Need for approval and children's well-being

This research examined the hypothesis that a tendency to base one's self-worth on peer approval is associated with positive and negative aspects of children's well-being. A sample of 153 fourth through eighth graders (9.0 to 14.8 years) reported on need for approval, global self-worth, social-evaluative concerns, anxiety and depression, and exposure to victimization. Teachers reported on social behavior. Results confirmed that need for approval is a two-dimensional construct composed of positive (enhanced self-worth in the face of social approval) and negative (diminished self-worth in the face of social disapproval) approval-based self-appraisals. Need for approval had trade-offs for well-being that depended on the dimension (positive vs. negative), the psychological domain (emotional vs. social adjustment), children's sex and age, and children's social context (high vs. low peer victimization).     

Varsity athletes have lower 2D:4D ratios than other university students

The second to fourth digit ratio (2D:4D) is a sexually dimorphic trait with lower finger ratios considered more masculine. These digit ratios are believed to reflect the prenatal hormonal environment with higher exposure to androgens in utero leading to more masculine digit ratios. The 2D:4D ratio has been negatively correlated with many factors, including aggression, physical fitness, and athleticism. We compared 2D:4D finger ratios of (1) male and female varsity athletes (n = 99) versus male and female student non-athletes (n = 122), and (2) males (n = 104) versus females (n = 117). Our results confirmed that both male (mean ± s(x) : 0.97 ± 0.004) and female (0.98 ± 0.005) varsity athletes had significantly lower ratios than their non-varsity peers (males: 0.99 ± 0.004; females: 1.00 ± 0.006), and that male athletes had significantly lower 2D:4D ratios than female athletes. Overall, males had significantly lower 2D:4D ratios than females (0.98 ± 0.003 vs. 0.99 ± 0.004). A smaller 2D:4D ratio appears to be consistent with participation in varsity sports among both males and females.     

‘We are family’: Māori success in foundation programmes

This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.     

Concurrent Validity of LibQUAL+™ Scores: What Do LibQUAL+™ Scores Measure?

The present study investigated the validity of LibQUAL+™ scores, and specifically how total and subscale LibQUAL+™ scores are associated with self-reported, library-related satisfaction and outcomes scores. Participants included 88,664 students and faculty who completed the American English (n_AE = 69,494) or the British English (n_BE = 19,170) LibQUAL+™ language versions in the 2004 data collection cycle. Results suggest that LibQUAL+™ scores primarily measure satisfaction rather than outcomes.     

Building uncommon community with a common book: The role of librarians as collaborators and contributors to campus reading programs

Library involvement with Campus Reading Experiences (CRE) at two community colleges and two 4-year institutions are described. Each chosen case study reflects a strong library presence in institutional level program planning and instructional development for deeper student learning related to the CRE. In particular, the case studies highlight the connections among librarians, student affairs professionals, and academic affairs administrators. Practical suggestions for how librarians can initiate this type of collaboration on their campus as well as advice for how librarians can take a more active role in already existing reading programs are provided.