This article reviews literature on the prevalence of mental health problems among women with a history of intimate partner violence. The weighted mean prevalence of mental health problems among battered women was 47.6% in 18 studies of depression, 17.9% in 13 studies of suicidality, 63.8% in 11 studies of posttraumatic stress disorder (PTSD), 18.5% in 10 studies of alcohol abuse, and 8.9% in four studies of drug abuse. These were typically inconsistent across studies. Weighted mean odds ratios representing associations of these problems with violence ranged from 3.55 to 5.62, and were typically consistent across studies. Variability was accounted for by differences in sampling frames. Dose-response relationships of violence to depression and PTSD were observed. Although research has not addressed many criteria for causal inferences, the existing research is consistent with the hypothesis that intimate partner violence increases risk for mental health problems. The appropriate way to conceptualize these problems deserves careful attention.

Intimate Partner Violence as a Risk Factor for Mental Disorders: A Meta-Analysis

Quantitative self-assessment studies that compared self- and teacher marks were subjected to a meta-analysis. Predictions stemming from the results of an earlier critical review of the literature (Boud & Falchikov, 1989) were tested, and salient variables were identified. Factors that seem to be important with regard to the closeness of correspondence between self- and teacher marks were found to include the following: the quality of design of the study (with better designed studies having closer correspondence between student and teacher than poorly designed ones); the level of the course of which the assessment was a part (with students in advanced courses appearing to be more accurate assessors than those in introductory courses); and the broad area of study (with studies within the area of science appearing to produce more accurate self-assessment generally than did those from other areas of study). Results of the analysis are discussed and differences signaled by the results of the three common metri...

Student Self-Assessment in Higher Education: A Meta-Analysis

The Culture and Context of Male Violence Against Women Understanding the Perpetrator and the Victim - Who Abuses and Who is Abused? The Prevalence of Intimate Violence - Physical and Psychological Outcomes of Partner Violence Intimate Violence - Treatment Issues and Policy Initiatives Sexual Harasasment - the Last Great Open Secret Responses to Sexual Harasssment Intervention, Prevention and Treatment Issues for Sexual Harassment Uniting all Women - the Fear of Rape The Physical and Psychological Aftermath of Rape Intervention and Treatment for Rape Survivors Common Themes and a Call for Action.

No Safe Haven: Male Violence Against Women at Home, at Work, and in the Community

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-a-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.

Quantitative Studies of Student Self-Assessment in Higher Education: A Critical Analysis of Findings.

Using the framework of patriarchal theory, the present meta-analytic review examined the predicted relation between wife assault and the maintenance of a patriarchal ideology. This relationship was evaluated using three measures of patriarchal ideology: (1) attitudes toward violence, (2) gender attitudes, and (3) gender schemas. Overall, assaultive husbands reported more positive attitudes toward marital violence and lower scores on masculine and feminine gender schema scales than nonassaultive husbands. Methodological factors accounted for the significant heterogeneity among the gender attitude effect estimates for men. A nonsignificant average effect in the males' gender attitude emerged in studies which used husbands' self-report data and case-control comparison groups. In contrast to men, assaulted wives held more feminine gender schema and tended to exhibit more liberal gender attitudes than nonassaulted wives across studies. These meta-analytic findings offer limited support for the ideological component of the patriarchal theory of wife assault and are discussed with respect to their theoretical and methodological implications.

Patriarchal ideology and wife-assault: A meta-analytic review

Abused and Nonabused Women: MMPI Profile Differences.

The item responses comprising each of the five external dimensions and the three internal dimensions of the Tennessee Self-concept Scale were factor analyzed. The results indicated that seven of th...

Analysis of the Subscales of the Tennessee Self-Concept Scale

(1981). A comparison of self‐evaluations and classroom teacher evaluations for aides in a pre‐student teaching field experience program. The Teacher Educator: Vol. 17, No. 2, pp. 16-21.

Roy A. Hoffman

Papers

Abused and Nonabused Women: MMPI Profile Differences.

Analysis of the Subscales of the Tennessee Self-Concept Scale

A comparison of self‐evaluations and classroom teacher evaluations for aides in a pre‐student teaching field experience program

The Use of a Standarized Language Test to Identify College Students with Deficient Writing Skills.

A comparison between aptitude measures of poor‐writing education graduates and poor‐writing education dropouts