The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.     

Eve Drewelowe: feminist identity in American art

Eve Drewelowe (1899–1988) was an American artist who attended the University of Iowa, where she received a BA in Graphic and Plastic Arts in 1923. During these early years when university art programs were being established, Drewelowe became the first person to receive an MA in art from the University of Iowa; one of the first people to receive such a degree in the United States. Drewelowe reinvented herself throughout her life and her artwork reflects a current knowledge of modern styles that emerged in the twentieth century. Drewelowe exhibited under the name Eve Drewelowe Van Ek shortly after her marriage in 1924 until the early 1950s, when she chose to resume using only her own surname. During the three intervening decades, her signature varies from one artwork to the next. In some instances, the artist later rubbed out or painted over the ‘Van Ek’ with little attempt to conceal the change, leaving a visual indicator of the artist's identity struggles. Her personal papers also reflect the challenges she faced reconciling public expectations of her role as the wife of a university dean with her profession as an artist. This essay considers the ways Drewelowe performed her identity as an artist in order to maintain her personal autonomy against the backdrop of the male dominated social and artistic world.     

Elite Interviewing: Approaches and Pitfalls

Interviews are one of the major tools in qualitative research, although there is a limited literature on the subject of interviewing generally and elite interviewing particularly. The aim of this article is to introduce some of the issues involved in elite interviewing to researchers new to the use of the technique. Emphasis is also placed on the need for the interviewer to know his/her subject thoroughly, and to be prepared to be flexible in an interview situation. The information is based on the author's own recent experience of interviewing a number of top civil servants, both serving and retired.     

The sporting life: Athletic activities during early adolescence

The decline in sports participation that begins in early adolescence has been well documented, and there has been considerable controversy regarding the reasons for this attrition. The present study addressed the attrition process by focusing on the subjective experience of sports as a function of grade, gender, and sport context. Following the procedures of the Experience Sampling Method, 401 5th–9th-grade boys and girls carried electronic pagers, similar to those worn by doctors, for one week, and filled out self-report forms on their activities and subjective states in response to signals received at random times. Older respondents spent less time in sports than their younger peers. This age difference was due primarily to a decline in informal sports participation, with less pronounced attrition from organized sports. Our findings suggest that the reasons for attrition from sport may be context specific. While informal sports were experienced more positively than gym class or organized sports, perceptions of skill were lowest during informal sports and declined with age. It seems youngsters stop participating in organized sports because these activities are less enjoyable to them, while attrition from informal sports is more performance based. Boys spent more time in sports than girls, and this difference was based primarily upon significant gender differences in informal sports participation. In spite of their differential rates of participation, boys and girls reported similar levels of affect, arousal, and skill during sports.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson, and was carried out while the first author was a Dissertation Fellow in the Department of Psychology at Loyola University of Chicago.Received Ph.D. in psychology from Loyola University of Chicago. Current research interests include athletic, involvement during early adolescence, body image, and adolescent mental health.Current research interests are stress and coping during early adolescence, and the adaptive use of leisure time.Received Ph.D. from the Committee on Human Development at the University of Chicago. Current research interests include pubertal development, the precursors of eating disorders, and the effects of maternal employment of young adolescents.     

Classwork and homework in early adolescence: The ecology of achievement

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson. This paper was prepared while the first author was a Schmitt Dissertation Fellow at Loyola University of Chicago.Received her Ph.D. from Loyola University of Chicago, Current Research interest are familial and intrapsychic influences on adolescents' academic performance.Current Research interests are pubertal development, precursors of eating disorders, and the effect of maternal employment on young adolescents.     

Comparison of the elemental composition of office document paper: evidence in a homicide case

Fraudulent substitution of a page within a multiple page document such as a will or business contract, the counterfeit manufacture of paper banknotes, and linking ransom or extortion notes have all been the focus of criminal investigations at one time or another. In a recent homicide investigation, document examiners were requested to compare a threatening letter received by a business partner of the deceased with paper samples seized under warrant from a suspect's house. Through a quantitative elemental analysis of the concentrations of nine elements (Na, Mg, Al, Mn, Sr, Y, Ba, La, and Ce) within the questioned and specimen documents, determined by inductively coupled plasma-mass spectrometry (ICP-MS), it was concluded that (i) the paper of the threatening letter originated from a different source to that of the paper seized from the suspect's house and (ii) all six pages of paper seized from the suspect's house originated from the same source. This discrimination of paper is presented as both a statistical t-test analysis (99.9% confidence limit) as well as construction of an elemental fingerprint for individual replicates within the questioned and specimen sample populations. This is the first reported use of the comparison of the elemental composition of document paper, determined by ICP-MS, to assist in a criminal investigation.     

Suspect/Foil Identification in Actual Crimes and in the Laboratory: A Reality Monitoring Analysis

Four reality monitoring variables were used to discriminate suspect from foil identifications in 183 actual criminal cases. Four hundred sixty-one identification attempts based on five and six-person lineups were analyzed. These identification attempts resulted in 238 suspect identifications and 68 foil identifications. Confidence, automatic processing, eliminative processing and feature use comprised the set of reality monitoring variables. Thirty-five verbal confidence phrases taken from police reports were assigned numerical values on a 10-point confidence scale. Automatic processing identifications were those that occurred “immediately” or “without hesitation.” Eliminative processing identifications occurred when witnesses compared or eliminated persons in the lineups. Confidence, automatic processing and eliminative processing were significant predictors, but feature use was not. Confidence was the most effective discriminator. In cases that involved substantial evidence extrinsic to the identification 43% of the suspect identifications were made with high confidence, whereas only 10% of the foil identifications were made with high confidence. The results of a laboratory study using the same predictors generally paralleled the archival results. Forensic implications are discussed.