Sexual Content in Music and Its Relation to Sexual Attitudes and Behaviors among Consumers: A Meta-Analytic Review

While previous research has documented a relation between sexual content in music and the sexual attitudes and behaviors of consumers, to date, there are no meta-analytic reviews of the literature, making our meta-analysis the first in this area. Results from 26 studies indicated that sexual content in music had a significant effect on sexual attitudes and behaviors, with both music format and genre being significant contributors. Additionally, participant ethnicity, sex, age, location, and study design were found to be significant moderators. Theoretical implications are discussed, along with suggestions for future research.     

Examination of the Six Minute Walk Test to Determine Functional Capacity in People with Chronic Heart Failure: A Systematic Review

Purpose: To evaluate the reliability and validity of the six-minute walk test (6MWT) with respect to its ability to predict functional capacity in patients with chronic heart failure. Methods: A systematic review was performed via 8 databases to assess relevant English language full-text articles published from January 1, 1980 to October 31, 2009. Participant characteristics, interventions, reliability, validity, and predictive value for each article with respect to functional capacity as defined by peak VO₂ levels were extracted and compared. Quality Assessment of Diagnostic Accuracy Studies (QUADAS) scores were determined for each study. Results: Fourteen studies met the selection criteria. Comparison of the studies investigating reliability shows that the 6MWT has good reproducibility. The 6MWT demonstrates moderate correlation with peak VO₂ levels, and ability to predict VO₂ (functional capacity) dependent on distance walked. Cut-off distances vary from 300 to 490 meters depending on the study; if total distance walked remains equal or less than these values, the 6MWT retains its strong predictive value. Conclusion: The 6MWT has good reliability, moderate validity, and a significant ability to predict functional capacity in patients with CHF who do not walk greater than 490 meters.Key Words: six-minute walk test, chronic heart failure, functional capacity, peak VO₂     

An investigation of WISC-R verbal-performance differences as a function of ethnic status

The Wechsler Intelligence Scale for Children-Revised was administered to 187 black, 184 Hispanic, and 184 white children aged 6–11. The Verbal-Performance (V-P) IQ discrepancies were determined for the total group and for each ethnic group. The overall mean of 10.74 was similar to the V-P discrepancy found in the WISC-R standardization sample. The Hispanic group had a significantly greater V-P split than did the black group or the white group. Implications of these results were discussed, focusing on the various cautions of using V-P discrepancies for diagnostic decision making.     

Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r_pooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.     

Teaching a Human Sexuality Course: What Are Counseling Students Thinking?

The pervasiveness of sexual issues in counseling suggests the necessity of educating counseling students about relevant topics. Students enrolled in a human sexuality course anonymously submitted topical questions and secrets/fantasies. Following a content analysis, findings depicted themes of content and tone that provided curricular implications for counselor educators.     

Dimensions of hope in adolescence: Relations to academic functioning and well-being

Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest.     

EVIDENCE FOR THE EXPANDING ROLE OF CONSULTATION IN THE PRACTICE OF SCHOOL PSYCHOLOGISTS

In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives.     

Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills

Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children.