This study was designed to: (1) determine whether the test scores on the CPI and Teacher Inventory serve as predictors of "liked" and "non-liked" teachers, and (2) determine whether various student groups (minority, Anglo, disadvantaged and non-disadvantaged) rate "liked" and "non-liked" teachers differently on each of the three variables of the Teacher Inventory. Ninety-two sophomore students, representing race and economic factors rated the 37 teachers of required sophomore subject matter classes on a Like-Dislike Scale and the Teacher Inventory. Two lists were thus generated: (1) teachers to whom various students rated as "liked" teachers, and (2) teachers to whom various students rated as "non-liked." Both groups of teachers were administered the CPI. The data were analyzed by stepwise multiple regression equation and analysis of variance. From this study of sophomore high school teachers rated as "liked" and "non-liked" by the students, the following may be concluded: The Teacher Inventory and CPI test scores are good predictors of teachers rated "liked" or "non-liked" by various student groups. The prediction value was greater than .91. Liked teachers as compared with the non-liked teachers tend to be perceived by the students as (1) grading more fairly, (2) making class more interesting with a variety of materials and activities, (3) having better class control, (4) being able to answer more of the questions students ask, (5) planning more carefully and utilizing time better, (6) showing more of an interest in the students, (7) adjusting better to different situations that arise in class, (8) friendlier and more cheerful, (9) giving more consideration to the opinions and ideas of the students, (10) more inclined to admit when he is wrong, and (11) appearing to enjoy teaching more. Liked teachers as compared with the non-liked teachers tend to have these personality characteristics: (1) more methodical, mannerly and cautious, (2) more poised and self-confident, (3) have a better sense of personal worth, (4) more ambitious and resourceful, (5) more inclined to worry and complain, (6) more outgoing, active and impatient, and (7) younger in age (under 35). Liked teachers tend to relate well with the minority, Anglo, disadvantaged and non-disadvantaged students. There is a significant difference in the minority students' rating of liked teachers. They rate the teachers higher in comparison with other student groups. Non-liked teachers are significantly (.05) less effective in their teaching relationships with the minority students. On all variables of the Teacher Inventory, non-liked teachers are rated lower than liked teachers.

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In this study, 248 university students completed questionnaires measuring their perceptions of and responses to their favorite and least desired characters in their favorite TV serial. Firstly, the respondents named their favorite serial character and then rated their favorite character on several attributes (physical attractiveness, positive social behavior, strength and humor) and indicated their level of agreement to the items of the parasocial interaction scale. Secondly, the participants named the character they desired the least in their favorite TV serial, rated that character on several attributes (physical repulsiveness, negative social behavior, weakness) and responded to the items of the negative parasocial interaction scale. Regression analyses predicting the sub-dimensions of parasocial interaction, namely companionship, empathic involvement and interest, and negative parasocial interaction, namely, boredom, anger, disturbance and amazement were performed. Different attributes of the characters were found to be important in predicting different dimensions of parasocial and negative parasocial interaction. The predictors of the sub-dimensions of parasocial interaction were determined. Significant predictors of companionship sub-scale were found as the positive social behavior, humor and strength of the character. In terms of empathic involvement, the perceived attributes of positive social behavior, physical attractiveness, strength and humor were found as significant predictors. For the interest sub-scale, the significant predictors were found as humor, strength and physical attractiveness. The newly-formed scale named as Negative Parasocial Interaction Scale was factor analyzed and interpretable factors were determined. The predictors of these factors were also examined. Significant predictors of boredom sub-scale were found to be the perceived weakness and physical repulsiveness of the character. Negative social behavior of the character was found to be a significant negative predictor of boredom sub-scale. In terms of anger sub-scale, only negative social behavior was found to be a significant predictor. For the disturbance sub-scale, significant predictors were found as negative social behavior, physical repulsiveness and weakness. Finally, the amazement sub-scale was significantly predicted only by the physical repulsiveness of the character. The implications of the findings, the strengths and weaknesses of the study are discussed.

This study explores the intergenerational transmission of neighborhoods for the 1981 cohort of the Swedish population, focusing on the impact of parental neighborhoods on the neighborhood outcomes of young adults. Using Swedish register-based longitudinal data, the research traces the life courses of parents and their children through their neighborhood trajectories. The findings reveal that despite an overall low rate of immobility, there is a noticeable similarity in neighborhoods across generations. Residential mobility from parental neighborhoods often occurs within adjacent neighborhood poverty rankings. However, non-European migrants exhibit higher rates of neighborhood immobility and lower upward mobility compared to their European and Swedish counterparts, highlighting the influence of migrant background. Moreover, higher parental socioeconomic status mitigates the negative effects of growing up in disadvantaged neighborhoods, whereas reliance on social benefits exacerbates these effects, particularly for individuals with non-European backgrounds. Thus, despite a general trend of residential mobility, the combined impact of economic vulnerability and migrant background continues to contribute to socioeconomic residential segregation in Sweden.