Seriously Entertained: Antecedents and Consequences of Hedonic and Eudaimonic Entertainment Experiences With Political Talk Shows on TV

This study's purpose is twofold: to introduce a new format into existing political entertainment research (“serious” political talk shows) and to establish a more specific definition of entertainment in a political context. To do so, the authors rely on a two-process-model of entertainment experiences. A telephone survey (N = 230) was conducted to analyze the antecedents and consequences of eudaimonic and hedonic entertainment experiences and to look into politically relevant variables and their distribution among viewers and nonviewers of such talk shows. The results highlight the importance of introducing new entertainment concepts and their relations to other relevant political and motivational variables into the research of political entertainment. More specifically, the findings demonstrate how entertainment experiences contribute to viewers' feeling of being informed and point out several differences between viewers and nonviewers concerning their internal political efficacy and political interest. Finally, looking at political talk shows from an audience perspective extends previous content-based taxonomies.     

Telecommunication

Morton I. Hamburg All About Cable: Legal and Business Aspects of Cable and Pay Television (Law Journal Press, 233 Broadway, New York, N.Y. 10007—$32.50),

Judith S. Duke Children's Books and Magazines: A Market Study (White Plains, N.Y.: Knowledge Industry Publications, 1979— $24.95)

Frederic W. Goudy Goudy's Type Designs: His Story and Specimens (New Rochelle, N.Y.: Myriade Press, 1978—$9.95, paper with hardback available)     

DIF Detection and Interpretation in Large-Scale Science Assessments: Informing Item Writing Practices

Differential item functioning (DIF) analyses are a routine part of the development of large-scale assessments. Less common are studies to understand the potential sources of DIF. The goals of this study were (a) to identify gender DIF in a large-scale science assessment and (b) to look for trends in the DIF and non-DIF items due to content, cognitive demands, item type, item text, and visual-spatial or reference factors. To facilitate the analyses, DIF studies were conducted at 3 grade levels and for 2 randomly equivalent forms of the science assessment at each grade level (administered in different years). The DIF procedure itself was a variant of the "standardization procedure" of Dorans and Kulick (1986) and was applied to very large sets of data (6 sets of data, each involving 60,000 students). It has the advantages of being easy to understand and to explain to practitioners. Several findings emerged from the study that would be useful to pass on to test development committees. For example, when there was DIF in science items, MC items tended to favor male examinees and OR items tended to favor female examinees. Compiling DIF information across multiple grades and years increases the likelihood that important trends in the data will be identified and that item writing practices will be informed by more than anecdotal reports about DIF.     

Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.     

A six-year monitoring case study of a top-10 cycling Grand Tour finisher

This study analysed the evolution of the physical potential of a twice top-10 Grand Tour cycling finisher (Tour de France and Vuelta a España) whose training was monitored between the ages of 18 and 23 years. The world-class cyclist’s power output (PO) data and training indices were analysed over six years to determine the evolution of his record power profile and training load (TL), which were estimated by using the session rating of perceived exertion (RPE) method. The total annual duration and TL increased through six seasons by 79% and 83%, respectively. The record POs in all exercise intensity zones improved over the six years. The increases in TL, monotony (+34%) and strain (+162%) from the junior category to the world-class level significantly correlated with an improvement in his aerobic potential, which was characterised by an increase in the record POs between 5 min and 4 h. This case study of the performance level and training parameters of a world-class cyclist provides comprehensive insight into the evolution of a cyclist to the top level. Furthermore, determining the record power profile of this athlete over six competitive seasons illuminates the maturation of the physical potential of a top-10 Grand Tour finisher.     

Adolescents' attachment and coping with stress

This study examined how high school students cope with stress as a function of their attachment style. Data were gathered from 75 adolescent–parent pairs in Texas and included measures of attachment, coping style, life stress, and whom the respondent would turn to in times of stress. Adolescents' attachment security was positively related to family communication and negatively related to negative avoidance behaviors such as drinking or using drugs. Attachment insecurity was positively related to negative avoidance. Parent and child attachment ratings were related for secure and preoccupied but not fearful or dismissing styles. Research limitations and implications for school psychologists are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 391–402, 2004.     

NONINTELLECTUAL LEARNING FACTORS AS DETERMINANTS FOR SUCCESS IN COLLEGE

This article presents the results of two studieshypothesizing that nonintellectual learning dispositionsare as important as intellectual assets in predictingthe success of college students. The first study was conducted with a low-risk francophonepopulation (N = 298) and indicated that the Test ofReactions and Adaptation in College (TRAC:nonintellectual dispositions) predicts the collegesuccess of first-year students above and beyond thatpredicted by the high school rank (academicdispositions) and a French-language measure of aptitude(intellectual dispositions). The latter measure added noadditional variation to the high school rank in predictingsuccess. These results were replicated in a second studyconducted with an American student population who wereacademically at risk (N = 179) and using the Scholastic Aptitude Test as a measure ofintellectual dispositions. Findings are discussed interms of their implications for selection, screening,and intervention for first-year collegestudents.