Modes of regulatory governance: A political economy perspective

This article introduces the special issue by presenting a framework for the study of regulatory politics using the analytical tools and approaches of comparative political economy. Having traced the evolution of studies on regulation, it argues that scholars should pay more attention to the systemic features affecting regulation and to the relationship between regulatory policies and their outcomes. The article presents the foundations of an analytical framework based on the “regulatory policy process,” a comprehensive approach that links inputs, outputs, and outcomes. The review of the contributions to this special issue shows that regulatory regimes can be better understood by placing them within the broader political economy of a state or region. A renewed focus on regulatory outcomes can help foresee what one should expect from the impact of a certain regulatory regime on a political‐economic system.     

Divergence in Self- and Peer-Reported Victimization and its Association to Concurrent and Prospective Adjustment

Previous studies on victimization have either used self-reports of peer-reports, but correspondence between these measures is low, implying that types of victims may exist that differ in convergence between self- and peer-reported victimization. Importantly, the very few studies that do exist on such types were cross-sectional, and did not address the stability nor predictive validity in terms of adjustment of these types. Using a person-centered approach, the present study identified types of victims that were either convergent or divergent in self- and peer-reported victimization, and examined how these types differed in concurrent and prospective adjustment. Participants were 1,346 adolescents (50 % girls, mean age 14.2) who were followed for 1 year. Using Latent Profile Analysis, we identified two convergent types (self-peer identified victims and non-victims) and two divergent types (self-identified and peer-identified) of victims. The types were highly stable over time. Self-peer identified victims were not only concurrently but also prospectively the least well adjusted. Self-identified victims showed lower levels of emotional adjustment but did not show problems on social adjustment. On the other hand, peer-identified victims were at risk for social but not emotional maladjustment. The findings corroborate previous studies that suggest that self-reported victimization is related to emotional problems, while peer-reported victimization is more indicative of social problems. The findings also suggest that using self-reports or peer-reports only may lead to incomplete conclusions about victims’ adjustment on different domains.     

Capital Punishment in the Era of Globalization: A Partial Test of the Marshall Hypothesis Among College Students

U.S. Supreme Court Justice Thurgood Marshall’s hypothesis—that knowledge about the death penalty would reduce support for it—has been measured in terms of the public’s receptivity to key arguments for abolition including racial discrimination, lack of deterrent effect, and innocence. The effect of the international contextual argument, however, has gone virtually untested, despite the argument’s increased popularity. This preliminary study examines the impact of the international contextual argument against the death penalty on the opinion of 216 adult American students at a public university in California. The results of this study suggest that student support for the death penalty was decreased by exposure to international contextual information. The research presented in this paper is intended to encourage further investigation into the possibility that American public opinion may be significantly affected by international context.     

Advancing a Conceptual and Empirical Model of School Climate for School Staff in California

ABSTRACT

School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate.     

Ignoramus, Ignorabimus? On Uncertainty in Ecological Inference

Thomas Gschwend Center for Doctoral Studies in Social and Behavioral Sciences, University of Mannheim, D7, 27, 68131 Mannheim, Germany e-mail: gschwend{at}uni-mannheim.de Ron J. Johnston School of Geographical Sciences, University of Bristol, Bristol BS8 1SS, UK e-mail: r.johnston{at}bristol.ac.uk e-mail: elff{at}sowi.uni-mannheim.de (corresponding author) Models of ecological inference (EI) have to rely on crucialassumptions about the individual-level data-generating process,which cannot be tested because of the unavailability of thesedata. However, these assumptions may be violated by the unknowndata and this may lead to serious bias of estimates and predictions.The amount of bias, however, cannot be assessed without informationthat is unavailable in typical applications of EI. We thereforeconstruct a model that at least approximately accounts for theadditional, nonsampling error that may result from possiblebias incurred by an EI procedure, a model that builds on thePrinciple of Maximum Entropy. By means of a systematic simulationexperiment, we examine the performance of prediction intervalsbased on this second-stage Maximum Entropy model. The resultsof this simulation study suggest that these prediction intervalsare at least approximately correct if all possible configurationsof the unknown data are taken into account. Finally, we applyour method to a real-world example, where we actually know thetrue values and are able to assess the performance of our method:the prediction of district-level percentages of split-ticketvoting in the 1996 General Election of New Zealand. It turnsout that in 95.5% of the New Zealand voting districts, the actualpercentage of split-ticket votes lies inside the 95% predictionintervals constructed by our method. Authors' note: We thank three anonymous reviewers for helpfulcomments and suggestions on earlier versions of this paper.An appendix giving some technical background information concerningour proposed method, as well as data, R code, and C code toreplicate analyses presented in this paper are available fromthe Political Analysis Web site. Later versions of the codewill be packaged into an R library and made publicly availableon CRAN (http://cran.r-project.org) and on the correspondingauthor's Web site.     

Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed.