This study used the Factor Analytic Structural Equations Model (FASEM) to test the plausibility of two nested causal models of depression, the Full Model and Restricted Model, in a 2-month prospective study. Subjects were 103 undergraduate students. The Full Model deals with the causal relations among indices of life events, social interest, social problem solving, and depression across time. In contrast, causal relations among indices of life events and depression across time were assessed by the Restricted Model. Both models provided acceptable representations of the observed data. Although both models were accepted by 4 goodness-of-fit criteria, including the Chi-square goodness-of-fit test, the Full Model suggests the specification of more causal factors clarifies the effect of social interest and social problem solving on depression, enables a more complete assessment of depression, and is consistent with a pluralistic view of depression (Craighead, Kennedy, Raczynski, & Dow, 1984). In the present study, two questions were addressed: (1) the causal relation between social interest and social problem solving on depression, and (2) the magnitude of the causal impact of social interest and social problem solving on depression. Contrary to predictions, significant paths from both social interest and social problem solving to depression were not found. However, consistent with predictions, social interest had a stronger effect on depression than social problem solving. Directions for future research, theoretical implications, and possible applications of the Full Model are discussed.

Native American adolescents tend to have problems within the educational system of the majority culture. Manpower programs such as the Job Corps Program have been developed in an attempt to provide remedial training for Native Americans and other groups who experience similar problems. The effects of training have been hard to determine in the past, due to confounding effects of history and other factors involved in trainee's personal lives. The current study surveyed the biographical, social and personal histories of 104 Native American male adolescents, and 46 Native American female adolescents in an attempt to develop predictors of success or failure in a Job Corps Program for Native American youth. It was found that family factors and present circumstances had the greatest effect on success or failure in the program. Few differences were found between male and female subjects, partly due to the small sample sizes involved.

Previous research on the use of electronic meeting systems (EMS) has contrasted EMS-supported groups with non EMS-supported groups. That perspective may miss the dynamics of use because of the likely variability across groups. This research focuses on the use of an EMS: It is not the EMS itself, but whether and how it is used that is important. Adaptive structuration theory is the theoretical foundation for studying how an EMS is used in this research. It facilitates taking a more holistic approach to understand the circumstances of use (or lack of use) and changes in that use over time. This leads to the research question: In what ways and to what degree does use of an EMS by a small group change over time? An experiment was conducted to investigate the research question. Seventeen three- and four-person groups met for three 90 minute meetings over a two-week period to evaluate undergraduate programs in the College of Business. Groups could use (or choose not to use) GroupLink, an EMS software package. Two independent variables were studied: designated leadership and the passage of time. Questionnaire data were analyzed using a multivariate, nested, repeated measures design to perform a univariate estimation. Transcriptions of verbal discussions were coded using a coding scheme developed specifically for this experiment. Descriptive data from the group's electronic discussions were also compiled. Qualitative analysis was used to discern groups' patterns of EMS use. Findings indicate that groups with designated leaders generally appropriate EMS technology in ways faithful to its design. The presence or absence of a designated leader had no effect on attitudes toward the EMS-process or progress the group was making on the task. Attitudes about communication within groups became more positive over time. Researchers who study the impacts of collaborative technology should include the passage of time as one of their variables because the use of EMS technology appears to be dynamic rather than static. In terms of Adaptive Structuration Theory, appropriation processes may be more complex than originally hypothesized, and they may affect the contextual and technological dimensions of a group.

This study investigated the relationship between birth order position and the two-dimensional leadership styles, initiating structure and consideration, in elementary public school administrators in the State of Arizona in correlation with Alfred Adler's (1930) Theory of Birth Order. Adler asserted: (1) that first borns acquire leadership traits emphasizing rules, authority, power, independence, traditions, organization, and a concern with status and (2) later borns acquire leadership traits emphasizing social activities, a sense of community, and warmth in individual and group cooperation, thus, less emphasis on authority and rules. Therefore, the first born is more likely to be structure-oriented, while the later born is more likely to be consideration-oriented in leadership style. The purpose of this study was to determine whether a difference would be found between first and later born elementary public school administrators in the State of Arizona and the two-dimensional educational leadership styles, structure and consideration. No previous research has examined birth order effects on leadership style in school administrators, and few studies have examined different occupational groups. Controversial findings by Chemers (1970), Dagenais (1979), and Greene (1987) indicated that patterns do not hold across different occupational groups. This study contributes to the need for further research and a stronger theoretical argument regarding the influence of birth order on leadership style. The subjects for this investigation were 232 public elementary school principals. Data were collected and analyzed using Fleishman's (1969) Leadership Opinion Questionnaire (LOQ) and the Personal Leadership Data Form. Through the use of descriptive statistics, t-tests, and correlations, it was determined that there were no significant differences between first and later borns in structure and consideration. Thus, concurring with Dagenais (1979), birth order did not seem to be related to the two-dimensional leadership styles. The findings of this study do not support Adler's (1930) Theory of Birth Order.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.