"Knowing I Had Someone to Turn to Was a Great Feeling": Mentoring Rural-Appalachian STEM Students.

Post-secondary students benefit from mentorships, which provide both emotional and academic support tailored to the unique challenges they face. STEM students, and, in particular, those with historically marginalized identities, have unique strengths and face distinct barriers that can be ameliorated by careful, knowledgeable, and well-situated mentoring relationships. With that in mind, we conducted a narrative case study with 10 rural-Appalachian STEM majors enrolled in an NSF-funded mentoring program, intending to collect stories of their impactful experiences with their mentors. We utilized the narrative reconstruction process, and, in so doing, identified five major themes related to the importance of mentor assignment and the impact of mentors' characteristics and skills related to empathy, consistency, active listening, and teaching. We situate our findings within the existing literature and provide implications for scholars and practitioners who work with mentoring programs dedicated to working with Appalachian communities.

Development and Validation of a Short Form of the College-Going Self-Efficacy Scale.

Social Cognitive Career Theory (Lent et al., 1994) is a useful framework for understanding educational attainment and reducing educational inequities. A key construct for middle and high school students is college-going self-efficacy. The College-Going Self-Efficacy Scale (CGSES; Gibbons & Borders, 2010a) has been used to measure secondary students' confidence in their abilities to attend and persist in post-secondary education, but with 30-items, it may be too lengthy for use with other measures in SCCT-grounded research in school settings. Using two independent samples of rural Appalachian high school students, we develop and validate the College-Going Self-Efficacy Scale-Short Form (CGSES-SF). This 14-item measure retains the full breadth of content from the original CGSES, demonstrates measurement equivalence across gender and prospective college generation status, and demonstrates good reliability and validity in these samples. Suggestions for future use of the CGSES-SF are provided.

Validation of the College Planning Behaviors Scale.

College preparation is an important topic in the educational attainment of high school students. Much of the research on college planning focuses on the importance and timing of preparing for postsecondary education; however, little research has explored the steps students actually take while preparing for college. The current study utilized the Social Cognitive Career Theory (SCCT) framework to create a validated measure to assess choice behavior. The purpose of the current study was to create a validated measure for choice actions that could be used with diverse student groups. The measure was found to demonstrate good reliability and validity in this population, providing strong internal consistency and construct validity. Further, these findings support college-planning behaviors' linkage to barriers, college-going self-efficacy, and college outcome expectations (COE).

Evaluation of an SCCT-Based Intervention to Increase Postsecondary Awareness in Rural Appalachian Youth.

Students underrepresented in higher education often require unique support throughout their career and college planning. Rural Appalachian youth characterize a large population of underrepresented students. This article describes a theory-based multiweek career education curriculum aimed at increasing career and college readiness that was delivered to over 1,300 high school students in two rural Appalachian counties. Evaluation data from 867 of these students, as well as from the program staff, are provided. Findings suggest that participants found the intervention useful, learned new information about postsecondary planning and career exploration, and received assistance planning for their futures. Implications for school-based career education with underrepresented students, in general, are discussed.

Assessing Postsecondary Barriers for Rural Appalachian High School Students.

Social cognitive career theory indicates that perceived barriers negatively affect career and educational self-efficacy beliefs and may also impact interests, goals, and actions. However, measurement of barriers has produced mixed results, and few quantitative studies explore the perceived barriers of rural Appalachian students. In this series of studies, we explored the perceived educational and career barriers of rural Appalachian high school students. Our goal was to identify perceived barriers, but as initial results were analyzed, we then shifted to how best to measure barriers and how culture impacted the reporting of barriers by rural Appalachian students. The results of our mixed-method series of studies offer ideas on how cultural values and beliefs may skew reporting of contextual influences on career and education.

Rural Appalachian High School Students' College-Going and STEMM Perceptions.

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college-going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st-generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college-going self-efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st-generation college student status group-students who are unsure of their parents' education level-as a distinct group in future research. By examining the college-going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.

A psychometric evaluation of the Loss of Face Scale.

Face and loss of face (LOF) are important social and clinical constructs in many cultures. The present study evaluated the psychometric properties of the LOF Scale in 4 samples of European Americans and Asian Americans with a total of 2,057 participants. We found LOF Scale scores to have high internal reliability across all samples. Confirmatory factor analyses comparing 1- and 2-factor models supported a 1-factor structure for both European and Asian Americans, albeit 4 items (Items 3, 13, 14, and 20) were found to be noninvariant across the 2 groups. Two error covariances between Items 2 and 3, and between Items 11 and 20 were both substantial and invariant across groups. Tests of latent mean differences revealed a mean LOF score that was significantly higher for Asian Americans than for European Americans. Finally, the LOF scores correlated with affective distress and self-construal equally for Asian Americans and European Americans, correlated with some factors in collective self-esteem for both groups, and correlated with acculturation for Asian Americans. These results supported the LOF Scale as a psychometrically sound tool for assessing the unidimensional concept of the LOF across cultures. (PsycINFO Database Record

Understanding the gender gap: Social cognitive changes during an introductory stem course.

Despite robust support for the basic theoretical model of social cognitive career theory (Lent, Brown, & Hackett, 1994) and predictions that, for example, increases (or declines) in self-efficacy would lead to subsequent increases (or declines) in interest, there has been surprisingly little longitudinal research that has directly examined the extent to which members of different groups (e.g., women and men) actually do experience changes in critical social-cognitive variables over time early in their curricula in the fields of science, technology, engineering, and mathematics (STEM). Knowing the extent to which such changes occur in typical introductory undergraduate courses is important for targeting interventions to increase persistence of underrepresented groups in STEM. We measured social-cognitive-career-theory-relevant variables near the middle and at the end of the 1st semester of a gateway introductory chemistry course and found that women had lower STEM self-efficacy, coping self-efficacy, and STEM interest than did men, even after controlling for actual course performance. Although there were no detrimental changes across the semester for women or men, men experienced a small but significant increase in their perceived support for pursuing a STEM degree, whereas women did not.

Predicting job satisfaction: a new perspective on person-environment fit.

There may be 2 ways to look at person-environment (P-E) fit: the extent to which the environment matches the person (which, in the case of person-job [P-J] fit, we term ideal-job actualization) and the extent to which the person matches the environment (which we term actual-job regard; cf. Hardin & Larsen, 2014). Adults employed full time in the United States (n = 251; 49.8% women) completed an online survey that included measures assessing these 2 perspectives on P-J fit, along with measures of job and life satisfaction. Ideal-job actualization and actual-job regard were empirically and conceptually distinct, each accounting for unique variance in overall job satisfaction, even after controlling for overall life satisfaction and remuneration. Looking at fit from these 2 frames of reference may give a more complete perspective that accounts for critical outcomes, like satisfaction, as well as suggest novel approaches to career counseling.

The cultural lens approach to evaluating cultural validity of psychological theory.

In this article, we introduce the cultural lens approach (CLA), a novel approach to evaluating the extent to which a psychological theory applies across cultural groups. The CLA requires scholars to apply their accumulated knowledge about cultural influences and differences (e.g., independent and interdependent self-construals; Markus & Kitayama, 1991) to the ways in which theoretical propositions are interpreted and operationalized. First we highlight three limitations in existing approaches to cultural validity and the ways in which the CLA addresses these limitations. Next, we articulate the five steps involved in the CLA and apply it to three different theories from social, vocational, and positive psychology to demonstrate its broad utility. In all cases, we highlight how applying the CLA can generate multiple novel testable hypotheses to stimulate future research and to advance knowledge that is culturally sensitive.

Distinct sources of self-discrepancies: effects of being who you want to be and wanting to be who you are on well-being.

Self-discrepancy theory contends that well-being depends, in part, on the amount of overlap between one's actual and ideal selves. There is a variety of supportive evidence, but Rabbi Hyman Schachtel's (1954, The real enjoyment of living, New York, NY, Dutton) contention that "happiness is not having what you want, but wanting what you have" (p. 37) highlights that a distinction between two potential sources of overlap between one's actual and ideal selves has been overlooked. Whereas most measures of ideal self-discrepancies index the extent to which people are who they want to be (i.e., ideal self-actualization [ISA]), others index the extent to which people want to be who they are (i.e., actual self-regard [ASR]). In several studies, we measured ideal self-actualization by asking people to identify traits they would ideally like to possess and rate the extent to which they had those traits. We also measured actual self-regard by asking participants to identify traits they possessed and indicate the extent to which they wanted those traits. In all 4 studies, ideal self-actualization and actual self-regard were distinct from one another (rs = .24 to .32) and both were distinct from self-compassion (Study 1) and global self-esteem (Study 4). Moreover, ASR consistently accounted for unique variance in aspects of well-being (e.g., subjective well-being, positive affect, psychological growth) and ISA often did so. Finally, a longitudinal study provided evidence that actual self-regard is a precursor, but not a consequence, of subjective well-being (Study 4).

The what, how, why, and where of self-construal.

Since the publication of Markus and Kitayama's pivotal article on culture and the self, the concepts of independent, relational, and interdependent self-construal have become important constructs in cultural psychology and research on the self. The authors review the history of these constructs, their measurement and manipulation, and their roles in cognition, emotion, motivation, and social behavior. They make suggestions for future research and point to problems still to be sorted out. Researchers interested in these constructs have many opportunities to make important contributions to the literature in a variety of fields, including health psychology, education, counseling, and international relations.

Attitudes toward hiring offenders: the roles of criminal history, job qualifications, and race.

Occupational functioning is an important factor in the success of offenders reentering society. Yet few studies have empirically examined the factors influencing job obtainment of offenders. This study endeavors to begin to fill this gap by examining attitudes in hiring applicants charged with a crime. To accomplish this goal, 275 college students read a job description for a cashier position and then read 1 of 12 descriptions of an applicant varied by criminal history, qualifications, and race. Participants rate the applicants across dimensions relevant to hiring decisions. Results indicate that applicants with drug possession charges and low qualifications were less likely to be referred for hire. Severity of charges influences employability. Among applicants with a misdemeanor, qualifications increase employability, but qualifications have no influence for applicants with a felony. Implications of these findings for policy and vocational rehabilitation programming are discussed.

The Integrated Self-Discrepancy Index: a reliable and valid measure of self-discrepancies.

In this article, we present the Integrated Self-Discrepancy Index (ISDI), a new method for measuring self-discrepancies (Higgins, 1987) that integrates idiographic and nomothetic methods to address important theoretical and methodological concerns in existing measures. In Study 1, 284 undergraduate participants completed the ISDI to measure ideal-own and ought-own self-discrepancies along with measures of dejection, agitation, cheerfulness, and quiescence. In Study 2, we used the ISDI to measure ideal and ought self-discrepancies from both own and other standpoints; 169 undergraduate participants completed measures of depressive symptoms and social anxiety approximately 1 week later. Data from both studies fully support the fundamental predictions of self-discrepancy theory: Ought self-discrepancies were uniquely related to agitation but not dejection, whereas ideal self-discrepancies were uniquely related to dejection but not agitation. In addition, comparisons to previously published data demonstrate that correlations between the ideal and ought self-discrepancies are significantly lower using the ISDI than using other measures of self-discrepancies, suggesting that the ISDI is better able to measure ideal and ought selves as distinct constructs. This measure may provide researchers with a simpler and more valid method to measure self-discrepancies, contributing to our understanding of the importance of self-discrepancies in many applied literatures.