Contents of Volume 31 2003

Volume Contents

Contents of Volume 31 2003     

ADHD Coaching With College Students: Exploring the Processes Involved in Motivation and Goal Completion

College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching by examining undergraduate and graduate level students (n = 23) who attended individualized ADHD coaching sessions for 8 weeks. Specifically, the study examined the types of goals established, the use of weekly objectives (tasks to be completed), barriers to task completion, the use of incentives and consequences to increase motivation, and the role of task enjoyment and therapeutic benefit on task completion. The most common goals involved time management and academic performance. Results showed a significant effect for use of incentives/consequences on weekly task completion. Therapist-coach ratings were predictive of task completion, while client ratings were not. The primary barriers to task completion were lack of motivation and poor time management.     

如此多的信息,如此少的时间--如何使用搜索引擎评估网络资源

虽然因特网上的信息爆炸已经让人们感到无所适从，但是其快速发展的趋势还未停止。在巨量的信息中找到有用信息方法之一是通过搜索引擎的使用，因此掌握有效的资源搜索策略，学会如何选择与使用搜索引擎成为了敲开因特网这个信息宝库的必备素质。     

Predicting Faculty Integration of Faith and Learning

Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005 Lyon, L., Beaty, M., Parker, J., &; Mencken, C. (2005). Faculty attitudes on integrating faith and learning at religious colleges and universities: A research note. Sociology of Religion, 66, 61–69.[Crossref], [Web of Science ®] , [Google Scholar]). This research attempted to replicate Lyon et al.’s (2005 Lyon, L., Beaty, M., Parker, J., &; Mencken, C. (2005). Faculty attitudes on integrating faith and learning at religious colleges and universities: A research note. Sociology of Religion, 66, 61–69.[Crossref], [Web of Science ®] , [Google Scholar]) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013 Davignon, P., Glanzer, P., &; Rine, P. J. (2013). Assessing the denominational identity of American evangelical colleges and universities: Part III. The student experience. Christian Higher Education, 12, 315–330. doi:10.1080/15363759.2013.825127[Taylor &; Francis Online] , [Google Scholar]). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed.     

A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers

Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC.     

Timed essay writing: implications for high-stakes tests

The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of handwritten, typed, and typed/edited formats of an expository essay on the quality scores received by students with (n = 65) and without (n = 65) dyslexia. Second, we examined the contribution of spelling, handwriting, fluency, and vocabulary complexity to the quality scores that students with and without dyslexia received on the same writing task. Analyses indicated that vocabulary complexity, verbosity, spelling, and handwriting accounted for more variance in essay quality scores for writers with dyslexia than for their typically achieving peers. Both group and individual student outcomes are reported to better understand the needs of struggling writers with dyslexia. Implications for assessment, instruction, and accommodations are discussed with an eye toward reform efforts that target improved teaching and learning.     

Assessing the SB‐V factor structure in a sample of preschool children

The purpose of this study was to examine the factor structure of the Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V), based on the Cattell‐Horn‐Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's g, one similar to the Gf‐Gc model, and one representing the hierarchical three‐stratum CHC model. A confirmatory factor analysis (CFA), utilizing these three models, was conducted to determine which theoretical model best described the ability structure measured by the SB‐V. Results of the CFA revealed that, although the two‐stratum model provided the best fit statistics, a large amount of overlap existed among the broad CHC factors in this model. Therefore, these results suggested that a simple, overall ability model may be the best representation of ability for preschool children when using the SB‐V because the factors appeared to be indistinct with this age group. © 2011 Wiley Periodicals, Inc.     

Views of effective college faculty: a mixed analysis

A mixed analysis of the perceived characteristics of effective college faculty members was conducted through surveying 615 students, predominantly Hispanic, enrolled in courses at two southwest Hispanic‐serving universities. Beliefs were identified that led to 29 prevailing themes: Knowledgeable; Understanding; Communication; Teaches Well; Caring; Organised; Flexibility; Positive Attitude; Patience; Experience in the Classroom; Fair; Helping; Respectful; Open‐minded; Builds Relationships; Passion for the Job; Service; Makes Learning Interesting; Uses Different Modalities; Fun; Motivating; Intelligent; Involving Students; Being Available; Friendly; Connects with the Real World; Listening; Creativity; and Challenges Student. Of these themes, knowledgeable, Understanding, Communication and Teaches Well received the highest endorsements and are congruent with student evaluations that are components of promotion and tenure decisions.