Claremont McKenna College

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

The thesis of this article is that multilevel interventions based on ecological models and targeting individuals, social environments, physical environments, and policies must be implemented to achieve population change in physical activity. A model is proposed that identifies potential environmental and policy influences on four domains of active living: recreation, transport, occupation, and household. Multilevel research and interventions require multiple disciplines to combine concepts and methods to create new transdisciplinary approaches. The contributions being made by a broad range of disciplines are summarized. Research to date supports a conclusion that there are multiple levels of influence on physical activity, and the active living domains are associated with different environmental variables. Continued research is needed to provide detailed findings that can inform improved designs of communities, transportation systems, and recreation facilities. Collaborations with policy researchers may improve the likelihood of translating research findings into changes in environments, policies, and practices.

A revolution in the science of emotion has emerged in recent decades, with the potential to create a paradigm shift in decision theories. The research reveals that emotions constitute potent, pervasive, predictable, sometimes harmful and sometimes beneficial drivers of decision making. Across different domains, important regularities appear in the mechanisms through which emotions influence judgments and choices. We organize and analyze what has been learned from the past 35 years of work on emotion and decision making. In so doing, we propose the emotion-imbued choice model, which accounts for inputs from traditional rational choice theory and from newer emotion research, synthesizing scientific models.

Abstract The positive core construct of psychological capital (or simply PsyCap), consisting of the psychological resources of hope, efficacy, resilience, and optimism, has recently been demonstrated to be open to human resource development (HRD) and performance management. The research stream on PsyCap has now grown to the point that a quantitative summary analysis of its impact on employee attitudes, behaviors, and especially performance is needed. The present meta‐analysis included 51 independent samples (representing a total of N = 12,567 employees) that met the inclusion criteria. The results indicated the expected significant positive relationships between PsyCap and desirable employee attitudes (job satisfaction, organizational commitment, psychological well‐being), desirable employee behaviors (citizenship), and multiple measures of performance (self, supervisor evaluations, and objective). There was also a significant negative relationship between PsyCap and undesirable employee attitudes (cynicism, turnover intentions, job stress, and anxiety) and undesirable employee behaviors (deviance). A sub‐analysis found no major differences between the types of performance measures used (i.e., between self, subjective, and objective). Finally, the analysis of moderators revealed the relationship between PsyCap and employee outcomes were strongest in studies conducted in the United States and in the service sector. These results provide a strong evidence‐based recommendation for the use of PsyCap in HRD and performance programs. Theoretical contributions, future research directions, and practical guidelines for HRD conclude the article. Gallup Polls in recent years suggest that Americans are pessimistic about incremental

This chapter reviews the last 15 years of research inspired by social dominance theory, a general theory of societal group-based inequality. In doing so, we sketch the broad outlines of the theory and discuss some of the controversies surrounding it, such as the “invariance hypothesis” regarding gender differences in social dominance orientation (SDO) and the effect of social context on the expression of SDO. We also discuss the central role of gender in the construction and maintenance of group-based inequality, and review some of the new research inspired by the social dominance perspective. Finally, we identify and discuss some of the most important theoretical questions posed by social dominance theory that are yet to be researched.

Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability-including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.

We review new findings and new theoretical developments in the field of intelligence. New findings include the following: (a) Heritability of IQ varies significantly by social class. (b) Almost no genetic polymorphisms have been discovered that are consistently associated with variation in IQ in the normal range. (c) Much has been learned about the biological underpinnings of intelligence. (d) "Crystallized" and "fluid" IQ are quite different aspects of intelligence at both the behavioral and biological levels. (e) The importance of the environment for IQ is established by the 12-point to 18-point increase in IQ when children are adopted from working-class to middle-class homes. (f) Even when improvements in IQ produced by the most effective early childhood interventions fail to persist, there can be very marked effects on academic achievement and life outcomes. (g) In most developed countries studied, gains on IQ tests have continued, and they are beginning in the developing world. (h) Sex differences in aspects of intelligence are due partly to identifiable biological factors and partly to socialization factors. (i) The IQ gap between Blacks and Whites has been reduced by 0.33 SD in recent years. We report theorizing concerning (a) the relationship between working memory and intelligence, (b) the apparent contradiction between strong heritability effects on IQ and strong secular effects on IQ, (c) whether a general intelligence factor could arise from initially largely independent cognitive skills, (d) the relation between self-regulation and cognitive skills, and (e) the effects of stress on intelligence.

Abstract Trade credit is created whenever a supplier offers terms that allow the buyer to delay payment. In this paper we document the rich variation in interfirm credit terms and credit policies across industries. We examine empirically the firm's basic credit policy choices: whether to extend credit or to require cash payment; and, if credit is extended, whether to adopt simple net terms or terms with discounts for prompt payment. We also examine determinants of variations in two‐part terms. Results are supportive primarily of theories that explain credit terms as contractual solutions to information problems concerning product quality and buyer creditworthiness.

It is well documented that immigrants are in better health upon arrival in the United States than their American counterparts but that this health advantage erodes over time. We study the potential determinants of this "healthy immigrant effect, " with a particular focus on the tendency of immigrants to converge to unhealthy American BMI levels. Using data from the National Health Interview Survey, we find that average female and male immigrants enter the United States with BMIs that are approximately two and five percentage points lower than native-born women and men, respectively. Consistent with the declining health status of immigrants the longer they remain in the United States, we also find that female immigrants almost completely converge to American BMIs within 10 years of arrival, and men close a third of the gap within 15 years.

The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.

The theory has been misconstrued in four primary ways, which are often expressed as the claims of psychological reductionism, conceptual redundancy, biological reductionism, and hierarchy justification. This paper addresses these claims and suggests how social dominance theory builds on and moves beyond social identity theory and system justification theory.

An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.

Abstract This study examined the long‐term impact of the Summer Science Exploration Program (SSEP), a 2‐week inquiry‐based science camp, conducted at Hampshire College Amherst, MA from 1992 to 1994. The goal of the program was to stimulate greater interest in science and scientific careers among middle‐school students. One hundred fifty‐eight students were selected from a pool of applicants to attend the program using stratified random sampling procedures. In 1996, 22 participants were selected to participate in follow‐up interviews using stratified random sampling procedures. Two quantitative surveys, the Science Opinion Survey and the Career Decision‐Making Revised Surveys, were administered to 79 SSEP students and 35 students who applied but were not accepted (the control group). Pretest and posttest scores were analyzed for any significant change over time. Additionally, a cohort of over 500 students who were enrolled in the same grades and public schools that SSEP students attended completed the two surveys in both 1992–1994 and 1996–1997. The interviews and surveys suggested that SSEP students maintained a more positive attitude towards science and a higher interest in science careers than students who applied to the program but were not selected. © 2002 Wiley Periodicals, Inc. Sci Ed 86: 693–705, 2002; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10039

Abstract Initial coin offerings (ICOs) have emerged as a new mechanism for entrepreneurial finance, with parallels to initial public offerings, venture capital, and presale crowdfunding. In a sample of more than 1,500 ICOs that collectively raise ${\$}$12.9 billion, we examine which issuer and ICO characteristics predict successful real outcomes (increasing issuer employment and avoiding enterprise failure). Success is associated with disclosure, credible commitment to the project, and quality signals. An instrumental variables analysis finds that ICO token exchange listing causes higher future employment, indicating that access to token liquidity has important real consequences for the enterprise. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.

A definition of leadership that would be widely accepted by the majority of theorists and researchers might say that "leadership is a process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task." The major points of this definition are that leadership is a group activity, is based on social influence, and revolves around a common task. While this specification seems relatively simple, the reality of leadership is very complex. Intrapersonal factors (thoughts and emotions) interact with interpersonal processes (attraction, communication, and influence) to have effects on a dynamic external environment. Each of these aspects brings complexity to the leadership process. It is the purpose of this book to make that complexity a bit more manageable, increasing the ability to understand what effective leadership is. This volume offers a comprehensive analysis and integration of the empirical research literature and major theories of leadership. It employs a functional analysis stressing what leaders must do to be effective and specifies the processes related to each function. The chapters provide an extensive review of the major approaches to leadership. Each chapter is discussed with an eye to explaining the basic principles, the research evidence, and where appropriate, the relationship of the theory or research program to other theories. In addition, this volume offers the most comprehensive treatment of cultural and gender factors in leadership of any recent book. The question of male-female differences in leadership style and performance is carefully analyzed against the empirical findings. The ultimate goal of this review of the literature is to provide a basis for the presentation of an integrative model of leadership that brings together function and process and provides an armature for integrating what is known.

Social dominance orientation (SDO) is one of the most powerful predictors of intergroup attitudes and behavior. Although SDO works well as a unitary construct, some analyses suggest it might consist of two complementary dimensions--SDO-Dominance (SDO-D), or the preference for some groups to dominate others, and SDO-Egalitarianism (SDO-E), a preference for nonegalitarian intergroup relations. Using seven samples from the United States and Israel, the authors confirm factor-analytic evidence and show predictive validity for both dimensions. In the United States, SDO-D was theorized and found to be more related to old-fashioned racism, zero-sum competition, and aggressive intergroup phenomena than SDO-E; SDO-E better predicted more subtle legitimizing ideologies, conservatism, and opposition to redistributive social policies. In a contentious hierarchical intergroup context (the Israeli-Palestinian context), SDO-D better predicted both conservatism and aggressive intergroup attitudes. Fundamentally, these analyses begin to establish the existence of complementary psychological orientations underlying the preference for group-based dominance and inequality.

This study examined how transformational leadership directly and indirectly relates to supervisory‐rated performance collected over time including 437 participants employed by 6 U.S. banking organizations in the midwest. Results revealed that one's identification with his or her work unit, self‐efficacy, and means efficacy were related to supervisor‐rated performance. The effect of transformational leadership on rated performance was also mediated by the interaction of identification and means efficacy, as well as partially mediated by the interaction of self‐efficacy and means efficacy. Implications for research, theory, and practice are discussed.

Data for this longitudinal study were collected from over 2000 White, Asian, Latino, and African American college students. Results indicated that students who exhibited more ingroup bias and intergroup anxiety at the end of their first year of college had fewer outgroup friends and more ingroup friends during their second and third years of college, controlling for pre-college friendships and other background variables. In addition, beyond these effects of prior ethnic attitudes and orientations on friendship choices, those with more outgroup friendships and fewer ingroup friendships during their second and third years of college showed less ingroup bias and intergroup anxiety at the end of college, controlling for the prior attitudes, pre-college friendships, and background variables. Results are discussed in terms of the contact hypothesis.

leadership research was rare and focused primarily on traits differentiating leaders from nonleaders, subsequent to World War II the research area developed in 3 major waves of conceptual, empirical, and methodological advances: (a) behavioral and attitude research; (b) behavioral, social-cognitive, and contingency research; and (c) transformational, social exchange, team, and gender-related research. Our review of this work shows dramatic increases in sophistication from early research focusing on personnel issues associated with World War I to contemporary multilevel models and meta-analyses on teams, shared leadership, leader-member exchange, gender, ethical, abusive, charismatic, and transformational leadership. Yet, many of the themes that characterize contemporary leadership research were also present in earlier research. (PsycINFO Database Record

An important line of research using laboratory experiments has provided a new potential reason for gender imbalances in labour markets: men are more competitively inclined than women. Whether, and to what extent, gender differences in attitudes toward competition lead to differences in naturally occurring labour markets remains an open question. To examine this, we run a natural field experiment on job-entry decisions where we randomize almost 9000 job-seekers into different compensation regimes. By varying the role that individual competition plays in setting the wage and the gender composition, we examine whether a competitive compensation regime, by itself, can cause differential job entry. The data highlight the power of the compensation regime in that women disproportionately shy away from competitive work settings. Yet, there are important factors that attenuate the gender differences, including whether the job is performed in teams, whether the position has overt gender associations, and the age of the job-seekers. We also find that the effect is most pronounced in labour markets with attractive alternative employment options. Furthermore, our results suggest that preferences over uncertainty can be just as important as preferences over competition per se in driving job-entry choices.