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The study examined a model that integrates social-cognitive and trait-personality constructs to examine two domains of college satisfaction. Direct and indirect effects were observed for conscientiousness, perception of institutional resources, self-efficacy, and goal progress. Paths differed for personal and institutional satisfaction. Most hypothesized paths were confirmed. (Contains 2 figures and 1 table.)

This study employed confirmatory factor analysis to examine the quality of fit of two measurement models of the Student Adaptation to College Questionnaire (N = 305). Following the observation of poor fit, exploratory factor analysis was used. Results indicated six factors that account for the variance in Student Adaptation to College Questionnaire scores. (Contains 3 tables.)

For comparison of one-, three-, and four-factor structures of the Indecision scale of the Career Decision Scale, results of confirmatory factor analysis (N = 686) indicated the best fit for the three-factor structure. Multiple regression analysis results indicated incremental validity of the five-factor model for predicting dimensions of career indecision. (Contains 3 tables.)

According to social cognitive career theory, decisions to pursue a career may be influenced by self-efficacy expectations and anticipated career outcomes, thus we examined the incremental validity of these constructs beyond gender and personality. 179 undergraduate college students completed a survey, the Career Decision Scale (CDS), and the NEO Five Factor Inventory (NEO-FFI). The survey included ratings of the importance of career-related outcomes (e.g., high income) and whether careers of choice or preference would provide such outcomes, in addition to self-efficacy ratings for completion of educational requirements, getting a job, job success, and advancement. Results indicated incremental validity of three domains of the five-factor model, neuroticism, agreeableness, and conscientiousness; self-efficacy for getting a job and job success, importance ratings of job outcomes, and job outcome expectations (R[subscript 2] = 0.25). Our results support hypotheses of social cognitive career theory in terms of the importance of self-efficacy and outcome expectations in predicting career planning. (Contains 3 tables.)

We analyzed descriptions found in 12 introductory psychology textbooks on the recommended use of SQ3R for improving reading in order to determine whether such descriptions reflect issues and concerns found in the SQ3R literature. We classified sample questions to determine the types of questions that are suggested to guide use of SQ3R. A majority of questions demand searching for explicit information in the text. We suggest ways to help instructors use textbook-based descriptions to assist students in using SQ3R.

Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning strategy into the second-grade curriculum during the second semester. (SG)

Describes strategies to facilitate college students learning from scientific journal articles. Builds upon a variant of SQ3R as a basic strategy and utilizes a cognitive strategy instruction (CSI) model for sequencing instruction. (NH)

The effect of test expectancy on preferred strategy use and test performance on factual and higher-level questions in learning from expository text was studied, using 42 undergraduates who reported their study strategies and completed a multiple-choice test. Test expectancy affected neither preferred strategy use nor test performance. (SLD)

The study examined a model that integrates social-cognitive and trait-personality constructs to examine two domains of college satisfaction. Direct and indirect effects were observed for conscientiousness, perception of institutional resources, [...]

Social cognitive theory includes a model for understanding adjustment with specific domains of the college experience. We examined the utility of the constructs of this model for predicting academic adjustment [...]

We analyzed descriptions found in 12 introductory psychology textbooks on the recommended use of SQ3R for improving reading in order to determine whether such descriptions reflect issues and concerns found in the SQ3R literature. We classified sample questions to determine the types of questions that are suggested to guide use of SQ3R. A majority of questions demand searching for explicit information in the text. We suggest ways to help instructors use textbook-based descriptions to assist students in using SQ3R., Robinson (1970) developed the SQ3R study strategy to improve learning by incorporating higher-level study skills. SQ3R entails five steps: Survey, Question, Read, Recite, and Review. The first step involves surveying [...]

According to social cognitive career theory, decisions to pursue a career may be influenced by self-efficacy expectations and anticipated career outcomes, thus we examined the incremental validity of these constructs [...]

The study included assessment of the psychometric properties of an 11-item measure of perceived stress and control in 273 first-year college students. Results indicated good internal consistency and stability over a 5-week interval, and the total score was highly correlated with another measure of perceived stress. Principal components analysis with varimax rotation indicated two possible factors which explained 55% of the variance. However, given the small number of items and low internal consistency of the second factor ([alpha]=.60), use of the Total score is recommended.

The association of mood with helping was examined. College students (N = 62) self-reported mood before and after receiving feedback (numerical score and letter grade) on an examination administered during the previous class session. Helping measures included the number of sessions in which they were willing to serve and the number of names in a list of 120 checked for spelling. Analysis indicated that examination scores were negatively correlated with negative affect (r = -.69) and positively correlated with positive affect (r = .51); however, there was no statistically significant relationship between mood and helping.

Discusses ways in which computer-assisted instruction (CAI) could be used for mnemonic instruction in the classroom. Literature on mnemonic instruction is reviewed, CAI and the acquisition of effective learning strategies are discussed, and software developed for memory improvement is described. (25 references) (LRW)

A questioning strategy is proposed for teaching primary-level children about text organization or structure, such as cause-effect, comparison-contrast, and problem-solution. Once students can reliably identify different types of organization, they are taught to ask questions appropriate to each type to guide their learning. A cognitive-strategy instruction model is used as the vehicle for teaching children through modeling by a teacher, interactive discussion, and practice with corrective feedback. In addition, students are taught how to monitor the process, so responsibility is transferred from teacher to student. Some questions demand searching for answers in the text. Others are more complex, demanding integration of textual elements and use of personal knowledge for answering questions.

The study involved prediction of GPA in a nursing program and NCLEX-RN licensure score following completion of the program. The sample included 155 students who completed and 34 who failed to complete a baccalaureate nursing program for the 1984-1986 years. The best set of predictors of nursing GPA included ACT composite score, anatomy grade, and chemistry grade, R = .73. The best set of predictors of NCLEX-RN included ACT composite score, high school percentile rank, nursing GPA, and chemistry grade, R = .68. Classification of withdrawn and completing groups and also pass and fail NCLEX-RN performance via discriminant analysis provided results comparable to those of previous research; however, residual analysis indicated very large residuals for those withdrawing from the program as well as those who failed the licensure exam. An alternative to discriminant analysis for classifying students is suggested.

The study investigated the two-facet-scale structure within each domain of the 44- item Big Five Inventory investigated by Soto and John (2009). Undergraduate college students participated (N = 295). First, results of confirmatory factor analysis indicated good model fit for the two-facet structure for each domain. Next, we examined criterion validity of facets versus domains for predicting three measures relevant to social cognitive career theory (SCOT): goal instability, personal satisfaction with career development, and life satisfaction. Results of hierarchical multiple regression analysis indicated improved prediction of SCOT measures when BFI facet scores were used as predictors rather than domain scores. [ABSTRACT FROM AUTHOR]

Multigroup confirmatory factor analysis was used to investigate measurement and structural invariance of item-cluster subcomponents of the NEO-FFI across gender (N = 388). Results indicated invariance of factor loadings, factor variances, and factor covariances. Some differential item function (intercepts) was observed, primarily with one subcomponent of the neuroticism domain (negative affect). Failure to account for the noninvariant intercepts resulted in larger estimated latent mean differences. For other subcomponents with noninvariant intercepts, the impact appeared to be minimal. Results of structured means analysis indicated significantly different latent means on 9 of the 12 subcomponents, with significantly greater means for women on 8 of the subcomponents. [ABSTRACT FROM AUTHOR]

We examined career indecision and college adjustment in a sample of first-year students (N = 180). Indecision scores and five-factor measures were combined to identify three clusters of students who varied in degree of indecision. One indecision cluster was characterized by high neuroticism, low extraversion, conscientiousness, and agreeableness, in addition to poor college adjustment and self-efficacy for learning The second indecision cluster was average in personality profile, college adjustment, and self-efficacy: however it experienced greater positive choice conflict as a source of career indecision. The third cluster was career-decided, well-adjusted, with high conscientiousness and low openness to experience. [ABSTRACT FROM AUTHOR]

Presents a study that tested the hypothesis that poor readers lag behind good readers in their awareness of the mnemonic utility of digit-list organization and in their use of such organization to enhance serial recall. Methods; Results, which did not support the developmental lag hypothesis.

Presents a developmental perspective on the metamemorial knowledge of good and poor readers. Theory of Torgesen that reading-disabled children exhibit passivityin learning situations; Methods; Results, which generally failed to support the developmental lag hypothesis; Discussion.

Among undergraduates in a carefully controlled design, 9 students who took notes studied longer than groups of 30 and 17 who did not. No differences were observed on test scores, retention interval, comprehension scores, or reading rate. Whether students expected multiple-choice or free-recall testing, strategies were similar, suggesting study oriented to rote learning.