Do Impulsivity and Education Moderate the Effectiveness of Police Sexual Assault Investigations Training? Findings From a Solomon Four-Group Quasi-Experiment

2021 ◽  
pp. 009385482110342
Author(s):  
Bradley A. Campbell ◽  
David S. Lapsey
Keyword(s):  
Sexual Assault ◽  
Police Training ◽  
Ordinary Least Squares ◽  
Cognitive Outcomes ◽  
Reporting Behaviors ◽  
Training Evaluations ◽  
Quasi Experimental ◽  
Effectiveness Of Training ◽  
Main Effects ◽  
The Impact

Few studies have evaluated the effectiveness of sexual assault investigations training using experimental designs. Existing studies have not examined the impact of officers’ levels of impulsivity and education on training effectiveness. Using a Solomon four-group quasi-experimental design to assess pretesting effects, we examined the impact of training, impulsivity, and education on officers’ ( N = 432) adherence to rape myths and knowledge of victim reporting behaviors. Ordinary least squares (OLS) models were estimated to examine main effects of training, and moderating effects of impulsivity and education on training for our outcome variables. Results demonstrated that training, impulsivity, and education predicted improvements in attitudinal and cognitive outcomes. However, neither impulsivity nor education moderated—or changed—the effectiveness of training. In addition, training effects held over time, and we did not detect evidence of pretesting effects. Findings from this study improve our understanding of police sexual assault investigations training and provide methodological advancements for police training evaluations.

scholarly journals The malleability of intelligence: the effects of schooling, genetic factors, socioeconomic status, and their interplay in children.

2021 ◽  
Author(s):  
Nicholas Judd ◽  
Bruno Sauce ◽  
Torkel Klingberg
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Genetic Factors ◽  
Fluid Intelligence ◽  
Regression Discontinuity ◽  
Regression Discontinuity Design ◽  
Quasi Experimental ◽  
Independent Effects ◽  
Main Effects ◽  
The Impact

Schooling, socioeconomic status (SES), and genetics all play large roles in intelligence differences. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multitrait polygenic score for cognition (cog-PGS) with a quasi-experimental regression discontinuity design to isolate how months of schooling relate to intelligence in 7,853 children (aged 9-11). We found large, independent effects of schooling, cog-PGS, and SES on working memory, crystallized (cIQ), and fluid intelligence (fIQ). Intriguingly, we found evidence for gene-by-environment interplay between cog-PGS and SES for cIQ, and a trend in the same direction for fIQ. This interaction was negative meaning that the intelligence of the highest SES children was the least affected by genetic differences, while the lowest SES children were most affected by genetic variability. Schooling showed no interaction with cog-PGS or SES for the three intelligence domains tested. While schooling had strong main effects on intelligence, it did not lessen, nor widen the impact of these preexisting SES or genetic factors.

The Effect of Earning an Associate Degree on Community College Transfer Students’ Performance and Success at Four-Year Institutions

2017 ◽  
Vol 119 (2) ◽  
pp. 1-30
Author(s):  
Xueli Wang ◽  
Yating Chuang ◽  
Bo Mccready
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Associate Degree ◽  
Degree Attainment ◽  
Research Question ◽  
Ordinary Least Squares ◽  
Self Selection ◽  
Quasi Experimental ◽  
The Impact

Background/Context As the cost of postsecondary education continues to rise, more students begin their postsecondary careers at a community college with the ultimate goal of upward transfer. However, there is limited evidence regarding how earning an associate degree prior to transfer shape transfer students’ eventual success at baccalaureate institutions. The existing literature on this topic either draws on data from single states or does not address self-selection. Purpose In this study, we seek to understand whether transfer students’ performance and attainment at 4-year institutions vary based on whether they achieved an associate degree prior to pursuing a baccalaureate degree. This study attempts to provide clearer evidence by using national data and robust quasi-experimental designs to investigate the effect of pretransfer associate degree attainment on posttransfer success. Research Design We drew upon data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and its supplementary Postsecondary Education Transcript Study (PETS:09) to answer our research question. To address self-selection, we employed two complementary quasi-experimental approaches in our study: propensity score matching (PSM) and instrumental variable (IV). The results were compared with baseline analyses using ordinary least squares (OLS) and probit regression. Findings In the baseline analyses that did not deal with potential selection, we found that, compared to their counterparts who did not earn an associate degree prior to transfer, transfer students who had an associate degree showed no statistically significant differences in bachelor's degree attainment, retention, or GPA, but earned significantly fewer credits at 4-year institutions. The results from the PSM are substantively similar to those from the baseline models. Using an IV approach, we found no impact of earning an associate degree on any of the aforementioned educational outcomes at 4-year institutions. Our study suggests that, based on a national dataset, students transferring upward to a 4-year institution from a community college are likely to have similar outcomes regardless of whether they earned an associate degree pretransfer. Conclusions The uncovered null effect may not mean that earning an associate degree has no impact within specific state contexts; instead, it may mean that the impact varies across contexts, but aggregates to be null. Given that earning an associate degree at least does not hurt later transfer success, community colleges may wish to encourage pretransfer credential attainment as a way to better capture their success with these students and illustrate their contribution to the growing national effort to increase degree completion.

Hope Under Assault: Understanding the Impact of Sexual Assault on Hope and Suicidal Risk in College

2015 ◽  
Author(s):  
Tina Yu ◽  
Zunaira Jilani ◽  
Edward C. Chang ◽  
Erin E. Fowler ◽  
Jiachen Lin ◽  
...  
Keyword(s):  
Sexual Assault ◽  
Suicidal Risk ◽  
The Impact

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

Diversity and the Performance of Selected Financial Institutions of Asia

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Shafaque Fatima ◽  
Saqib Sharif
Keyword(s):  
Financial Institutions ◽  
Positive Impact ◽  
Financial Institution ◽  
Gender Diversity ◽  
Business Case ◽  
Ordinary Least Squares ◽  
Cross Sectional ◽  
Age Diversity ◽  
The Impact ◽  
Nationality Diversity

Linking with the business case for diversity, this study examines whether the top management team (TMT) and the board of directors (BODs) diversity has a positive impact on financial institution (FI) performance in select countries of Asia least researched domain. We use data from 119 financial institutions across Asia for the year 2015, initially 1,447 institutions; however, incomplete data was excluded from final analysis. We use three proxies for diversity, that is, nationality diversity, gender diversity, and age diversity of TMT and BODs. To investigate the impact of TMT and BODs diversity, cross-sectional ordinary least-squares estimation is applied, using Return on Average Assets (ROAA%) as a measure of performance.  We find that nationality diversity and age diversity is positively and significantly related to FIs performance. Our evidence indicates that executives and board members with diverse exposure and younger age improve FIs profitability. However, there is no significant relationship between gender and FIs performance.

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