The authors used the frameworks of reciprocal determinism and occupational socialization to study the effects of work characteristics (consisting of control and complexity of work) on personal initiative (PI)--mediated by control orientation (a 2nd-order factor consisting of control aspiration, perceived opportunity for control, and self-efficacy) and the reciprocal effects of PI on changes in work characteristics. They applied structural equation modeling to a longitudinal study with 4 measurement waves (N = 268) in a transitional economy: East Germany. Results confirm the model plus 1 additional, nonhypothesized effect. Work characteristics had a synchronous effect on PI via control orientation (full mediation). There were also effects of control orientation and of PI on later changes in work characteristics: As predicted, PI functioned as partial mediator, changing work characteristics in the long term (reciprocal effect); unexpectedly, there was a 2nd reciprocal effect of an additional lagged partial mediation of control orientation on later work characteristics.

Master of Science / Department of Family Studies and Human Services / Jared R. Anderson / The present study tests the reciprocal relationships between marital attitudes, time spent together, and marital satisfaction in a sample of newlyweds (N = 1220). Using cognitive dissonance theory and the investment model, this study tests two sets of theoretically derived unidirectional pathways to provide empirical evidence for longitudinal associations between these three constructs. Two separate models were tested, one for husbands, and one for wives. For both husbands and wives, results of the panel models indicated significant autoregressive paths among all three variables from T1 to T2, T2 to T3, and T1 to T3. Among husbands, significant cross-lagged paths emerged between T1 marital satisfaction and T2 marital attitudes, T1 marital satisfaction and T2 time spent together, T1 time spent together and T2 marital satisfaction, T2 time spent together and T3 marital satisfaction, and T2 time spent together and T3 marital attitudes. For wives, cross-lagged paths between T1 marital satisfaction and T2 time spent together, T1 time spent together and T2 marital satisfaction, and T2 time spent together and T3 marital satisfaction were found to be significant. Bootstrap test for indirect effects resulted in no significant mediating effects in the models. The results of these models are discussed and implications for future research and intervention are given.

The current study aimed to replicate and extend recent research by Ng, Huebner, and Hills (2015) by investigating the longitudinal, bidirectional relationship between life satisfaction and academic achievement among adolescents. Specifically, students’ baseline (Time 1) life satisfaction was examined as a predictor of academic achievement (as measured by GPA, FCAT-reading DSS scores, attitudes toward school, and goal valuation) one year later (Time 2). The same four academic achievement variables at Time 1 were also examined as a predictor of life satisfaction one year later at Time 2. Positive affect and negative affect were examined as moderators of those relationships. An archival data set that included data from 425 high school students was analyzed. In contrast to findings from prior research, results of four regression analyses indicated that life satisfaction was not a significant predictor of later academic skills (i.e., GPA, FCAT-reading DSS) or academic engagement (i.e., goal valuation, attitude towards school), although there was bivariate support for a link between Time 1 life satisfaction and later academic engagement. When academic variables were considered as predictors of later life satisfaction, there was bivariate support for the relationship between Time 1 GPA and Time 2 life satisfaction. In contrast to hypotheses, regression analyses failed to support a significant relationship between initial academic skills and later life satisfaction. However, moderated regression analyses indicated that academic skills (i.e., GPA, FCAT-reading DSS) predict later life satisfaction for students with greater initial emotional well-being (i.e., low negative affect, high positive affect). In regard to academic engagement, there was bivariate support for a small relationship between initial academic engagement and later life satisfaction, but regression analyses and moderated regression analyses failed to support that relationship. Analyses indicate that initial positive affect was a significant predictor of later life satisfaction and later goal valuation, which supports Frederickson’s (2009) broaden and build theory of positive emotions. Findings of the current study highlight the importance of promoting positive emotions among students, in part as a means to improve life satisfaction and cognitive engagement in school. The current study also provides support for offering mental health services to students with relatively high GPAs and standardized test scores who also experience symptoms of internalizing disorders (i.e., low positive affect, high negative affect). Finally, findings from the current study taken in conjunction with findings reported by Ng et al. (2015) suggest that middle school may be the optimal time for interventions aimed at improving students’ subjective well-being.

Researchers and clinicians have long recognized that therapeutic relationships play a fundamental role in client symptom change during treatment. At the same time, it has been proposed that improvement in client symptoms is associated with improvement in therapeutic relationships. To date, very few studies have investigated this reciprocal relationship; even fewer have examined group therapeutic relationship factors. The present study is an archival analysis on Group Questionnaire (GQ) (i.e., positive bond, positive work, and negative relationship) and Outcome Questionnaire (OQ-45) data that aims to analyze the reciprocal relationship between group therapeutic relationships and client symptom change. More specifically, this study replicates and expands upon pioneer studies in this area (i.e., Tasca & Lampard, 2012; Tasca et al., 2016b; Obeid et al., 2018). Various analyses were used to address the proposed research questions (i.e., bivariate cross-lagged panel model (CLPM), latent growth curve model with structured residuals (LGC-SR), latent change score model with change-to-change coupling (LCS-CC), and three-level multilevel models). Results indicate weak evidence of a reciprocal relationship between group therapeutic relationships and client symptom change. Further, results indicate that therapeutic relationship quality is more dominant in predicting client symptoms change compared to the reciprocal. Evidence of this was found for each subscale of the GQ as it assessed various aspects of group therapeutic relationships (i.e., positive bond, positive work, negative relationship). These results highlight the importance of group therapeutic relationships in explaining outcome.

The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.