A Longitudinal Study of Self-Esteem: Implications for Adolescent Development

This study used a cluster analytic approach to identify self-esteem trajectories among adolescents over a four-year period from sixth to tenth grades (N = 1,160). Four self-esteem trajectories were identified that replicated previous research: (1) consistently high, (2) moderate and rising, (3) steadily decreasing, and (4) consistently low. Female adolescents were more likely to be in the steadily decreasing self-esteem group while male adolescents were more likely to be in the moderate and rising group. African American and white youth were equally distributed across groups. Using repeated measures analysis, we found that youth with consistently high and moderate and rising self-esteem reported developmentally healthier outcomes in Grade 10 than youth in the other two clusters. Outcomes included susceptibility to peer pressure, school grades, and alcohol use. Implications of these results for studying self-esteem and developmental change more generally are discussed.     

The Effects of Blaming Others for Legislative Inaction on Individual and Collective Evaluations

Legislators commonly blame others for gridlock. We posit that legislators may engage in this type of rhetoric to minimize the individual reputational risks associated with legislative inaction or to boost the relative standing of their party. In a series of six survey experiments, we find that blaming others for inaction undermines voters’ evaluations of individual legislators who engage in this rhetorical strategy. This effect is particularly pronounced among out-partisans and independents. However, blaming rhetoric can also enhance the standing of the blamer’s party relative to the opposing party across all groups (including out-partisans), in large part by undermining the reputations of these other actors. Ultimately, we show that when an individual legislator engages in blaming rhetoric, the immediate net electoral effects are null. This suggests that coordinated efforts by a party to blame opponents may improve the party’s relative standing, while imposing few costs on those engaged in blaming.     

Driving Legislators' Policy Preferences: Constituent Commutes and Gas Taxes

Understanding differential policy costs across constituencies, and how they link to legislators' policy preferences, can facilitate policy changes that solve pressing problems. We examine the role of policy costs on constituents by studying legislator support for taxing gasoline. Analysis of survey responses from US state legislators, as well as of their voting records, shows that legislators whose constituents would be most affected by an increased gas tax—those whose constituents have longer commutes—are more likely to oppose higher gas taxes. Separately estimating the impact of time spent driving to work versus using public transit shows that the effect of commute times comes from those who have long drives, not from those who ride public transit, highlighting how the policy costs to constituents is a major driver in legislators' considerations. We finish the article by discussing the implications of our findings for combating climate change and for understanding policy feedbacks.     

On Being a Novice Forensic Evaluator: Reflections from Early Career Forensic Psychologists

Previous research has considered the psychologist’s professional transition from trainee to independent practitioner. However, this work has generally focused on the experiences of psychotherapists or general psychologists. The purpose of the current commentary is to reflect on the experiences of early professional forensic evaluators. This commentary addresses four specific areas including difficulties with adversarial allegiance, perceptions of professional competency, balancing responsibilities associated with “expert” status, and roadblocks to standard test administration and scoring. When applicable, we reference empirical literature and professional ethical guidelines. We also offer suggestions for coping with these experiences. We hope this commentary will normalize these experiences for other early career evaluators as well as aid graduate students’ transition into the independent evaluator role.     

mStories: exploring semiotics and praxis of user-generated mobile stories

Innovations in information and communication technologies have allowed people to actively author multimodal content and engage in new meaning-making practices. New Literacies research has gone some way to understanding new meaning-making behaviours. However, this research often derives its understandings from studies undertaken with students enrolled in formal educational settings. Mobile technologies are increasingly situated outside such domains; the informal use of these devices by adults remains on the periphery of scholarly focus. mStories is a creative participatory digital mobile storytelling project. Taking a multidimensional perspective, this article presents the in-depth case analysis of one participant and their mStory. A semiotic analysis found that the user-generated content demonstrated complex and sophisticated multimodal sense relations. However, control over the textual or compositional meta-function of the text was determined largely by the computer interface, with users habituated to relinquishing authorial control over this element. Within this study, mobile literacy praxis was characteristically ad hoc and contextually embedded, and though mobile technology invites such practices, users were neither determined nor limited by this, and happily turned to other devices where necessary.