Identity, purpose, and well-being among emerging adult Hispanic women

Few studies apply the Eriksonian model of identity formation to cross-cultural samples (3), even though issues of ethnicity and culture may inform a Hispanic woman's self-concept (Phinney, 1996). Hispanic women may also be influenced by traditional gender role behaviors such as passivity or dependence that are outlined by marianismo (Stevens, 1973). A recent study of a multiethnic sample of emerging adult women and men found that purpose commitment mediated the effects of identity commitment on hope and life satisfaction (Burrow & Hill, 2011). The current research consists of two studies that replicate and expand upon the work of Burrow and Hill (2011). Study I replicated the work of Burrow and Hill (2011) among a sample of emerging adult Hispanic women, in order to assess the extent to which the original findings would replicate in a culturally distinct sample. Study II examined the role of marianismo, ethnic identity, and acculturation on identity commitment among emerging adult Hispanic women. Both studies utilized a sample of 532 female undergraduate psychology students, age 18 to 25, who self-identified as Hispanic and submitted data via online surveys. Both studies used self-report, quantitative data, which was analyzed using structural equation modeling. Results from Study I indicated good model fit and replicated the findings from Burrow and Hill (2011). Specifically, the direct effect of identity commitment on hope was fully contingent upon an individual's level of purpose commitment, while the effect of identity commitment on life satisfaction was not contingent upon an individual's level of purpose commitment. Results from Study II indicated that marianismo, Spanish proficiency, familiarity with Latino culture, and familiarity with American culture demonstrated statistically significant direct effects on identity commitment among emerging adult Hispanic women. Results indicated cultural convergence regarding the association of an individual's identity with well-being through a sense of purpose. Findings also revealed the role of cultural factors in the extent to which Hispanic women commit to a personal identity. Future studies should employ mixed method research designs as a means to better ascertain implications of findings. ^

Effectiveness of the cognitive interview in a multiple-testing situation

The present study assessed the effectiveness of the Cognitive Interview (CI) in a multiple-testing situation. One-hundred and eighty-two undergraduate psychology students viewed a short film clip depicting an automobile accident. Subsequently, the subjects were interviewed twice using either the CI or standard interviewing technique. In both instances, subjects who received the CI recalled more accurate information (m=32.30 at Time 1 and m=30.51 at Time 2) than subjects who received the standard interview (m=18.14 at Time 1 and m=18.38 at Time 2). There was no effect of type of interview at Time 1 on amount recalled at Time 2. This research has implications not only for judicial fact-finders, but also for further researchers interested in the CI procedure.

Identity, Purpose, and Well-Being Among Emerging Adult Hispanic Women

Few studies apply the Eriksonian model of identity formation to cross-cultural samples (3), even though issues of ethnicity and culture may inform a Hispanic woman’s self-concept (Phinney, 1996). Hispanic women may also be influenced by traditional gender role behaviors such as passivity or dependence that are outlined by marianismo (Stevens, 1973). A recent study of a multiethnic sample of emerging adult women and men found that purpose commitment mediated the effects of identity commitment on hope and life satisfaction (Burrow & Hill, 2011). The current research consists of two studies that replicate and expand upon the work of Burrow and Hill (2011). Study I replicated the work of Burrow and Hill (2011) among a sample of emerging adult Hispanic women, in order to assess the extent to which the original findings would replicate in a culturally distinct sample. Study II examined the role of marianismo, ethnic identity, and acculturation on identity commitment among emerging adult Hispanic women. Both studies utilized a sample of 532 female undergraduate psychology students, age 18 to 25, who self-identified as Hispanic and submitted data via online surveys. Both studies used self-report, quantitative data, which was analyzed using structural equation modeling. Results from Study I indicated good model fit and replicated the findings from Burrow and Hill (2011). Specifically, the direct effect of identity commitment on hope was fully contingent upon an individual’s level of purpose commitment, while the effect of identity commitment on life satisfaction was not contingent upon an individual’s level of purpose commitment. Results from Study II indicated that marianismo, Spanish proficiency, familiarity with Latino culture, and familiarity with American culture demonstrated statistically significant direct effects on identity commitment among emerging adult Hispanic women. Results indicated cultural convergence regarding the association of an individual’s identity with well-being through a sense of purpose. Findings also revealed the role of cultural factors in the extent to which Hispanic women commit to a personal identity. Future studies should employ mixed method research designs as a means to better ascertain implications of findings.

Language maintenance and use in south Florida Hispanic university students: Do educational programs matter?

This study examined the long-term effects of bilingual education/ESOL instruction on Hispanic university students' subsequent Spanish language maintenance using sociolinguistic methodology as its framework. The study investigated whether or not Hispanic university students who had participated in bilingual or ESOL classes in their elementary schooling maintained Spanish as young adults. Maintenance included using Spanish in their personal and professional lives and demonstrating written competence in Spanish, as well as whether subjects considered themselves to be bilingual, how they rated their ability in different skill areas for the two languages, and if they exhibited positive attitudes toward language and education as compared to Hispanic students who had experienced an all English classroom situation. A Language and Education Survey was developed to collect data pertaining to these areas. ^ A convenience sample of 202 Hispanic undergraduate university students enrolled in education classes at Florida International University during the 2000–2001 academic year participated in the study. Subjects were grouped according to the type of program they had experienced at the elementary school level, Bilingual/ESOL and All English. ^ Statistically significant differences were found between the groups in subjects' self-ratings of their abilities in speaking, reading, writing, and comprehension. No statistically significant differences were found with respect to the continuation of Spanish language study at the secondary school or college levels although there was a significant difference in number of semesters for those who planned to do so. ^ In language use, there were statistically significant differences overall as there were in the personal domain, but none were found in the professional domain; nor were there any statistically significant differences between the groups with respect to attitudes regarding education and language. There were statistically significant differences between the two groups for communicative competence in written Spanish. These statistically significant findings in language ability, language use and written communicative competence indicated that Hispanic university students who were enrolled in bilingual programs/ESOL in their earlier schooling did maintain Spanish as their native language as compared to Hispanic students who did not participate in such programs. ^

Teams leading teams: Examining the role of leadership in multi-team systems

A major challenge of modern teams lies in the coordination of the efforts not just of individuals within a team, but also of teams whose efforts are ultimately entwined with those of other teams. Despite this fact, much of the research on work teams fails to consider the external dependencies that exist in organizational teams and instead focuses on internal or within team processes. Multi-Team Systems Theory is used as a theoretical framework for understanding teams-of-teams organizational forms (Multi-Team Systems; MTS's); and leadership teams are proposed as one remedy that enable MTS members to dedicate needed resources to intra-team activities while ensuring effective synchronization of between-team activities. Two functions of leader teams were identified: strategy development and coordination facilitation; and a model was developed delineating the effects of the two leader roles on multi-team cognitions, processes, and performance.^ Three hundred eighty-four undergraduate psychology and business students participated in a laboratory simulation that modeled an MTS; each MTS was comprised of three, two-member teams each performing distinct but interdependent components of an F-22 battle simulation task. Two roles of leader teams supported in the literature were manipulated through training in a 2 (strategy training vs. control) x 2 (coordination training vs. control) design. Multivariate analysis of variance (MANOVA) and mediated regression analysis were used to test the study's hypotheses. ^ Results indicate that both training manipulations produced differences in the effectiveness of the intended form of leader behavior. The enhanced leader strategy training resulted in more accurate (but not more similar) MTS mental models, better inter-team coordination, and higher levels of multi-team (but not component team) performance. Moreover, mental model accuracy fully mediated the relationship between leader strategy and inter-team coordination; and inter-team coordination fully mediated the effect of leader strategy on multi-team performance. Leader coordination training led to better inter-team coordination, but not to higher levels of either team or multi-team performance. Mediated Input-Process-Output (I-P-O) relationships were not supported with leader coordination; rather, leader coordination facilitation and inter-team coordination uniquely contributed to component team and multi-team level performance. The implications of these findings and future research directions are also discussed. ^

The influence of simulated disability slides and audiotape messages on college students' attribution of personality characteristics

The purpose of this study was to examine the attitudes college students have toward those with physical disabilities and what personality characteristics they attribute to physical appearance. One-hundred-one introductory psychology students at FIU were randomly assigned to one of three groups: control--no disability group, a group that viewed five slides of peers with disabilities, and a group that viewed the disability slides and heard their voices. All subjects rated the individuals' perceived personality. A one-way ANOVA revealed that those in the visual and audio disability group rated those with disabilities significantly higher in friendliness, attractiveness, and assertiveness than those who rated the individuals without disabilities. Those in the visual and audio disability group rated them higher in self-esteem than those in the visual only disability group. Since voice can have such positive effects on first impression, an occupational therapist can work on improving communication skills of those with disabilities.

The role of exploration and critical decision making and problem solving in making life choices

Although the literature on the types of abilities and processes that contribute to identity formation has been growing, the research has been mainly descriptive/correlational. This dissertation conducted an experimental investigation of the role of two theoretically distinct processes (exploration and critical problem solving) in identity formation, one of the first to be reported. The experimental training design (pre-post, training versus control) used in this study was intended to promote identity development by fostering an increase in the use of exploration and critical problem solving with respect to making life choices. Participants included 53 psychology students from a large urban university randomly assigned to each group. The most theoretically significant finding was that the intervention was successful in inducing change in the ability to use critical skills in resolving life decisions, as well as effecting a positive change in identity status. ^

Group participative budgeting: The effect of information asymmetry on group work standards

The complexity of many organizational tasks requires perspectives, expertise, and talents that are often not found in a single individual. Organizations have therefore been placing employees into groups, assigning them to tasks they would formally have undertaken individually. The use of these groups, known as workgroups, has become an important strategy for managing this increased complexity. Empirical research on participative budgeting however has been limited almost exclusively to individuals. This dissertation empirically examines the effect of the information that management and workgroups have about group members' performance capabilities, on the work standards that workgroups select during the participative budgeting process. ^ A laboratory experiment was conducted in which two hundred and forty undergraduate business students were randomly assigned to three-member groups. The study provides empirical evidence which suggests that when management is unaware of group members' performance capabilities, workgroups select higher work standards and have higher performance levels than when management is aware of their performance capabilities. ^

Evaluating Applicability of E-Service Quality in Online Hotel Bookings

This study evaluates applicability of E-service quality measurements in the context of online hotel bookings. Data was collected from an online survey of undergraduate college students at two universities in the United States. The Transaction Process-based Framework (eTransQual) conceptualized by Bauer et al. (2006) was adapted, and the dimensionality of e-service quality was identified. The study identified process/reliability as the most important factor influencing overall quality of booking websites.

The role of exploration and critical decision making and problem solving in making life choices

Although the literature on the types of abilities and processes that contribute to identity formation has been growing, the research has been mainly descriptive/correlational. This dissertation conducted an experimental investigation of the role of two theoretically distinct processes (exploration and critical problem solving) in identity formation, one of the first to be reported. The experimental training design (pre-post, training versus control) used in this study was intended to promote identity development by fostering an increase in the use of exploration and critical problem solving with respect to making life choices. Participants included 53 psychology students from a large urban university randomly assigned to each group. The most theoretically significant finding was that the intervention was successful in inducing change in the ability to use critical skills in resolving life decisions, as well as effecting a positive change in identity status.

A Q factor analysis of college undergraduate students' study behaviors

The purpose of this study was to better understand the study behaviors and habits of university undergraduate students. It was designed to determine whether undergraduate students could be grouped based on their self-reported study behaviors and if any grouping system could be determined, whether group membership was related to students’ academic achievement. A total of 152 undergraduate students voluntarily participated in the current study by completing the Study Behavior Inventory instrument. All participants were enrolled in fall semester of 2010 at Florida International University. The Q factor analysis technique using principal components extraction and a varimax rotation was used in order to examine the participants in relation to each other and to detect a pattern of intercorrelations among participants based on their self-reported study behaviors. The Q factor analysis yielded a two factor structure representing two distinct student types among participants regarding their study behaviors. The first student type (i.e., Factor 1) describes proactive learners who organize both their study materials and study time well. Type 1 students are labeled “Proactive Learners with Well-Organized Study Behaviors”. The second type (i.e., Factor 2) represents students who are poorly organized as well as being very likely to procrastinate. Type 2 students are labeled Disorganized Procrastinators. Hierarchical linear regression was employed to examine the relationship between student type and academic achievement as measured by current grade point averages (GPAs). The results showed significant differences in GPAs between Type 1 and Type 2 students at the .05 significance level. Furthermore, student type was found to be a significant predictor of academic achievement beyond and above students’ attribute variables including sex, age, major, and enrollment status. The study has several implications for educational researchers, practitioners, and policy makers in terms of improving college students' learning behaviors and outcomes.

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. ^ Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. ^ Results of a 2 x 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. ^ This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning. ^

The development of rubrics to measure undergraduate students' global awareness and global perspective: A validity study

Higher education institutions across the United States have developed global learning initiatives to support student achievement of global awareness and global perspective, but assessment options for these outcomes are extremely limited. A review of research for a global learning initiative at a large, Hispanic-serving, urban, public, research university in South Florida found a lack of instruments designed to measure global awareness and global perspective in the context of an authentic performance assessment. This quasi-experimental study explored the development of two rubrics for the global learning initiative and the extent to which evidence supported the rubrics' validity and reliability. One holistic rubric was developed to measure students' global awareness and the second to measure their global perspective. The study utilized a pretest/posttest nonequivalent group design. Multiple linear regression was used to ascertain the rubrics' ability to discern and compare average learning gains of undergraduate students enrolled in two global learning courses and students enrolled in two non-global learning courses. Parallel pretest/posttest forms of the performance task required students to respond to two open-ended questions, aligned with the learning outcomes, concerning a complex case narrative. Trained faculty raters read responses and used the rubrics to measure students' global awareness and perspective. Reliability was tested by calculating the rates of agreement among raters. Evidence supported the finding that the global awareness and global perspective rubrics yielded scores that were highly reliable measures of students' development of these learning outcomes. Chi-square tests of frequency found significant rates of inter-rater agreement exceeding the study's .80 minimum requirement. Evidence also supported the finding that the rubrics yielded scores that were valid measures of students' global awareness and global perspective. Regression analyses found little evidence of main effects; however, post hoc analyses revealed a significant interaction between global awareness pretest scores and the treatment, the global learning course. Significant interaction was also found between global perspective pretest scores and the treatment. These crossover interactions supported the finding that the global awareness and global perspective rubrics could be used to detect learning differences between the treatment and control groups as well as differences within the treatment group.

Examining argumentative coherence in essays by undergraduate students of English as a foreign language in Mainland China and their English speaking peers in the United States

I conducted this study to provide insights toward deepening understanding of association between culture and writing by building, assessing, and refining a conceptual model of second language writing. To do this, I examined culture and coherence as well as the relationship between them through a mixed methods research design. Coherence has been an important and complex concept in ESL/EFL writing. I intended to study the concept of coherence in the research context of contrastive rhetoric, comparing the coherence quality in argumentative essays written by undergraduates in Mainland China and their U.S. peers. In order to analyze the complex concept of coherence, I synthesized five linguistic theories of coherence: Halliday and Hasan's cohesion theory, Carroll's theory of coherence, Enkvist's theory of coherence, Topical Structure Analysis, and Toulmin's Model. Based upon the synthesis, 16 variables were generated. Across these 16 variables, Hotelling t-test statistical analysis was conducted to predict differences in argumentative coherence between essays written by two groups of participants. In order to complement the statistical analysis, I conducted 30 interviews of the writers in the studies. Participants' responses were analyzed with open and axial coding. By analyzing the empirical data, I refined the conceptual model by adding more categories and establishing associations among them. The study found that U.S. students made use of more pronominal reference. Chinese students adopted more lexical devices of reiteration and extended paralleling progression. The interview data implied that the difference may be associated with the difference in linguistic features and rhetorical conventions in Chinese and English. As far as Toulmin's Model is concerned, Chinese students scored higher on data than their U.S. peers. According to the interview data, this may be due to the fact that Toulmin's Model, modified as three elements of arguments, have been widely and long taught in Chinese writing instruction while U.S. interview participants said that they were not taught to write essays according to Toulmin's Model. Implications were generated from the process of textual data analysis and the formulation of structural model defining coherence. These implications were aimed at informing writing instruction, assessment, peer-review, and self-revision.

Personal and institutional factors: Relationship to self-efficacy of persistence to the senior year in college among self-identified Black undergraduate students in a Hispanic serving institution

While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women's graduation rate is higher than men's; 58% compared to men's at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups' experiences in college, particularly in Hispanic serving institutions. Informed by Tinto's (1975, 1987, 1993) student academic and social integration model, Guiffrida's (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students' self-efficacy and persistence to the senior year in college. Data about Black ethnic undergraduate seniors' (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity. Frequency was summarized to identify themes of participants' primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education. The research findings support the tenets of academic and social integration theories which suggest that students' interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college. Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students' academic and social support.