Social cognitive predictors of engineering students' academic persistence intentions, satisfaction, and engagement.

The demand for high quality engineers is of particular importance as engineering jobs are projected to grow in the next 10 years (United States Bureau of Labor Statistics, 2018). More work is needed to understand factors related to academic engagement, satisfaction, and persistence intentions of Latino/as and women in engineering: 2 underrepresented groups in the engineering pipeline. We present findings that explored the role of social-cognitive, environmental, and personality variables in engineering persistence intentions, engagement and satisfaction of a diverse sample of 1,335 engineering students using an extension of the integrative social cognitive career theory model (SCCT; Lent et al., 2013). Results indicated that (a) the hypothesized model fit the data well for the full sample and across 8 subsamples based on gender-ethnicity (i.e., Latinas, Latinos, White women, and White men) and ethnicity-school type (i.e., Latina/os at Hispanic-serving institutions [HSIs], Latina/os at predominantly White institutions [PWIs], Whites at HSIs, and Whites at PWIs), (b) all but 5 model parameters were significant and positive for the full sample, (c) a subset of model parameters differed by the interactions of race/ethnicity-gender and race/ethnicity-school type groups, and (d) the relations within the model explained a significant amount of variance in engineering academic engagement, satisfaction, and persistence intentions for the full sample and 8 subsamples. Implications of the findings for educational and career interventions aimed at retaining Latina/os and women in engineering are discussed in relation to building on social cognitions in engineering academic engagement, satisfaction, and persistence intentions. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A qualitative analysis of barriers, challenges, and successes in meeting the needs of Hurricane Katrina evacuee families.

Hurricane Katrina caused many individuals to evacuate to towns and cities throughout the United States. Psychological First Aid (PFA) is a treatment program designed to help clinicians and other disaster relief workers address the needs of adults, youth, and families immediately following disasters. We conducted focus groups with disaster relief and evacuee service providers in the Kansas City Metro Area as an exploratory study to identify their perceptions of the needs of evacuees. Participants identified a number of mental health needs, as well as displacement-related challenges, including loss of social support, material loss, unemployment, and other stressful life events that were secondary to the hurricane. Many of these needs are consistent with principles presented in the PFA manual. We also found that service providers faced unique challenges when attempting to assist evacuees. We discuss implications of these findings for treatment programs and provide suggestions for addressing barriers to care.

Unpacking trauma exposure risk factors and differential pathways of influence: predicting postwar mental distress in Bosnian adolescents.

Methods are needed for quantifying the potency and differential effects of risk factors to identify at-risk groups for theory building and intervention. Traditional methods for constructing war exposure measures are poorly suited to "unpack" differential relations between specific types of exposure and specific outcomes. This study of 881 Bosnian adolescents compared both common factor-effect indicator (using exploratory factor analysis) versus composite causal-indicator methods for "unpacking" dimensions of war exposure and their respective paths to postwar adjustment outcomes. The composite method better supported theory building and most intervention applications, showing how multitiered interventions can enhance treatment effectiveness and efficiency in war settings. Used together, the methods may unpack the elements and differential effects of "caravans" of risk and promotive factors that co-occur across development.

The Anger Expression Scale for Children: initial validation among healthy children and children with cancer.

OBJECTIVE: To evaluate the proposed structure of the Anger Expression Scale for Children (AESC) in samples of healthy children and those with cancer, and to examine correlations between AESC subscales and other indicators of anger and hostility. METHOD: A total of 803 children from two independent studies of healthy and ill children (mean age = 12.7, SD = 3.1) completed the AESC and other measures of anger expression and hostility, and a sub-sample of 298 of their parents completed measures of anger expression and hostility. RESULTS: Results provided initial support for the proposed four-factor model of the AESC (Trait Anger, Anger Expression, Anger In, and Anger Control). Measurement invariance was established across groups using a series of nested tests. Correlations between AESC subscales and parent- and child-reported indices of anger, hostility, and aggression support the convergent validity of the scales. CONCLUSIONS: Analyses supported the construct validity of the AESC and generalization of the factor structure across healthy and chronically ill children.

Specificity of peer difficulties to social anxiety in early adolescence: categorical and dimensional analyses with clinical and community samples.

BACKGROUND AND OBJECTIVES: We investigated the specificity of social difficulties to social anxiety by testing associations of social anxiety and other anxiety presentations with peer acceptance and victimization in community and treatment-seeking samples of adolescents aged 12-14 years. DESIGN: Cross-sectional, quantitative survey. METHODS: Adolescents from the community (n = 116) and a clinical setting (n = 154) completed ratings of anxiety symptoms, perceived social acceptance, and peer victimization. Their parents also completed ratings of the adolescents' anxiety and social acceptance. RESULTS: Social acceptance was lowest among adolescents with social anxiety disorder (SAD) and lower among adolescents with other anxiety disorders than in the community sample. Anxiety symptoms were negatively correlated with social acceptance, but these associations were not unique to social anxiety symptoms. Girls in the community sample reported more overt victimization than girls with SAD and with other anxiety diagnoses. Relational victimization was associated with social and nonsocial anxiety symptoms only in the community sample. CONCLUSIONS: Our findings supplement recent laboratory-based observational studies on social functioning among adolescents with SAD and other anxiety disorders. Although social anxiety may be associated with unique social skill deficits and impairment, concerns about peer relations should also be considered among adolescents with other anxiety symptoms.