Racial Differences in the Formation of Postsecondary Educational Expectations: A Structural Model

2010 ◽  
Vol 112 (3) ◽  
pp. 811-842 ◽  
Author(s):  
Samuel D. Museus ◽  
Shaun R. Harper ◽  
Andrew H. Nichols
Keyword(s):  
High School ◽  
Educational Attainment ◽  
Racial Differences ◽  
Structural Model ◽  
Educational Expectations ◽  
Equation Modeling ◽  
Future Research ◽  
Racial Groups ◽  
Interpersonal Factors

Background Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students’ educational attainment is their educational expectations. Thus, understanding how educational expectations are shaped is important to comprehending how success can be fostered among students from diverse racial backgrounds. Purpose of the Study This quantitative study is aimed at understanding the process by which students from various racial backgrounds cultivate and reformulate their educational expectations during the high school years. Three research questions were explored in this study: (1) How do various academic and interpersonal factors directly affect students’ educational expectations? (2) How do academic and interpersonal factors indirectly affect students’ educational expectations via their self-perceptions? and (3) How do those effects vary across different racial groups? Populations and Participants The National Education Longitudinal Study (NELS) survey was first administered to students in the spring of eighth grade, and the first two follow-up surveys were administered in the spring of those students’ 10th- and 12th-grade years. Students who participated in the NELS surveys from the base year to the second follow-up (88:92) were included in the omnibus analysis, resulting in an overall sample size of 12,144. That sample was divided into Asian (n = 764), Black (n = 1,041), Latina/o (n =1,444), Native American (n= 399), and White (n = 7,626) subsamples, and a parallel analysis was conducted to allow for the comparison of effects across various racial subpop-ulations. Research Design Using a pretest-posttest design and structural equation modeling techniques, we created a structural model and examined how academic and interpersonal factors directly and indirectly, via self-efficacy and locus of control, influence students’ educational expectations. Particular attention is given to how those effects vary across racial subpopulations. Conclusions and Recommendations Relationships between the results of this inquiry and earlier studies are complex, with some of our findings confirming and some contradicting those of other researchers. The results of this analysis indicate that the process by which students formulate and reformulate their educational expectations during the high school years varies across racial groups. Recommendations for future research involve considering racial, gender, socioeconomic, and other differences in examining students’ educational expectations and outcomes. We also recommend that future research focus on understanding the reasons why such racial differences exist.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Ethnicity and Antipsychotic Response

1997 ◽  
Vol 31 (11) ◽  
pp. 1360-1369 ◽  
Author(s):  
Edyta J Frackiewicz ◽  
John J Sramek ◽  
John M Herrera ◽  
Neil M Kurtz ◽  
Neal R Cutler
Keyword(s):  
African Americans ◽  
Environmental Factors ◽  
Racial Differences ◽  
Future Research ◽  
Racial Groups ◽  
Prescribing Practices ◽  
Data Synthesis ◽  
Medline Search ◽  
Study Selection ◽  
And Control

OBJECTIVE: To review the data generated by studies examining interethnic/racial differences in response to antipsychotics. DATA SOURCES: A MEDLINE search (1966-19%) identified all articles examining differences in antipsychotic response among Caucasians, Asians, Hispanics, and African-Americans, as well as articles evaluating postulated mechanisms for these differences. STUDY SELECTION: All abstracts, studies, and review articles were evaluated. DATA SYNTHESIS: Ethnic/racial differences in response to antipsychotic medications have been reported and may be due to genetics, kinetic variations, dietary or environmental factors, or variations in the prescribing practices of clinicians. Studies suggest that Asians may respond to lower doses of antipsychotics due to pharmacokinetic and pharmacodynamic differences. Research relevant to African-Americans is limited, but some studies suggest that differences in this group may be due to clinician biases and prescribing practices, rather than to pharmacokinetic or pharmacodynamic variability. CONCLUSIONS: Future research directed at validating the hypotheses that different ethnic/racial groups show variations in response to antipsychotics should focus on homogenous ethnic groups, use recent advances in pharmacogenetic testing, and control for such variables as observer bias, gender, disease chronicity, dietary and environmental factors, and exposure to enzyme-inducing and -inhibiting agents. Clinicians should be aware that potential interethnic/racial differences in pharmacodynamics and pharmacokinetics may exist that can alter response to antipsychotics.

The effect of clustering on competitiveness improvement in Hebron

2017 ◽  
Vol 28 (5) ◽  
pp. 631-654 ◽  
Author(s):  
Ibrahim M. Awad ◽  
Alaa A. Amro
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
Model Building ◽  
Measurement Model ◽  
Background Information ◽  
Equation Modeling ◽  
Future Research ◽  
Research Model ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to map the cluster in the leather and shoes sector for improving the competitiveness of the firms. Toward this end, the study is organized to examine the impact of clustering on competitiveness improvement. The influence of competitive elements and performance (Porter’s diamond) and balanced score card was utilized. Design/methodology/approach A random sample of 131 respondents was chosen during the period from May 2016 to July 2016. A structural equation modeling (SEM) analysis was applied to investigate the research model. This approach was chosen because of its ability to test casual relationships between constructs with multiple measurement items. Researchers proposed a two-stage model-building process for applying SEM. The measurement model was first examined for instrument validation, followed by an analysis of the structural model for testing associations hypothesized by the research model. Findings The main findings show that there is a unidirectional causal relationship between improvements of performance and achieve competitiveness and also reveal that the Palestinian shoes and leather cluster sector is vital and strong, and conclude that clustering can achieve competitiveness for small- and medium-sized enterprises. Research limitations/implications Future research can examine the relationship between clustering and innovation. The effect of clustering using other clustering models other than Porter’s model is advised to be used for future research. Practical implications The relationships among clustering and competitiveness may provide a practical clue to both, policymakers and researchers on how cluster enhances economic firms such as a skilled workforce, research, development capacity, and infrastructure. This is likely to create assets such as trust, synergy, collaboration and cooperation for improved competitiveness. Originality/value The findings of this study provide background information that can simultaneously be used to analyze relationships among factors of innovation, customer’s satisfaction, internal business and financial performance. This study also identified several essential factors in successful firms, and discussed the implications of these factors for developing organizational strategies to encourage and foster competitiveness.

P5479Educational attainment is an independent predictor of adverse outcomes in patients with coronary artery disease

2019 ◽  
Vol 40 (Supplement_1) ◽  
Author(s):  
B Z Ghazzal ◽  
H M Kelli ◽  
A Mehta ◽  
A S Tahhan ◽  
J H Kim ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Educational Attainment ◽  
Graduate Education ◽  
College Education ◽  
Hazard Ratio ◽  
Adverse Outcomes ◽  
All Cause Mortality ◽  
Artery Disease

Abstract Background Educational attainment is an indicator of socioeconomic status and is inversely associated with cardiovascular risk factors and risk for incident coronary artery disease (CAD). Whether the level of educational attainment (EL) in patients with CAD influences outcomes remains understudied. Purpose To ascertain the relationship between EL and adverse outcomes in patients with CAD. We hypothesize that EL will be inversely associated with adverse outcomes in this high-risk patient population. Methods Subjects undergoing cardiac catheterization for known or suspected CAD were recruited in a cardiovascular biobank and had their highest level of educational attainment assessed using predefined options of elementary/middle school, high school, college, or graduate education. The primary outcome of interest was all-cause mortality and secondary outcomes included a composite of cardiovascular deaths and nonfatal myocardial infarction (MI) events, and nonfatal MI events during follow-up. Cox proportional hazards regression models were used to analyze the association between EL and adverse outcomes after adjustment for demographic characteristics, cardiovascular risk factors, cardiovascular medication use, and estimated zip code-based annual family income. Results Among the 6,318 subjects (mean age 64 years, 63% male, 23% black) enrolled, 998 (16%) had received graduate or a higher qualification, 2,689 (43%) had received a college education, 2,403 (38%) had received a high school education, and 228 (3%) had received elementary/middle school education. During a median follow-up of 3 years,there were 1,110 deaths from all causes, 851 cardiovascular deaths/nonfatal MI, and 286 nonfatal MI events. After adjusting for covariates and compared to patients with graduate education or higher, those with lower EL (elementary/middle school, high school, or college education) had a higher risk of all-cause mortality [hazard ratio 1.66, (95% CI 1.08, 2.54), 1.58 (95% CI 1.22, 2.04), and 1.45 (95% CI 1.13, 1.57), respectively]. Similar findings were observed for secondary outcomes. EL dichotomized at graduate education was associated with all-cause mortality (hazard ratio 1.48, 95% CI 1.16, 1.88), but this relationship was significantly modified by sex (p-interaction 0.023) and the association was attenuated among male patients (hazard ratio 1.23, 95% CI 0.94, 1.61) but not female patients (hazard ratio 2.70, 95% CI 1.53, 4.77). Conclusions Lower educational attainment is an independent predictor of adverse outcomes in patients with CAD. The causal link between low education level and increased CV risk needs further investigation. Acknowledgement/Funding Dr. Quyyumi is supported by NIH grants 5P01HL101398-02, 1P20HL113451-01, 1R56HL126558-01, 1RF1AG051633-01, R01 NS064162-01, R01 HL89650-01, HL095479-0

Effects of Self-Monitoring and Self-Recording on Ecological Acts

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1285-1286
Author(s):  
Peter W. Hoon
Keyword(s):  
High School ◽  
Time Series ◽  
High School Students ◽  
Statistical Analysis ◽  
Response Prevention ◽  
Future Research ◽  
Social Significance ◽  
School Students ◽  
Self Monitoring

22 high school students enrolled in an ecology course volunteered to self-monitor and record ecological acts. Relative to baselines which appeared to be non-reactive, time-series statistical analysis indicated that only 7 (32%) showed significant increases in ecological acts. Further, only 4 (19%) sustained these increases during follow-up assessment. Self-monitoring and recording appear ineffective in changing behavior of macro-social significance. Future research may be aimed at evaluating self-applied and externally mediated consequences and response prevention.

scholarly journals AROUSAL SAFETY LEADING TO PURCHASE INTENTION; THE ROLE OF MODERATING AND MEDIATING VARIABLES IN STRUCTURAL MODEL

2018 ◽  
Vol 57 (2) ◽  
pp. 77-96
Author(s):  
Irfan Hameed ◽  
Bibi Zainab ◽  
Syed Jazib Shamim
Keyword(s):  
Purchase Intention ◽  
Structural Model ◽  
Television Advertising ◽  
Equation Modeling ◽  
Future Research ◽  
Self Monitoring ◽  
Structure Equation Modeling ◽  
Starting Point ◽  
Confirmatory Factor ◽  
Mediating Variables

The effect of arousal safety has been analyzed on purchase intention, then attitude towards the advertisement and attitude towards the brand have been incorporated as intervening variables between the relationships. The interaction effect of self-monitoring and message arguments have also been taken in to consideration for better understanding of the consumer’s response. The data has been gathered from 206 respondents by using purposive sampling method. The research instrument was comprised of summated rating/additive scale (likert scale) and semantic differential scaling. Confirmatory Factor Analysis has been applied after the application of preliminary tests on the data. Structure Equation Modeling and moderation and mediation analysis have also been applied to test the hypotheses. Arousal safety in the advertisements shape consumers response and it proved to be a fully mediated model. Self-monitoring also probes the relationship. Message arguments haven’t had any affect as moderator, hence can be used as a focal predictor. The study is a starting point for future research to provide a coherent methodology for capturing the necessary data, processing the underlying information and evaluating the effects of arousal safety in advertisements. The study extends the field of advertising in the direction of arousal safety (Humor) effects. In comparison to previous research, empirical evidence on the arousal safety in television advertising and purchase intention in relation with moderating and mediating variables is provided.

scholarly journals The race paradox in subjective wellbeing among older Americans

2017 ◽  
Vol 39 (3) ◽  
pp. 568-589 ◽  
Author(s):  
FENGYAN TANG ◽  
HEEJUNG JANG ◽  
MARY BETH RAUKTIS ◽  
DONALD MUSA ◽  
SCOTT BEACH
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Racial Differences ◽  
Social Engagement ◽  
Subjective Wellbeing ◽  
The United States ◽  
Future Research ◽  
Racial Groups ◽  
Crossover Effect ◽  
Older Americans

ABSTRACTThis study aims to assess racial differences in subjective wellbeing (SWB) and to examine whether the pathways of social support and social engagement to SWB vary by racial groups in the United States of America. Using a local sample (N = 1,035) and a nationally representative sample of the Health and Retirement Study (N = 7,718), we compared life satisfaction and happiness between non-Hispanic Whites and Blacks aged 55 and over. We evaluated the extent to which race, other socio-demographic characteristics, health, social engagement and social support explained the variances in SWB and examined the moderation effects of race on the relationships of SWB with age, social support and social engagement. Multiple regression analyses showed that non-Hispanic Blacks were at least as satisfied as, and even happier than White peers, after equalising social resources and health variables. Social support was significantly related to SWB, and it seemed that positive support was more important to Whites than to Blacks in predicting life satisfaction. In addition, the racial crossover effect existed, that is, the old-old (80+) Blacks were happier than their White peers. Findings indicate a national trend of the race paradox in SWB and underscore the importance of social support in promoting older adults’ wellbeing. Future research is recommended to investigate other potential mechanisms among Black older Americans to explain their relatively better SWB.

Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences

2013 ◽  
Vol 115 (4) ◽  
pp. 1-39 ◽  
Author(s):  
Xueli Wang
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Academic Integration ◽  
Educational Expectations ◽  
Educational Goals ◽  
Motivational Beliefs

Background/Context Although much research has dealt with the factors that influence educational expectations, few studies have addressed recent high school graduates who attend community colleges as their first postsecondary institutions. As the costs associated with attending a four-year institution keep rising, community colleges increasingly serve as an affordable entry for many socioeconomically underprivileged students who aspire to earn a bachelor's degree and above. The question of sustaining these educational expectations—an essential precursor to the actualization of educational goals—becomes even more important knowledge to pursue. Purpose/Objective/Research Question/Focus of Study This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. The study highlights various influences affecting these educational expectations of community college students, thus improving the understanding of the relationship among student backgrounds, motivational beliefs, college experience, and the development of baccalaureate expectations. Population/Participants/Subjects This study is based on a nationally representative sample of spring 2004 high school seniors who were part of the second follow-up study of the Education Longitudinal Study of 2002 (ELS: 2002) and who enrolled in a community college as their first postsecondary institution within two years of graduation from high school. Among the 12,500 students of the 2004 senior cohort who completed the second follow-up interview, roughly 3,000 students who attended community colleges as their first postsec-ondary institutions were selected as the study's sample. Research Design The proposed conceptual model was tested by using structural equation modeling (SEM) analysis. After fitting the SEM model for the entire sample and assessing its overall fit, a multiple group analysis was used to ascertain whether the structural model is invariant across gender groups. Findings/Results Results indicate that community college students’ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college, but were negatively associated with the number of subjects for remedial work they received. In addition, socio-demographic backgrounds, parental expectations, and motivational beliefs of students indirectly affected subsequent baccalaureate expectations by directly influencing initial expectations. Motivational beliefs also exerted a direct effect on college academic integration, which in turn contributed to students’ subsequent baccalaureate expectations. Conclusions/Recommendations This study illuminates the importance of cultivating positive motivational beliefs, promoting academic integration, and improving remedial practices to help community college students move further toward their educational goals. This knowledge should help community college leaders seek innovative ways to better streamline student choices in alignment with their educational expectations.

Brief relaxation training effects on long-term endocrine therapy adherence among women with breast cancer.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 12061-12061
Author(s):  
Molly Ream ◽  
Emily A Walsh ◽  
Jamie M. Jacobs ◽  
Natasha Schaefer Solle ◽  
Steven A. Safren ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Endocrine Therapy ◽  
Relaxation Training ◽  
Intervention Group ◽  
Equation Modeling ◽  
Future Research ◽  
Management Interventions ◽  
Long Term Follow Up

12061 Background: Despite life-saving potential, many women struggle to adhere to adjuvant endocrine therapy (AET) for their early-stage, hormone receptor-positive breast cancer. Prior research has demonstrated that emotional distress is a barrier to AET adherence. The current study aimed to test the long-term effects of two 5-week post-surgical group-based stress management interventions, cognitive behavioral therapy (CBT) and relaxation training (RT), versus an attention-matched health education (HE) control on AET adherence at long-term follow-up. Methods: We conducted long-term follow-up (median = 8 years, range = 7-11 years) of a cohort of women who enrolled in a randomized controlled trial of CBT vs. RT vs. HE shortly after surgery for stage 0-3 breast cancer.We measuredadherence with the Endocrine Therapy Medication Usage Questionnaire (ETMUQ) given at long-term follow-up. First, we established adherence factors on the ETMUQ via confirmatory factor analysis. We then used structural equation modeling to regress these factors on study arm, controlling for patient age, stage of disease, and treatments received (chemotherapy/radiation). Results: The sample was predominately middle-aged ( M= 54.81, SD= 10.19), White (41.5%) and Hispanic (42.2%), partnered (62.2%) with stage 1 (57.0%) or stage 2 (25.9%) disease. Of the women who completed long-term follow-up (N = 59, 44.7% of original sample); more than half (n = 30; 50.8%) reported having at least some problems with adherence. There was an effect of intervention group on adherence, such that women receiving RT (n = 15) had significantly better adherence than those receiving CBT (n = 20) on the factor measuring Forgetfulness/Inconsistency ( B(SE) =.57 (.34), p=.001), and marginally better adherence than those receiving CBT on the factor measuring Intentional Nonadherence ( B(SE) =.60 (.33), p =.062). There was no such effect when comparing RT or CBT to HE (n = 24). Conclusions: Women receiving RT were less likely to forget to take their AET and marginally less likely to intentionally miss doses of AET in the long-term compared to women receiving CBT. Future research could investigate the mechanism by which RT may improve adherence. For example, RT may reduce somatic symptoms related to AET or improve a patients’ self-efficacy to cope with these symptoms thereby reducing intentional non-adherence. In addition, RT may improve patients’ attention and awareness leading to less forgetfulness. Clinical trial information: NCT02103387.

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