This study assessed the importance that similar identity style plays in the relationships within recently married couples. To assess the congruency of similar and dissimilar identity style, three postulates were analyzed. These postulates included: (a) Is there a gender difference in reports of marital intimacy? (b) Is similarity of identity style related to marital intimacy? (c) Is there an interaction effect between gender and similarity of identity style in relation to reports of marital intimacy? A sample consisting of 84 couples completed a survey containing questions relevant to identity and marital intimacy. Demographic information was also requested in the survey. Analyses indicate that (a) males generally report greater marital intimacy than females, (b) couples with similar identity style tend to report greater marital intimacy than their dissimilar counterparts, and (c) females' reports of marital intimacy are more influenced (than males) by similarity of identity style.

One hundred eight individuals between the ages of 17 and 25 completed measures assessing identity style, family functioning, and substance use. Fifty-seven respondents were evaluated as they were applying for services at a local substance abuse treatment center. Fifty-one respondents were surveyed from a local university general education class. The identity style construct is a self-report measure that evaluates the problem-solving and decision -making strategies of respondents. These constructs echo Marcia's identity statuses with the Normative and Diffuse/Avoidant subscales being utilized in this study. Family functioning was also assessed by self-report and evaluated overall family functioning. A factor analysis of the substance use measure resulted in two factors that were defined as Gateway drugs (alcohol, tobacco, and marijuana) and Illicit Substances (cocaine, hallucinogens, etc.) and were assessed as either use or nonuse during the last 4 weeks. Findings support the identity developmental paradigm of problem behavior and suggest that Normative-oriented respondents reported less use of Gateway Drugs and more functional family attributes. Conversely, the Diffuse/Avoidant-oriented respondents reported more use of substances and less functional family attributes. Difficulties in measurement are presented as well as suggestions for family-based intervention strategies designed to reduce young adult substance use and abuse.

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AN ABSTRACT FOR THE DISSERTATION OF STEPHEN JACK MCCASKEY, for the Doctor of Philosophy Degree in EDUCATION, presented on June, 2009, at Southern Illinois University Carbondale. TITLE: TEACHING STYLES AND LEARING STRATEGIES OF ILLINOIS SECONDARY CAREER AND TECHNICAL EDUCAITON TEACHERS MAJOR PROFESSORS: Dr. Marcia Anderson Dr. John Washburn The purpose of this study was to identify the teaching styles and learning strategy preferences of secondary CTE teachers in the state of Illinois. This study explored variables related to the teaching-learner transaction for teachers with varied educational backgrounds. Further, this study examined the relationship between teaching styles and several demographic variables and the relationship between learning strategies and several demographic variables for teachers in the CTE field. Participants involved in this study were members of the Illinois Association of Career and Technical Education (IACTE) at the time of the study. Demographic data revealed most respondents were female and age varied between 20 to 73 years with the highest percentage of responses being between the ages of 51-55. The majority of respondent ethnicity was White. The number of years teaching among respondents varied from 0 to 41 with the highest percentage having less than six years. The highest percentage of respondents held a Master's degree and the highest percentage in which the respondents most frequently teach is Technology Education/Industrial Education. The certificate type that most respondents hold is a Type 09 Standard. This study employed two standardized instruments and a questionnaire assessment to address four research questions. The Principles of Adult Learning Scales (PALS) was the first instrument used in this study and is designed to assist individuals in identifying their teaching style. Assessing the Learning Strategies of Adults (ATLAS) was the second instrument used in this study and is designed to quickly identify learning strategies. The online questionnaire was administered by placing the instruments on the Department of Workforce Education and Development's server at Southern Illinois University Carbondale. The majority of respondents in this study identified Problem Solvers as their preferred learning strategy followed by Navigators and Engagers. The respondents of this study represented an overwhelming commitment to the teacher-centered style. Based on the results of this study, the analyses of data were used to create a profile of the three preferences of the learning strategies for CTE secondary teachers. Additionally, the analyses of data from this study were used to create a profile of the two types of the teaching styles for CTE secondary teachers - Teacher-centered and Student-centered.

The present study continues the long line of research addressing Person-Environment fit started by Frank Parsons a century ago and the construct of career satisfaction. Previous research emphasized Holland themes and specific occupational scales, with this study being the first to evaluate the higher order of personal style relating to job satisfaction. This study examined the capacity of the General Occupational Themes (GOTs) and Personal Style Scales (PSSs) of the 2005 Strong Interest Inventory in predicting job satisfaction across 8 individual samples comprising 4,938 working adults. Sequential discriminant function analyses demonstrated that sets of hypothesized PSSs significantly distinguished between satisfied and dissatisfied workers beyond the six Holland themes in all 8 occupational samples. This research provided validation and support for the newly added Team Orientation PSS. It further provided support for demographic variables related to job satisfaction, including ethnicity, gender, age, and the reason for testing.