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Collaborative learning (CL) is a common teaching strategy in colleges that involves actively working in groups to achieve a goal. Several studies and theories endorse it as contributing to students' achievement, motivation, and higher-order thinking skills. However, these studies are inconsistent in the way they define and operationalize CL. For example, they do not separate the quantity and the quality of CL, nor do they distinguish between course-specific and general attitudes toward CL. The study suggests that researchers should define CL more precisely, and demonstrates this approach using a case study (N = 38). This study examines whether the quality and quantity of group work predicted course achievement after controlling for prior achievement, individual-level motivation, and social ties among students. Quality of CL was operationalized as positive attitudes toward CL in the current course and in general, and quantity of CL was operationalized as the frequency of interactions among group members. Social ties were measured using Social Network Analysis (SNA) which allows researchers to identify the number and strength of connections among students. Findings suggest that positive attitudes toward CL in the current course predicted higher achievement levels, but the frequency of interactions and positive attitudes toward CL in general were associated with lower achievement levels. That is, in the current context, course-specific quality of CL was positively associated with achievement, but other ways of operationalizing CL were not, and in fact had negative relationships with achievement. The study also demonstrates the use of SNA when exploring students' relationships; it shows that they were associated with course performance but that this association diminished after controlling for students' attitudes. Overall, it is recommended that researchers clarify what they intend to measure when exploring CL, as this can have an important impact on findings. [ABSTRACT FROM AUTHOR]

An abbreviated version of the Conformity to Masculine Norms Inventory, the CMNI-30, was developed with several strengths. However, its measurement invariance across men with different sexual orientations has not been examined in a U.S. sample, so it is unclear whether these different populations understand the items similarly. In addition, no studies have compared conformity to masculinity norms across sexual orientations. This would be important to understand sexual minority men's experience of masculinity and how it differs from heteronormative masculinity. This article explores the measurement invariance of the CMNI-30 among 882 heterosexual, gay, and bisexual+ men using confirmatory factor analysis, and compares their CMNI-30 subscale scores. Results indicated that the CMNI-30 demonstrated residual invariance between men of different sexual orientations, suggesting that men of different sexual orientations interpreted the items similarly. We also found higher levels of conformity to the masculine norms of Winning, Heterosexual self-presentation, and Power over women among heterosexual men relative to gay and bisexual+ men, and higher levels of Pursuit of status among gay men relative to the other groups. Results provide support for the use of the CMNI-30 in research with men of different sexual orientations. [ABSTRACT FROM AUTHOR]

Career decision-making difficulties are the challenges encountered by individuals before, during, or after choosing one's career. This study tested the associations between career decision-making difficulties and depression, anxiety, and stress, considering the career decision status of participants. Students in a precollege preparatory program filled out questionnaires at the beginning and near the end of the academic year (N = 137). The correlations between career decision-making difficulties, as measured by the Career Decision-Making Difficulties, and negative emotional states measured by the Depression, Anxiety, and Stress Scales, were positive at both administrations (r T1 =.24, r T2 =.38). Using a multivariate analysis of variance, we have found that those who became more decided had fewer career decision-making difficulties (d = 1.26). The changes in career decision status were not associated with either depression, anxiety, or stress. However, overall negative emotions intensified among students who were still undecided at the end of the year (d = 0.72). Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]