). Time diaries measured intensity as hours per week of participation. Results showed that, controlling for demographic factors and baseline adjustment, intensity was a significant predictor of positive outcomes (e.g., psychological flourishing, civic engagement, and educational attainment) and unrelated to indicators of problematic adjustment (e.g., psychological distress, substance use, and antisocial behavior) at young adulthood.     

Choosing Between the Sample-Selection Model and the Multi-Part Model

Hay and Olsen (1984) incorrectly argue that a multi-part model, the two-part model used in Duan et al. (1982,1983), is nested within the sample-selection model. Their proof relies on an unmentioned restrictive assumption that cannot be satisfied. We provide a counterexample to show that the propensity to use medical care and the level of expense can be positively associated in the two-part model, contrary to their assertion. The conditional specification in the multi-part model is preferable to the unconditional specification in the selection model for modeling actual (v. potential) outcomes. The selection model also has poor statistical and numerical properties and relies on untestable assumptions. Empirically the multi-part estimators perform as well as or better than the sample selection estimator for the data set analyzed in Duan et al. (1982, 1983).     

Do women who choose to become surrogate mothers have different psychological profiles compared to a normative female sample?

BackgroundSurrogate mothers are routinely assessed for their suitability to function in the role of surrogacy. Such assessments often include psychological testing including the Minnesota Multiphasic Personality Inventory-Revised (MMPI-2). There has been a paucity of research detailing the personality structures of these women, especially with the MMPI-2.Research objectiveThe current study examined the validity and clinical profiles of surrogate mothers (N = 43) compared to a non-patient, normative reference sample of women (N = 40) using their MMPI-2 results.MethodThis study examined between group differences among the 68 scales of the MMPI-2. Independent-sample t-tests were conducted for each of the scales, with those violating homogeneity of variance assessed with a non-parametric, Mann–Whitney U test.FindingsThe findings demonstrated that surrogate mothers produce profiles with lower values than normative samples across several MMPI-2 scales. For this unique group, elevations were observed on scales that assess profile validity, views on traditional gender roles, repression, ego strength, social obligation and duties, and contained hostility, relative to the normative group.ConclusionThe findings provide an initial examination of the profiles of surrogate mothers on the MMPI-2. The findings revealed that the psychological suitability of surrogate mother candidates appear to be a composite of being both tough-minded and sensitive, sufficiently resilient to manage the role of surrogacy, and aware of the importance of emotional boundary-setting related to pre-natal attachment.     

Dropping out of high school: Effects of close and distant friendships

Prior research highlights the role of friends in influencing whether a student completes high school. Students who drop out tend to have fewer friends, as well as friends who are less oriented toward school success. We distinguish between close and distant friendships by developing a theoretical framework which predicts close and distant friends likely have distinct effects on dropping out. Close friendships provide valuable emotional support, and forging numerous close friendships at school should decrease one’s risk of dropping out. In contrast, the characteristics of distant friends help shape students’ social identities and beliefs about “what’s normative.” Our analyses of the Add Health data set confirm our expectations. Students with more close friendships are less likely to drop out, but close friends’ characteristics are unrelated to dropping out. Distant relationships (as measured by affect and regularity of interaction) with friends who have a high risk of dropping out significantly increase a student’s own risk of dropping out.     

The Geopolitics of Formosa

The authors outline an innovative activity that helps teachers make the abstract concepts of scarcity and allocation concrete in the K-12 classroom. Students evaluate the scarcity of chocolate and often determine, incorrectly, that the candy is not scarce because there is enough for each student to have one piece. After students reveal their preferences for the candy, they compare the total number of candies desired with the number of candies available. Because it is almost always the case that preferences cannot be met, students can easily see that candy is scarce. As with any scare resource, an allocation method is required. Students explore different alternatives for allocating the scarce good among competing consumers. The authors share results from three implementations of this activity.