University of Northern Iowa

Despite the wealth of information which exists concerning environmental behavior, it is not known which variable or variables appear to be most influential in motivating individuals to take responsible environmental action. A meta-analysis of environmental behavior research was undertaken in an attempt to determine this. An exhaustive search of the empirically based environmental behavior research conducted over the past decade yielded a substantial number of studies representative of a broad academic base. The characteristics and findings of these studies served as the data for the meta-analysis. As a result of the meta-analysis, the following variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, verbal commitment, and an individual's sense of responsibility. A model of predictors of environmental behavior is proposed.

Past suicidal behaviors including ideation and attempts have been identified as significant risk factors for subsequent suicidal behavior. However, inadequate attention has been given to the development or validation of measures of past suicidal behavior. The present study examined the reliability and validity of a brief self-report measure of past suicidal behavior, the Suicidal Behaviors Questionnaire-Revised (SBQ-R). Participants included psychiatric inpatient adolescents, high school students, psychiatric inpatient adults, and undergraduates. Logistic regression analyses provided empirical support for the usefulness of the SBQ-R as a risk measure of suicide to differentiate between suicide-risk and nonsuicidal study participants. Receiver operating characteristic (ROC) analyses indicated that the most useful cutoff scores on the SBQ-R were 7 for nonsuicidal samples, and 8 for clinical samples. Both the single SBQ-R Item 1 and SBQ-R total scores are recommended for use in clinical and nonclinical settings.

Voter turnout theories based on rational self-interested behavior generally fail to predict significant turnout unless they account for the utility that citizens receive from performing their civic duty. We distinguish between two aspects of this type of utility, intrinsic satisfaction from behaving in accordance with a norm and extrinsic incentives to comply, and test the effects of priming intrinsic motives and applying varying degrees of extrinsic pressure. A large-scale field experiment involving several hundred thousand registered voters used a series of mailings to gauge these effects. Substantially higher turnout was observed among those who received mailings promising to publicize their turnout to their household or their neighbors. These findings demonstrate the profound importance of social pressure as an inducement to political participation.

Teachers who attempt to use inquiry-based, student-centered instructional tasks face challenges that go beyond identifying well-designed tasks and setting them up appropriately in the classroom. Because solution paths are usually not specified for these kinds of tasks, students tend to approach them in unique and sometimes unanticipated ways. Teachers must not only strive to understand how students are making sense of the task but also begin to align students' disparate ideas and approaches with canonical understandings about the nature of mathematics. Research suggests that this is difficult for most teachers (Ball, 1993 Ball, D. L. 1993. With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 94(4): 373–397. [Google Scholar], 2001 Ball, D. L. 2001. “Teaching, with respect to mathematics and students”. In Beyond classical pedagogy: Teaching elementary school mathematics, Edited by: Wood, T., Nelson, B. S. and Warfield, J. 11–22. Mahwah, NJ: Erlbaum. [Google Scholar]; Leinhardt & Steele, 2005 Leinhardt, G. and Steele, M. D. 2005. Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23(1): 87–163. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Schoenfeld, 1998 Schoenfeld, A. S. 1998. Toward a theory of teaching-in-context. Issues in Education, 4(1): 1–95. [Crossref] , [Google Scholar]; Sherin, 2002 Sherin, M. G. 2002. When teaching becomes learning. Cognition and Instruction, 20(2): 119–150. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). In this article, we present a pedagogical model that specifies five key practices teachers can learn to use student responses to such tasks more effectively in discussions: anticipating, monitoring, selecting, sequencing, and making connections between student responses. We first define each practice, showing how a typical discussion based on a cognitively challenging task could be improved through their use. We then explain how the five practices embody current theory about how to support students' productive disciplinary engagement. Finally, we close by discussing how these practices can make discussion-based pedagogy manageable for more teachers.

Abstract Classifying an observation into one of several populations is discriminant analysis, or classification. Relating qualitative variables to other variables through a logistic cdf functional form is logistic regression. Estimators generated for one of these problems are often used in the other. If the populations are normal with identical covariance matrices, discriminant analysis estimators are preferred to logistic regression estimators for the discriminant analysis problem. In most discriminant analysis applications, however, at least one variable is qualitative (ruling out multivariate normality). Under nonnormality, we prefer the logistic regression model with maximum likelihood estimators for solving both problems. In this article we summarize the related arguments, and report on our own supportive empirical studies.

This paper reviews the literature on corporate social performance (CSP) measurement and sets that literature into a theoretical context. Following a review of CSP theory development and the literature on relationships between CSP and corporate financial performance, Wood's CSP model ( Wood, D.J. (1991 ). Corporate social performance revisited. Academy of Management Review , 16, pp. 691–718) is used as an organizing device to present and discuss studies that use particular measures of CSP. Conclusions emphasize the need for CSP scholars to refocus on stakeholders and society, and to incorporate relevant literatures from other scholarly domains.

This article critically reviews the intersectional locus of public opinion scholarship and immigration studies that make use of data from multinational survey projects. Specifically, it emphasizes current cross-national research seeking to understand the causes, manifestations, and implications of attitudes toward immigrants and immigration in economically advanced countries of the world. Despite rapid expansion, the field suffers from several methodological challenges and theoretical constraints. A succinct exposure of trends and patterns is followed by presentations of influential theoretical perspectives and established individual- and contextual-level determinants. The review suggests that strengthening the conceptual apparatus and enlarging the analytical focus are priorities. It concludes with some observations on how to circumvent these problems and to bridge current research with future explorations of the embedded nature of such public attitudes.

The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.

The emergence of the tracheophyte-based vascular system of land plants had major impacts on the evolution of terrestrial biology, in general, through its role in facilitating the development of plants with increased stature, photosynthetic output, and ability to colonize a greatly expanded range of environmental habitats. Recently, considerable progress has been made in terms of our understanding of the developmental and physiological programs involved in the formation and function of the plant vascular system. In this review, we first examine the evolutionary events that gave rise to the tracheophytes, followed by analysis of the genetic and hormonal networks that cooperate to orchestrate vascular development in the gymnosperms and angiosperms. The two essential functions performed by the vascular system, namely the delivery of resources (water, essential mineral nutrients, sugars and amino acids) to the various plant organs and provision of mechanical support are next discussed. Here, we focus on critical questions relating to structural and physiological properties controlling the delivery of material through the xylem and phloem. Recent discoveries into the role of the vascular system as an effective long-distance communication system are next assessed in terms of the coordination of developmental, physiological and defense-related processes, at the whole-plant level. A concerted effort has been made to integrate all these new findings into a comprehensive picture of the state-of-the-art in the area of plant vascular biology. Finally, areas important for future research are highlighted in terms of their likely contribution both to basic knowledge and applications to primary industry.

The contribution of this work is a classification of corporate social action underlying the Social Ratings Data compiled by Kinder Lydenburg Domini Analytics, Inc. We compare extant typologies of corporate social action to the results of our exploratory factor analysis. Our findings indicate four distinct latent constructs that bear resemblance to concepts discussed in prior literature. Akey finding of our research is that positive and negative social action are both empirically and conceptually distinct constructs and should not be combined in future research. Additionally, we recommend that some prior research results be reconsidered to determine whether these newly derived measures might clarify some previous findings.

Comparing the effectiveness of contractual and relational governance in constraining opportunism under conditions of volatility and ambiguity, we hypothesize that relational contracts will be robust to volatility but not to ambiguity, whereas formal contracts will be robust to ambiguity but not to volatility. Data from 125 interorganizational relationships involving R&D for new-product development support these hypotheses. Our findings suggest that formal and relational contracts each have advantages and disadvantages in specific situations and are not simply substitutes. Our results challenge the view that relational contracts are resistant to opportunism. A revised comparative governance schema is theorized for future research. © Academy of Management Journal.

The contention of this paper is that the claim of compatibility and the call for cooperation between quantitative and qualitative inquiry cannot be sustained. Moreover, these claims have the unfortunate effect of closing down an important conversation. To elaborate these points, this paper briefly reviews the transition from conflict to cooperation between the two perspectives and then notes how compatibility is based on a confusion over two different definitions of method. Finally, the discussion focuses on why this conversation, because it invokes issues crucial to our understanding of who we are and what we do as inquirers, must be reinvigorated.

Scholars in many fields have long recognized the role that social and professional networks play in the diffusion of innovations. However, among political scientists, an awkward separation has emerged between scholars investigating policy diffusion processes and those investigating policy networks and, more generally, the role of ideas in politics. In this article, we present a theoritical argument for integrating insights from policy networks studies into diffusion studies. Since they face clear incentives to tap the resources of policy networks, we give policy entrepreneurs a prominent place in this discussion. Using event history analysis models of the diffusion of school choice ideas across the United States, we test the empirical relevance of our discussion and find that greater involvement in policy networks significantly increases the likelihood of policy entrepreneurs achieving their legislative goals. Based on our theoretical discussion and these empirical results, we suggest that political scientists investigating the diffusion of policy innovations should pay careful attention to the role that policy networks play in this process.

Using family resilience theory, this study examined the effects of work‐family conflict and work‐family facilitation on mental health among working adults to gain a better understanding of work‐family fit. Data from the National Survey of Midlife Development in the United States (MIDUS) were used to compare different combinations of work‐family conflict and work‐family facilitation. Results suggest that family to work facilitation is a family protective factor that offsets and buffers the deleterious effects of work‐family conflict on mental health. The results across these outcomes suggest that work‐family conflict and facilitation must be considered separately, and that adult mental health is optimized when family to work facilitation is high and family to work and work to family conflict is low.

Abstract A promotional strategy of growing interest is the placement of branded products in movies. An experiment compared the recall effectiveness of common product-placement strategies with each other and with advertising. Prominent placements elicited higher recall than did advertisements, which, in turn, outperformed subtle placements. The explicit mention of a product in the audio script (without a visual depiction) led to better recall than a subtle visual placement (without audio reinforcement). However, the addition of a complementary audio message did not significantly enhance the recall of a product that already enjoyed prominent visual display.

This paper will describe points of disagreement between quant i ta-tive research and qualitative, or in te rpre t ive, research. After a brief historical overview, the dis-cussion will focus on how each per-spective responds to three major and closely r e l a t e d ques t ions: (1) What is the relationship of the investigator to what is investigat-ed? (2) What is the relationship between facts and values in the process of i nves t iga t ion? and (3) What is the goal of investiga-tion? Educational researchers have r ecen t ly devoted i n c r e a s i n g amounts of time and energy to the issue of one method versus the other. Unfortunately, much of the discussion has tended to obfuscate rather than clarify. There has been a tendency to engage in polemics and, at times, name calling. We have all heard, if not seen in print as frequently or as bluntly, one side refer to the other as "bank-rup t, " "number-c runcher s, " or "storytellers. " There has also been a tendency to see t he two ap-proaches, if not as interchange-able, certainly as complementary. The implication is that research-ers may variously mix the two ap-proaches for any par t icular re-

OBJECTIVE: To review and describe randomization techniques used in clinical trials, including simple, block, stratified, and covariate adaptive techniques. BACKGROUND: Clinical trials are required to establish treatment efficacy of many athletic training procedures. In the past, we have relied on evidence of questionable scientific merit to aid the determination of treatment choices. Interest in evidence-based practice is growing rapidly within the athletic training profession, placing greater emphasis on the importance of well-conducted clinical trials. One critical component of clinical trials that strengthens results is random assignment of participants to control and treatment groups. Although randomization appears to be a simple concept, issues of balancing sample sizes and controlling the influence of covariates a priori are important. Various techniques have been developed to account for these issues, including block, stratified randomization, and covariate adaptive techniques. ADVANTAGES: Athletic training researchers and scholarly clinicians can use the information presented in this article to better conduct and interpret the results of clinical trials. Implementing these techniques will increase the power and validity of findings of athletic medicine clinical trials, which will ultimately improve the quality of care provided.

An intervention, with forgiveness toward their abuser as the goal, was implemented with 12 female incest survivors. The women, from a midwestern city, were 24 to 54 years old, and all were Caucasian. A yoked, randomized experimental and control group design was used. The participants were randomly assigned to an experimental group (receiving the forgiveness intervention immediately) or a waiting-list control group (receiving the intervention when their matched experimental counterpart finished the intervention). Each participant met individually with the intervener once per week. The average length of the intervention for the 12 participants was 14.3 months. A process model of forgiveness was used as the focus of intervention. Dependent variables included forgiveness, self-esteem, hope, psychological depression, and state-trait anxiety scales. After the intervention, the experimental group gained more than the control group in forgiveness and hope and decreased significantly more than the control group in anxiety and depression. When the control group then began the program they showed similar change patterns to the above, as well as in self-esteem improvement.

This paper presents an integrated conceptual model of supply chain flexibility. It examines flexibility classification schemes and the commonalities of flexibility typologies published in the literature to create a theoretical foundation for analyzing the components of supply chain flexibility. Even though there has been a tremendous amount of research on the topic of flexibility, most of it has been confined to intra‐firm flexibility concerns. As supply chain management goes beyond a firm’s boundaries, the flexibility strategies must also extend beyond the firm. This paper identifies the cross‐enterprise nature of supply chain flexibility and the need to improve flexibility measures across firms. Opportunities are identified for future cross‐functional research that builds on this theoretical foundation and leads to more effective formulation of supply chain strategies.

This article presents the findings of a study designed to determine the relationship between teachers’ beliefs about the teaching of reading comprehension and their classroom practices. The study, dealing with teachers from grades 4, 5, and 6, uses a beliefs interview technique borrowed from anthropology. Predictions about teaching practices were made from the belief interviews of 39 teachers and were related to practices observed in their classrooms. The study demonstrates that the beliefs of teachers in this sample relate to their classroom practices in the teaching of reading comprehension. A case study explores a situation in which the teacher’s beliefs did not relate to her practices. This case suggests that the teacher was in the process of changing beliefs and practices, but that the changes in beliefs were preceding changes in practices.