The derivation of a brief Student Nurse Stress Index

The lack of an adequate measure of perceived sources of stress for student nurses led to the construction of the Student Nurse Stress Index (SNSI). Responses from 235 first-year student nurses to 35 items from the Beck and Srivastava Stress Inventory (Beck, and Srivastava, 1991), and 15 new items, were subjected to exploratory factor analysis using principal components analysis and oblimin rotation. A reliable 22-variable solution with a simple oblique structure including Academic load, Clinical sources, Interface worries, and Personal problems factors was obtained in this initial sample, and confirmed at an exploratory level in a further independent validation sample of 188 first-year students. Confirmatory factor analysis established the four-factor model in the first sample, but required that three variables load onto more than one factor. This more complex four-factor model was confirmed using independent data from the validation sample, and the total invariance of factor loadings and factor covariances of this more complex four-factor model was established in both data sets simultaneously using multi-sample techniques. The SNSI shows cross-sample factor congruence, good internal reliabilities, and concurrent and discriminant validity across a range of reporting conditions.     

Expanding Educational Assumptions for Social Work Education

Rapid expansion of educational research and conceptualization combined with increased emphasis on relevance and effectiveness as values within the educational institution encourage expansion of the assumptions made by social work educators. Such expansion forces recognition of the complexity of the educational transaction and of the importance of flexibility as a teacher characteristic. But certain new assumptions suggest undeveloped opportunities for facilitating significant student learning. This article identifies four such opportunities based on assumptions about individual differences, cognitive functioning, and affective learning. A complex, growth-oriented view of social work education is emphasized.     

Informed Public Preferences for Electricity Portfolios with CCS and Other Low‐Carbon Technologies

Public perceptions of carbon capture and sequestration (CCS) and other low‐carbon electricity‐generating technologies may affect the feasibility of their widespread deployment. We asked a diverse sample of 60 participants recruited from community groups in Pittsburgh, Pennsylvania to rank 10 technologies (e.g., coal with CCS, natural gas, nuclear, various renewables, and energy efficiency), and seven realistic low‐carbon portfolios composed of these technologies, after receiving comprehensive and carefully balanced materials that explained the costs and benefits of each technology. Rankings were obtained in small group settings as well as individually before and after the group discussions. The ranking exercise asked participants to assume that the U.S. Congress had mandated a reduction in carbon dioxide emissions from power plants to be built in the future. Overall, rankings suggest that participants favored energy efficiency, followed by nuclear power, integrated gasification combined‐cycle coal with CCS and wind. The most preferred portfolio also included these technologies. We find that these informed members of the general public preferred diverse portfolios that contained CCS and nuclear over alternatives once they fully understood the benefits, cost, and limitations of each. The materials and approach developed for this study may also have value in educating members of the general public about the challenges of achieving a low‐carbon energy future.     

HOME COMPUTERS AND EDUCATIONAL OUTCOMES: EVIDENCE FROM THE NLSY97 and CPS*

Although computers are universal in the classroom, nearly 20 million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. data sets that include recent information on computer ownership among children—the 2000–2003 Current Population Survey (CPS) Computer and Internet Use Supplements matched to the CPS basic monthly files and the National Longitudinal Survey of Youth 1997 (NLSY97)—to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6–8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and falsification tests. Home computers may increase high school graduation by reducing nonproductive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments (JEL I2).     

Assessing God Locus of Control as a Factor in College Students’ Alcohol Use and Sexual Behavior

Abstract. Objectives: This study explored God locus of control beliefs (ie, God's control over behavior) regarding their influence on alcohol use and sexual behavior as an alternative religiosity measure to religious behaviors, which does not capture perceived influence of religiosity. Additionally, demographic differences in religious beliefs were explored. Methods: College students aged 18–24 (N = 324) completed a survey between April 2012 and March 2013. Principal components and multivariate analyses were conducted. Results: Findings suggest that measures provide reliable, valid data from college students. God locus of control is linked to not consuming alcohol or engaging in sex. There were differences regarding relationship status and religious denomination. Conclusions: God locus of control beliefs are an appropriate construct for collecting data about college students’ religiosity. Furthermore, health educators at faith-based institutions could incorporate this construct into their programming, encouraging abstinence but also behaving responsibly for those who do drink and are sexually experienced.     

The Technologisation of Childhood? Young Children and Technology in the Home

We describe an 18-month empirical investigation of three- and four-year-old children's uses of technology at home, based on a survey of 346 families and 24 case studies. The findings are reported in the context of social commentators' anxieties about the ways in which childhood is being transformed by technology. Although we report evidence of some parental disquiet about the role of technology in children's lives, we illustrate some of the complexities in families' attitudes to, and uses of, technology and conclude that it is not perceived by parents to be the threat to modern childhood that is claimed.