Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis

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Applied Missing Data Analysis

Cross-cultural research is dominated by the use of values despite their mixed empirical support and their limited theoretical scope. This article expands the dominant paradigm in cross-cultural research by developing a theory of cultural tightness-looseness (the strength of social norms and the degree of sanctioning within societies) and by advancing a multilevel research agenda for future research. Through an exploration of the top-down, bottom-up, and moderating impact that cultural tightness-looseness has on individuals and organizations, as well as on variance at multiple levels of analysis, the theory provides a new and complementary perspective to the values approach.

/pdf/on-the-nature-and-importance-of-cultural-tightness-looseness-el60pmm526.pdf

On the nature and importance of cultural tightness-looseness.

Objective: To determine what aspects of healthcare provision are most likely to influence satisfaction with care and willingness to recommend hospital services to others and, secondly, to explore the extent to which satisfaction is a meaningful indicator of patient experience of healthcare services 

Design: Postal survey of a sample of patients who underwent a period of inpatient care Patients were asked to evaluate their overall experience of this episode of care and to complete the Picker Inpatient Survey questionnaire on specific aspects of their care 

Sample: Patients aged 18 and over presenting at five hospitals within one NHS trust in Scotland 

Method: 3592 questionnaires were mailed to patients' homes within 1 month of discharge from hospital during a 12 month period Two reminders were sent to non-responders; 2249 (65%) questionnaires were returned 

Results: Almost 90% of respondents indicated that they were satisfied with their period of inpatient care Age and overall self-assessed health were only weakly associated with satisfaction A multiple linear regression indicated that the major determinants of patient satisfaction were physical comfort, emotional support, and respect for patient preferences However, many patients who reported their satisfaction with the care they received also indicated problems with their inpatient care as measured on the Picker Inpatient Survey; 55% of respondents who rated their inpatient episode as "excellent" indicated problems on 10% of the issues measured on the Picker questionnaire 

Discussion: The evidence suggests that patient satisfaction scores present a limited and optimistic picture Detailed questions about specific aspects of patients' experiences are likely to be more useful for monitoring the performance of various hospital departments and wards and could point to ways in which delivery of health care could be improved

https://qualitysafety.bmj.com/content/qhc/11/4/335.full.pdf

Patients’ experiences and satisfaction with health care: results of a questionnaire study of specific aspects of care

Evidence for Bourdieu’s social reproduction theory and its contributions to understanding educational inequality has been relatively mixed. Critics discount the usefulness of core concepts such as ...

https://journals.sagepub.com/doi/pdf/10.1177/1477878514530231

Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality

A multivariate model was developed incorporating various socio-demographic, social-environmental, and social-psychological factors in an attempt to predict suicidal ideation among Canadian youth. The main research objective sought to determine what socially based factors elevate or reduce suicidal ideation within this population. Using data from the National Longitudinal Study of Children and Youth-Cycle 5 (2003), a cross-sectional sample of 1,032 was used to empirically identify various social determinants of suicidal ideation among youth between the ages of 12 and 15. Results reveal statistically significant correlations between suicide ideation and some lesser examined socially based measures. In particular, ability to communicate feelings, negative attachment to parents/guardians, taunting/bullying or abuse, and presence of deviant peers were significant predictors of suicidal ideation. As expected, depression/anxiety, gender, and age were also correlated with thoughts of suicide. Research findings should help foster a better understanding toward the social elements of suicide and provide insight into how suicide prevention strategies may be improved through an increased emphasis on substance use education, direct targeting of dysfunctional families and deviant peer groups, and exploring more avenues of self-expression for youth.

Suicidal Ideation among Canadian Youth: A Multivariate Analysis

This chapter reviews a wide array of research on the impact of educational attainment on quality of life. Adopting Cummins’ (Soc Indi Res 38:303–328, 1996; Assessing quality of life. In Brown RI (ed) Quality of life for people with disabilities. Stanley Thornes Cheltenham, pp 116–150, 1997) quality of life schema as a heuristic framework the authors consider educational effects in seven broad life domains: achieving in life; material well-being/standard of living; emotional well-being/resiliency; physical health; community; intimate relationships; and personal safety/future security. The reviewed research reveals the effects of educational attainment on QoL to be multidimensional (cutting across life domains) and often reciprocal (conditioning of and conditioned by domains) in nature. The mechanisms underlying the education-QoL relationship are discussed in terms of three basic pathways by which education imparts benefits (Introduction. In Behrman JR, Crawford DL, Stacey N (eds) The social benefits of education. University of Michigan Press, Ann Arbour, pp 1–9, 1997): (a) improving the stock of knowledge and the analytical skills individuals use to guide their behavior; (b) altering individuals’ preferences; and (c) altering the constraints/opportunities presented to individuals. The authors conclude that although there are still numerous questions and gaps remaining, the case for the positive effects of educational attainment on quality of life is in the balance very convincing.

Education and Quality of Life

Postsecondary institutions seek to create a pedagogical environment that increases students' knowledge, expands their powers of reasoning, and shapes their psychosocial dispositions. In this study, we examined a conceptual model of academic attainment including two aspects of the pedagogical environment experienced by students, namely the cognitive demands set by professors and the social support provided by both professors and other students. Along with these climate variables, three psychosocial dispositions of students, self-esteem, perceived academic control, and coping strategies, were also included. A sample of 854 undergraduate students in the faculties of Arts and Science from a mid-western Research-1 (Canadian) university was used to estimate the effect parameters in the model. The results suggest that both cognitive demands and social support affected the students 9 perceived academic control and coping strategies. In turn, the pedagogical environment and the psychosocial dispositions affected the students' academic achievement. Implications for establishing and maintaining supportive pedagogical environments and for helping students improve their perceived control and coping strategies are discussed.

Faculty environments, psychosocial dispositions, and the academic achievement of college students

In the conventional paradigm, mental health and illness exist on a single continuum where the emphasis is on the presence or absence of pathological outcomes. By contrast, a new theoretical framework recognizes and promotes a dual continua model where mental health is no longer the absence of mental illness. This new paradigm argues that mental health should be regarded as a ‘syndrome of symptoms’ which include the presence of positive feelings (emotional well-being) as well as positive psychosocial functioning (psychological and social well-being). Using a sample of over 1200 students from a Canadian university, the goal of the current research is to test empirically the multiple dimensions of well-being in order to address three research questions: (1) What percentages of students are flourishing, moderately healthy and languishing? (2) What is the relationship between mental health and mental illness when conceptualized on separate continua? (3) What are the significant predictors of mental health and ...

Lance W. Roberts

Papers

Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality

Suicidal Ideation among Canadian Youth: A Multivariate Analysis

Education and Quality of Life

Faculty environments, psychosocial dispositions, and the academic achievement of college students

Flourishing in Life: An Empirical Test of the Dual Continua Model of Mental Health and Mental Illness among Canadian University Students