GUIDELINES FOR ACHIEVEMENT OF LEARNER SATISFACTION IN GERONTOLOGICAL SHORT‐TERM TRAINING

As emphasis on intensive educational training increases, effective gerontological curricula and content planning to assure learner satisfaction are becoming more important. This article considers four key variables related to learner satisfaction: class size, seating arrangement, training methods, and participant motivation. Six guidelines for increased training effectiveness are suggested: preassessed and structured environment, planned group size to serve content and objectives, seating arrangements, discussion group utilization, preassessed learner attitudes, and continuous evaluation with necessary restructuring.     

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.     

Prepracticum Service‐Learning in Counselor Education: A Qualitative Case Study

Prepracticum service‐learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed.     

Interaction of Imposter Phenomenon and Research Self-Efficacy on Scholarly Productivity

Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity.     

Self-reported childhood and adolescent sexual abuse among adult homosexual bisexual men.

From May 1989 through April 1990, 1,001 adult homosexual and bisexual men attending sexually transmitted disease clinics were interviewed regarding potentially abusive sexual contacts during childhood and adolescence. Thirty-seven percent of participants reported they had been encouraged or forced to have sexual contact before age 19 with an older or more powerful partner; 94% occurred with men. Median age of the participant at first contact was 10; median age difference between partners was 11 years. Fifty-one percent involved use of force; 33% involved anal sex. Black and Hispanic men were more likely than white men to report such sexual contact. Using developmentally-based criteria to define sexual abuse, 93% of participants reporting sexual contact with an older or more powerful partner were classified as sexually abused. Our data suggest the risk of sexual abuse may be high among some male youth and increased attention should be devoted to prevention as well as early identification and treatment.     

Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university

This article explores the academic and social experiences of Chicago and black students at UCLA. The analysis proceeds by examining differences in social backgrounds, high school and college experiences, and explores the relationship between these factors and college adjustment and achievement (GPA). Drawing upon recent theory on class reproduction and schooling we show particular concern with the role of social class in explaining differential outcomes. The findings indicate that blacks are more likely than Chicanos to feel alienated and perform poorly, and that social class makes no difference in these outcomes for blacks. However, middle class Chicanos perform better and are better adjusted than working class Chicanos. We discuss our findings in the light of theories of class reproduction, cultural capital, and racial signaling, suggesting that theories of reproduction must acknowledge the role of race in unequal school outcomes.     

Family Ecologies of Ethnic Minority Children

This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive flexibility and sensitivity to discontinuities among ethnic minority children.     

Return intention of students from four developing countries

Students from Iran, Nigeria, Taiwan, and Venezuela studying at 30 U.S. universities in 1979 were compared with regard to their perceived likelihood of remaining in the United States permanently. Their perceived likelihood differed by country of origin. They also differed by country as to their choice of reasons that might make them remain in the United States and their anticipated satisfaction with the home country situations upon returning home. Within each country group, the students' perceived likelihood differed little in terms of selected personal characteristics, but differed significantly in terms of their choices of possible reasons for remaining in the United States. The reasons chosen reflected students' perceptions of the politico-economic situations of their countries.

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Zusammenfassung Studenten aus dem Iran, Nigeria, Taiwan und Venezuela, die 1979 an US amerikanischen Universitäten studierten, wurden miteinander verglichen, für wie wahrscheinlich sie es hielten, auf Dauer in den USA zu bleiben. Die von ihnen selbst empfundene Wahrscheinlichkeit unterschied sich je nach Herkunftsland der Studenten. Je nach Land unterschieden sich auch die Gründe der Studenten, in den USA zu bleiben und für ihre antizipierte Zufriedenheit mit der Lage, die sie bei ihrer Rückkehr in ihre Heimat vorfinden würden. Innerhalb jeder Gruppe von Ländern wichen die von den Studenten empfundenen Wahrnehmungen im Hinblick auf ausgewählte persönliche Eigenschaften nur geringfügig von einander ab, jedoch gab es erhebliche Unterschiede bei den von ihnen angeführten persönlichen Gründen, in den USA zu bleiben. Diese Gründe spiegelten wider, wie die Studenten die wirtschaftlich-politische Lage in ihrer Heimat einschätzten.

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Résumé Des étudiants provenant de l'Iran, du Nigeria, de Taiwan et du Venezuela inscrits dans 30 universités américaines en 1979 ont été comparés eu égard à leur perception des chances qu'ils avaient de rester définitivement aux Etats-Unis. Leur perception de cette probabilité différait selon le pays d'origine. Ils différaient aussi par pays selon leur choix des raisons qui devraient les retenir aux Etats-Unis et selon la satisfaction attendue des situations prévalant dans leur pays à leur retour. Au sein de chaque groupe représentant un pays, la perception de cette éventualité par les étudiants différait peu en fonction de certaines charactéristiques personnelles, mais elle différait davantages selon le choix des raisons possibles qui les poussaient à rester aux Etats-Unis. Les raisons présentées par les étudiants reflétaient leurs perceptions des conditions politico-économiques de leurs pays.