Workplace mistreatment, such as discrimination, bullying, and incivility, affect thousands of individuals annually and cost U.S. organizations up into the billions of dollars each year in settlement costs, lost employee productivity, and poor employee health. Given the pervasive cost and prevalence of workplace mistreatment, research on this subject remains important. The purpose of the current research is to provide academics, practitioners, and policy makers with a comprehensive understanding of the nature of perceived workplace mistreatment by determining if subgroups (e.g. men versus women) within individual difference groups (sex, race, age, and organizational tenure) differ in magnitude of perceived workplace mistreatment. Meta-analytic methods were used to determine if and to what degree subgroups differences in perceived workplace mistreatment exist. Mistreatment type (e.g. bullying, harassment, incivility), source of mistreatment, and measurement item type and response scale were examined as potential moderators of these differences. The results suggest that there are minimal differences between subgroups of individual difference groups in the perception of workplace mistreatment, regardless of mistreatment type, mistreatment source, or mistreatment measure. Theoretical and practical implications of this research are discussed in addition to limitations and suggestions for future research.

The current study focused on the extent to which participation in academically rigorous college preparatory programs, International Baccalaureate (IB) and the Advanced Placement (AP) particularly, impacts students from racially diverse backgrounds (Caucasian, African American, Asian American and Hispanic/Latino American). Student outcomes of interest included the program satisfaction, school climate perceptions (relationships with peers and teachers), and psychoeducational adjustment (academic and mental health functioning). The experiences of 381 college preparatory participants were also compared to 143 general education peers and subjected to a series of MANOVAs and ANOVAs. General findings indicated that, regardless of the student's racial identity, students in AP and IB had very positive experiences in terms of high academic achievement, healthy student-teacher and student-peer relationships, and no mental ill health (no stress, anxiety or depression). Limitations, implications and future directions are also discussed.

The following study examined the effects of physical activity against university students’ self-esteem levels in a medium sized city in Sweden. The paper was demarcated to investigate whether sport students differed from social program students on their level of self-esteem due to the amount of physical activity performed. We even took the variable of gender in account for examining the differences. The results showed that the group of sport students did in fact differ from the social program group on self-esteem, in terms of high and moderate physical activity, but not for low physical activity. The same outcome applied to the amount of physical activity performed only. When analyzing the gender differences, the results showed females in favor for having higher self-esteem levels than males across all three conditions of physical activity. Females also tended to perform high and moderate physical activity in a greater sense than males, while low activity had no significant difference. A conclusion was reached and we answered the research question that sport students did in fact have higher self-esteem levels and performed a higher amount of physical activity than social program students. However the differences was not noticeable large between the groups, which could be explained by other environmental and individual factors allowing this paper for further research within the topic and population of university students. / Följande studie har undersökt effekten av fysisk aktivitet mot universitetsstudenters självkänsla i en medelstor stad i Sverige. Arbetet är avgränsat till att undersöka huruvida sport studenter skiljer sig från sociala-programstudenter i nivåer av självkänsla beroende på deras fysiska aktivitet. Vi tog även hänsyn till könsvariabeln vid undersökning av variablerna. Resultatet visade att gruppen av sport studenter skiljde sig från de sociala-programstudenterna i deras självkänslenivåer i termer av hög och måttlig fysisk aktivitet, men ej för lätt fysisk aktivitet. Samma utfall gällde vid mätning av enbart utförd fysisk aktivitet. Vid analys av könsskillnaderna visade resultatet att kvinnor hade högre självkänsla utifrån fysisk aktivitet under alla tre nivåer än män. Kvinnor tenderade även att utföra hög och måttlig fysisk aktivitet i större utsträkning än män, medan lätt fysisk aktivitet inte visade upp någon skillnad. Ett slutsats nåddes där frågeställningen besvarades i form av att sport studenter hade högre självkänsla utifrån hur mycket fysisk aktivitet de utförde än sociala-programstudenter. Skillnaderna var emellertid inte märkbart stora mellan grupperna vilket kan antyda på andra individuella och omvärdsliga faktorer som påverkar utfallet. Detta möjliggör för fortsatt forskning inom området och framförallt inom populationen av universitetsstudenter.

xiii, 101 p. / Ensuring that psychological interventions are well received and effective among ethnically and culturally diverse groups is at the forefront of psychological research. This study is a nonexperimental, posttest evaluation of differences between European American and ethnocultural group parents' perceptions of the Family Check-Up (FCU), a family-centered, ecologically and community-based intervention that provides family assessment, support, and motivation to change for families coming to counseling. Research has demonstrated the effectiveness of the FCU but has yet to evaluate parent perceptions of the FCU. This study examines features of intervention implementation that lead to treatment satisfaction and adherence by evaluating parent perceptions of (a) the FCU intervention, (b) therapist interpersonal qualities, and (c) therapist multicultural competence. Both parent and observational coder ratings of the intervention were assessed along these dimensions. In the first year of a longitudinal study of the FCU, data were collected from parents of children who attended three public middle schools in a metropolitan area of the Pacific Northwest. Within-subjects analyses were conducted to assure measurement validation and treatment fidelity. A between-subjects multivariate analysis of variance was utilized to examine ethnocultural group differences. Results revealed that all measures demonstrated high internal consistency reliability, high interscale correlations, and good construct validity. Results revealed high interrater agreement between parent ratings of treatment receipt and coder ratings of treatment delivery, indicating treatment fidelity. Results revealed no statistically significant differences in parent perceptions of the FCU intervention, regardless of parent ethnocultural group. Additional analyses demonstrated that observational coders rated family consultants who worked with ethnocultural group parents higher in multicultural competence than those who worked with European American parents. In summary, study results suggest (a) that the measures developed and adapted for this investigation were reliable and valid, and (b) that we found no evidence of perceived differences in the FCU intervention across ethnocultural group and European American parents. The FCU continues to be an intervention that can be successfully implemented among ethnically and culturally diverse families. / Committee in charge: Dr. Benedict McWhirter, Chair; Dr. Elizabeth Stormshak, Member; Dr. Joseph Stevens, Member; Dr. Thomas Dishion, Outside Member

No description available.

Satisfaction is one of the most common dependent variables in the research of adult intimate relationships. Research has demonstrated that length of time married and sex of participants influence the characteristics of marriage, yet little research has been done to determine the characteristic changes in relationship satisfaction over time and across sexes. A review of theory and research suggests both the manners and specific items of satisfaction that vary between groups. RELATE data was used to uncover significant differences in the importance of specific items of marital satisfactions between groups based on relationship length, and between husbands and wives.

Above-level testing is the practice administering a test level—of usually an academic achievement or aptitude test—to a gifted or high achieving child. This procedure is widely accepted in gifted education circles, on the basis of theoretical claims that above-level testing raises the test ceiling, increases variability among gifted students’ scores, improves reliability of data, reduces regression toward the mean, and improves interpretation of data from gifted students. However, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED). Subjects in this study were 224 students tested a total of 435 times while enrolled in a gifted magnet program for middle schoolers. Longitudinal analyses performed with hierarchical linear modeling indicate that substantial differences exist between students from overrepresented ethnicities (White and Asian Americans) and those from underrepresented ethnicities (Hispanic and African Americans) in both initial scores and the rate of score gains. Gender differences existed only for the rate of score increases for above-level reading scores. Socioeconomic differences existed, but did not have a unique impact beyond that of the ethnicity variable. A discussion of the place of these results within the wider gifted education research context and suggestions for further research are included. An appendix to the study gives information about item difficulty indexes for every item in the ITBS/ITED core battery for the eighth, ninth, and tenth grade levels of Form C.

No description available.

No description available.

Inom ramarna för Femfaktormodellen var det övergripande syftet med föreliggande studie att undersöka relationen mellan personlighet och val av utbildning respektive akademisk prestation på den valda utbildningen i ett svenskt stickprov. Vidare undersöktes om Hollands (1997) teori, som utvecklades för snart 20 år sedan i USA, kan vara av betydelse i dagens Sverige. Totalt deltog 177 studenter som vid tidspunkten för datainsamlingen läste program inom humaniora (N = 121) eller ekonomi (N = 56) vid olika svenska universitet. Dessa fyllde i en webbenkät innehållande IPIP-NEO-PI testet (Goldberg, 1999) samt frågor om utbildning, prestation och yrkesintressen enligt RIASEC – modellen (Holland, 1997). Multivariata kovariansanalyser visade att det finns skillnader i personlighet mellan humaniorastudenter och ekonomistudenter som dessutom verkar inte bero på socialisationsprocessen. Separata korrelationsanalyser för de två grupperna visade på skillnader i samband mellan personlighet och prestation beroende på utbildning. Multipla linjära regressionsanalyser visade att det inte är samma personlighetsfaktorer som predicerar prestation då endast humaniorastudenterna undersöktes och då hela urvalet undersöktes vilket kan vara ett tecken på att olika personlighetsfaktorer predicerar prestation i olika utbildningar. Slutligen visade resultatet på skillnader i utbildningsmiljöer mellan humaniora och ekonomi utifrån RIASEC modellen. För gruppen humaniora, men inte för ekonomi, visade resultatet också på att ”fit” mellan individens profil och typ av utbildningsmiljö ledde till högre prestation. Dessa resultat diskuteras i relation till tidigare forskning inom området. I ett bredare perspektiv diskuteras också innebörden av dessa resultat både för praktiken samt vilka aspekter framtida studier bör ta hänsyn till. / Within the framework of the Big Five factor model, the aim of the present study was to investigate the relationship between personality and choice of college major as well as academic performance in a Swedish sample. A secondary aim was to test whether Hollands (1997) vocational choice theory, which was developed for almost 20 years ago in the United States, could be meaningful for Sweden in present-days. A total of 177 students enrolled in college majors within Humanities (N = 121) and Economics (N = 56) from several Swedish universities used a web-based survey to complete the IPIP-NEO-PI inventory (Goldberg, 1999) and to answer questions about their studies, their academic performance and vocational interests according to the RIASEC model (Holland, 1997). Multivariate covariance analyses showed that there were personality differences between humanities students and economics students that seem to pre-exist rather than to be a consequence of a socialization process. Correlation analyses, separate for the two groups, showed different associations of personality factors with performance across groups. Multiple linear regression analyses showed that the personality factors that predict performance were different when only data from humanities students was analysed and when data from the whole sample was analysed which can be interpreted as if the personality factors that predict performance are different across majors. Finally, results showed that there are differences between educational environments of humanities and economics according to the RIASC model. For humanities students, but nor for economics students, the results also showed that “fit” between the individuals profiles and the profile of the environment leads to higher performance. These results are discussed in relation to previous research in the field. From a wider perspective the implications for practice of these results are discussed as well as insights about aspects needed to be considered in future research.