The relation of personal resources, participation, influence, interpersonal relationships and coping strategies to occupational stress, job strains and health: A multivariate analysis

The relation of personal resources, participation, influence, interpersonal relationships and coping strategies to occupational stress, job strains and health: a multivariate analysis     

Toward a ‘paideia of the soul’: education to enrich America’s multicultural democracy

What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of paideia and an educated, enlightened citizenry to shape a multicultural democratic education. Multicultural democratic education cultivates the full and flourishing lives and minds of all citizens in American democracy rather than focusing on narrow preparation for voting. It does this through the practice of critical and authentic caring, the cultivation of community across difference, the connection to a global context, and the opportunity for social action. Most importantly, multicultural democratic education takes as its starting point equity and justice in a pluralistic society by committing to the cultivation of the minds and intellects of all students – in stark contrast to the unequal and mind-numbing education that most marginalized and minority students receive.     

Effects of Photovoice: Civic Engagement Among Older Youth in Urban Communities

Youth civic engagement is critical to many community empowerment initiatives. Photovoice is a popular empowerment technique for disenfranchised groups, including youth. The technique has little published empirical support. This research assesses Photovoice as a youth mobilization project within the context of an ongoing community development initiative. It was hypothesized that Photovoice participation would (a) improve students' interest in civic engagement and (b) have greater impact on older rather than younger adolescents. Thirty-three (33) youths (15–21 years of age) completed a Survey of Youth Engagement before and after Photovoice participation. Results indicate a main effect for age, with youths 18 years of age and older scoring significantly higher than youths under 18 years of age. This study suggests that Photovoice promotes significant changes in perceived civic engagement among older youths.     

Examining Passive and Active Recruitment Methods for Low-Income Couples in Relationship Education

One of the most difficult aspects of studying low-income couples is the effective implementation of recruitment and retention strategies. Low-income couples face environmental stressors that make participation difficult, and research has yet to identify efficacious methods of recruiting and retaining low-income couples into funded studies. Researchers and practitioners targeting low-income participants rely on a “learn-as-they-go” approach. Therefore, we examined passive and active recruitment strategies for 394 married participants with children under age 18 and reporting a total household income within 200% of the Federal Poverty Guidelines who participated in a federally funded couples and relationship education program. Univariate ANOVAs indicated significant differences between recruitment method and total time spent in couples and relationship education workshops for both women and men. Further, results indicated a relationship exists between recruitment method and the number of follow-up contacts required before participants attended the initial intake appointment. Implications for practice and research are discussed.     

Credit and Authorship Practices: Educational and Environmental Influences

A survey on credit issues of academic chemists in U.S. Ph.D.-granting institutions was conducted. The respondents rated 15 criteria for authorship of scientific publications; core intellectual contributions received the highest ratings although making a single suggestion that was essential to the successful completion of the project was rated very low. Acquisition of data was also rated highly. The respondents rated eight potential influences on their own “policy” toward giving credit; doing what “seems to be the right thing” was the highest rated influence followed by graduate educational experiences; professional society or other responsible conduct of research (RCR) institutional policies were rated, by far, the lowest.     

Risk Taking in Late Adolescence: Relations Between Sociomoral Reasoning,Risk Stance,and Behavior

This study explored relations among late adolescents' sociomoral reasoning about risk taking, risk stance, and behavior. One‐hundred and thirty‐two participants (18–20‐year‐olds) were surveyed about their own risk stance (Avoidant, Opportunistic, Curious, Risk Seeking) and behavior in three realms (Alcohol Use, Drug Use, Reckless Driving), and sociomoral reasoning about hypothetical risk taking in a baseline scenario with no social domain information and a final scenario that highlighted the moral (i.e., harmful consequences for others), conventional (i.e., sociolegal consequences), personal (i.e., personal prerogative), and prudential (i.e., harmful consequences for self) domains bearing on risk taking. The complex relations among sociomoral reasoning about risk taking, risk stance, and behavior are discussed in terms of social domain theory and dual‐process theories of risk taking.     

Negotiating via Information Technology: Theory and Application

In this review article, we examine how people negotiate via e-mail and in particular, how the process and outcomes of e-negotiations differ from those of traditional face-to-face bargaining. We review the key tasks of negotiation and then undertake a review of the research literature that has examined e-negotiations. We outline four theories of interaction that provide insights about social behavior in e-media: rapport building, social contagion, coordination, and information exchange. Our research program has focused on the interpersonal factors and social identity factors that can enhance the quality of e-negotiations. E-negotiators often succumb to the temporal synchrony bias, the burned bridge bias, the squeaky wheel bias, and the sinister attribution bias. We discuss social psychological factors that can reduce these biases and the future of research on e-negotiations.