General mental ability (GMA) has been found to be the best predictor of job knowledge and job performance, and it is widely-used for personnel selection decisions. However, the use of GMA in selection is a concern for practitioners because of the large Black-White race differences associated with GMA tests. The use of GMA tests, therefore, results in adverse impact when basing decisions on predicted performance. In order to address this validity-diversity tradeoff, a more specific cognitive ability is examined – working memory (WM). Two-hundred participants (50% Black, 50% White) were given measures of GMA and WM before being presented with learning opportunities meant to teach them novel information. The participants were then instructed to complete tasks which apply this newly learned knowledge. WM was examined in terms of how much additional variance was accounted for in task knowledge and task performance after controlling for GMA. In addition, race group differences of WM were compared to those of GMA. Results indicated that WM was able to account for significant additional variance in knowledge and performance, and that this relationship have been moderated by task complexity. WM exhibited slightly smaller absolute race differences as well, but these reductions were nonsignificant. Results are discussed in terms of the possible use of WM in a selection context. / Doctor of Philosophy / General mental ability (GMA), or general intelligence, has some of the largest correlations with both job knowledge and job performance. However, Black applicants tend to score lower on GMA tests compared to White applicants. Therefore, when using GMA tests to select applicants, a higher proportion of Whites than Blacks are selected for a given job. This study aimed to examine whether someone’s ability to hold and manipulate information in the midst of distracting tasks (i.e., working memory, WM) would also have large correlations with knowledge and performance. In addition, this study aimed to determine whether Black and White test takers had differences in mean WM scores that were smaller than those exhibited by GMA tests. Two-hundred participants (50% Black, 50% White) were given measures of GMA and WM before being presented with learning opportunities meant to teach them novel information. The participants were then instructed to complete tasks which apply this newly learned knowledge. Results indicated that the correlations between WM and task knowledge/performance were almost as large as those of GMA. In addition, there were smaller differences in means between Black and White test takers, although this difference was nonsignificant. Results are discussed in terms of the possible use of WM in a job selection context.

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The effect of family structure on youth adjustment has received increasing attention as historical trends in single parenting, divorce, remarriage, and cohabitation with partners and extended family members have produced a diverse constellation of structures. African American youth are less likely than Caucasian youth to live in an “intact” family. Links between family structure and a variety of indices of youth adjustment have been established, although a relatively understudied outcome is that of substance initiation, despite its association with dependence and other negative sequelae. The dynamic effect of transitions has additionally been less studied than the static effect of structure. Differences in family structure and transitions may influence outcomes via parental socialization (monitoring and attachment) as well as strain (residential mobility and changes in income). These mechanisms may operate differently for Caucasian and African American youth, and may partially explain differences in adjustment. Relations between youth adjustment and transitions may be reciprocal in nature, a less often studied premise. This project made use of a nationally representative sample of more than 2,000 adolescents aged 12 to 13 in 1997 assessed across 3 waves. Regression analyses were employed to examine the associations among family structure and transitions, parenting, income, residential mobility, and substance initiation over time. This study found that living in non- two-parent family structures was consistently associated with higher concurrent levels of substance initiation, lower parental monitoring and relationship quality, lower income, and higher residential mobility. The effects of transitions on substance initiation and parenting were less robust than hypothesized, but reinforced the notion that consistently living outside a two-parent family, or consistently living in a single-parent family, is negatively associated with parenting, income, and residential stability over time. Evidence for mediated effects via changes in parenting, residential mobility, and income were significant but small in magnitude, and varied by race, such that they were significant for Caucasian but not African American youth . Partial evidence for reciprocal causality was found. Alcohol initiation at the first wave predicted separations, but marijuana initiation did not. These findings have important implications for parents, clinicians, and policy makers.

Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Background: Overweight and obesity is a significant public health problem in the United States. Young adulthood is a particularly vulnerable period for excess weight gain and development of overweight/obesity. Although standard behavioral weight control programs can produce clinically significant weight losses, they routinely struggle to recruit young adults, particularly young men and African-Americans. This limits our understanding of the efficacy of these programs for these individuals. Weight misperception has been proposed as a potential barrier to attempting weight loss. Evidence also suggests education level, income status, family medical history, occupational demands, and depressive symptoms are individually associated with attempting weight loss. Against this backdrop, it is important to examine the relative influence of weight misperceptions and other contextual factors to better understand why young adults, particularly men and African-Americans, do not attempt weight loss. Objective: To determine if observed differences in weight control by race and sex are due to differences in weight status perception accuracy among black and white young adults with overweight/obesity. The associations between contextual factors and weight loss attempts are also explored. Methods: Data from 2756 young adults (20-39 years old) who participated in the 2007-2014 National Health and Nutritional Examination Survey (NHANES) were analyzed. Logistic regression models examined the effect of weight status perception accuracy and contextual factors on weight loss attempts among young adults and men specifically. Moderation by sex was assessed in the sample as a whole and moderation by race in analyses limited to young adult men. Sensitivity analyses using a higher BMI threshold (BMI ≥ 27 kg/m2) were conducted to ensure that participants with a minimal weight misperception did not unduly influence findings. Results: Overall, 31% of young adults had an inaccurate weight status perception, with a significantly higher number of men, particularly black men, reporting an inaccurate perception of their weight. Young adults, and men specifically, were significantly more likely to report a weight loss attempt if they accurately perceived their weight (OR=3.66, 95% CI 2.80-4.77, p<0.01; OR=3.73; 95% CI 2.76-5.03; p<0.01, respectively). However, there was no moderation by sex or race. Higher education level and income status were associated with weight loss attempts among young adults in models that included both sexes and in those that were limited to men. Although not significant in the larger model, greater self-reported depressive symptoms were associated with weight loss attempts in analyses limited to young adult men. Sensitivity analyses were largely consistent with these findings. Conclusion: Most young adults with overweight/obesity accurately perceive their weight status. Weight status perception accuracy and certain contextual factors are important predictors of weight loss attempts among black and white young adults. Neither sex nor race moderated the association between weight status perception accuracy and weight loss attempts. These findings have implications for future research to better understand weight status perception and improve enrollment of young adults in weight control programs. / Public Health

Aging is associated with an increase in need for assistance. Preparation for future care (PFC) is related to improved coping ability as well as better mental and physical health outcomes among older adults. We examined the association of optimism with components of PFC among older adults. We also explored race differences in the relationship between optimism and PFC. In Study 1, multiple regression showed that optimism was positively related to concrete planning. In Study 2, optimism was related to gathering information. An exploratory analysis combining the samples yielded a race interaction: For Whites higher optimism, but for Blacks lower optimism was associated with more planning. High optimism may be a barrier to future planning in certain social and cultural contexts.