Abstract Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scor... more Abstract Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from. 91 to. 99. CRIS scores are supported by both methods.
The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studie... more The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studies as it is designed to measure the same personality dimensions as the longer NEO Personality Inventory in a shorter time frame. In this study, the authors examined the reliability and structural validity of the NEO-FFI scores at the item level in a large sample of Jamaican young adults (N = 1,021; ages 17-24 years). Across different factor estimation and rotation methods, many NEO-FFI items performed poorly. Likewise, the estimated reliability of the NEO-FFI scores was poor (except Conscientiousness) across different estimations of reliability. These items and scores were then compared with other studies of the NEO-FFI that reported item-level pattern/structure coefficients or reliability estimates. Similarities in item performance and low reliability estimates across studies suggest that the items, rather than cultural differences, account for much of the poor performance of the NEO-FFI scores, especially in the domains of Extraversion, Openness to Experience, and Agreeableness.
The social and educational life risks associated with being a Black male in the United States are... more The social and educational life risks associated with being a Black male in the United States are not novel concerns. However, researchers, policymakers, educators, and other stakeholders have yet to consistently identify programs and interventions that can mediate the ...
We examined the structural validity, internal consistency (alpha and omega), and test-retest reli... more We examined the structural validity, internal consistency (alpha and omega), and test-retest reliability of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000 ; Worrell, Vandiver, & Cross, 2004 ), as well as the relationship between CRIS scores and several variables related to psychological adjustment. Participants consisted of several groups of African American college students (34 ≤ n ≤ 340) attending a predominantly White university in a Western state. Confirmatory factor analyses indicated an acceptable fit of the data to the theoretical model, and alpha and omega coefficients indicate that CRIS scores have moderate to high internal consistency. CRIS scores also demonstrated stability over periods between 2 and 20 months in ranges that suggest long-term stability of racial attitudes. As predicted by the expanded nigrescence model (Cross & Vandiver, 2001 ), only self-hatred attitudes had consistent, meaningful relationships with psychological adjustment.
Participation in extracurricular activities has surfaced as an important context for adolescent d... more Participation in extracurricular activities has surfaced as an important context for adolescent development and may be a fruitful avenue for fostering future attitudes, a concept shown to predict adolescent behaviors. In this study of youth from Trinidad and Tobago, we examined gender differences in activity participation and perceived life chances in 1,385 adolescents (59% male). Trinidadian adolescents were highly active, on average, participating in three activities. More males were involved in athletic and organized groups, whereas more females participated in artistic and religious activities. Artistic and athletic activity participation predicted positive perceived life chances, even after controlling for academic achievement. Artistic activities were especially bene¿ cial for predicting future attitudes for males compared to females.
This study investigated the reliability and structural validity of Elementary Reading Attitude Su... more This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that participants’ reading attitudes were near the top of the normative distribution of ERAS scores. Exploratory factor analysis of ERAS scores supported two factors measuring academic and recreational reading attitudes, and significantly higher scores on reading attitudes were found for girls at three grade levels, with medium to large effect sizes.
This paper examined the association between membership in profiles based on a shortened form of t... more This paper examined the association between membership in profiles based on a shortened form of the Zimbardo Time Perspective Inventory (ZTPI-S; McKay, Andretta, McGee, & Worrell, 2014) and other temporal and psychosocial variables. Participants consisted of 1620 adolescents attending high school in Northern Ireland. ZTPI-S scores had correlations with other temporal and psychosocial variables that were similar to those reported for ZTPI scores in previous studies. Four ZTPI-S profiles were identified-Balanced, Past Negative, Present Hedonistic, and Future-and results indicated that these profiles had theoretically meaningful relationships with self-esteem, self-efficacy, aggression, parental attachment, consideration of future consequences, and future temporal focus. Unlike studies of college students where the Balanced profile was related to more adaptive functioning, the Future profile was related to more adaptive functioning. Future studies are needed to establish the generaliza...
This study used both exploratory (EFA) and confiiatory factor analyses (CFA) to examine the facto... more This study used both exploratory (EFA) and confiiatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the expected Verbal and Performance components across all three groups. Empirical support for the Freedom from Distractibility dimension was provided only from the confirmatory factor analyses. Although the four factor confirmatory model exhibited the best overall statistical fit, inspection of specific factor loadings revealed anomalies with the third and fourth factors, especially for the Referred Black sample. Implications for school psychologists are presented and recommendations for future research are provided.
Page 1. http://rer.aera.net Research Review of Educational http://rer.sagepub.com/ content/57/4/4... more Page 1. http://rer.aera.net Research Review of Educational http://rer.sagepub.com/ content/57/4/437 The online version of this article can be found at: DOI: 10.3102/00346543057004437 1987 57: 437 REVIEW OF EDUCATIONAL ...
Time perspective refers to thoughts and attitudes toward the past, the present, and the future an... more Time perspective refers to thoughts and attitudes toward the past, the present, and the future and may underlie adolescents' decisions and behaviors about school and work. To develop a greater understanding of the topic we used focus group methodology to examine how adolescents conceptualized the past, the present, and the future. Nineteen adolescents aged 13 to 17 participated in six focus groups. Results from qualitative analyses suggested several patterns in adolescents' conceptualizations of the past, the present, and the future including absolute and fluid definitions, relations among temporal dimensions, and affective qualities. Further, responses were similar between genders, and included unsolicited mention of the relationship between socioeconomic status and time perspective. Findings are discussed in light of extant literature and directions are proposed for research on adolescent time perspective.
In this study, we evaluated the construct validity of the Adjustment Scale for Children and Adole... more In this study, we evaluated the construct validity of the Adjustment Scale for Children and Adolescents (ASCA) using a nationally representative sample of 478 elementary school students from Trinidad and Tobago. The ASCA, standardized nationally in the United States, is a 156-item teacher behavior rating scale that measures 8 youth psychopathology syndromes: Attention-Deficit Hyperactive, Solitary Aggressive (provocative), Diffident, Oppositional Defiant, Avoidant, Solitary Aggressive (impulsive), Lethargic, and Delinquent. Exploratory principal component analyses yielded a five-component structure: Attention-Deficit Hyperactive, Impulsive-Aggressive, Diffident, Avoidant, and Oppositional Defiant syndromes. Second-order exploratory factor analyses supported a two-factor solution: Overactivity and Underactivity dimensions. Standards of construct validity and structural invariance were met for first- and second-order constructs. Confirmatory item clustering supported first-order struc...
Anxiety disorders have been studied in the United States, but less is known about their prevalenc... more Anxiety disorders have been studied in the United States, but less is known about their prevalence elsewhere. Accordingly, this study aimed to increase understanding of the epidemiology of anxiety in the adolescent population of Trinidad and Tobago. The Revised Children’s Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) was administered to a sample of 897 adolescents drawn from Trinidadian secondary schools. Total Anxiety scores and the proportion of clinically significant scores within this sample provide normative data for this population. Although differences in anxiety levels across age and ethnic groups were not detected, girls reported greater anxiety than boys and were more likely to exhibit clinically significant symptom levels. Factor analytic findings, internal consistency estimates, and high convergence between anxiety scores and depressive symptoms support the validity of the RCMAS with this population.
In this study, we extend research on stereotype threat to adolescents and to school belonging. St... more In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition , with a small to medium effect size. Making identity salient did not affect school belonging in nonmargin-alized participants. Findings have implications for academic performance in minority adolescents.
The social and educational life risks associated with being a Black male in the United States are... more The social and educational life risks associated with being a Black male in the United States are not novel concerns. However, researchers, policymakers, educators, and other stakeholders have yet to consistently identify programs and interventions that can mediate the inequities that confront young Black men. Some researchers have indicated that youth development programs can provide unique supportive educational and social opportunities for young Black males and other urban youth. In this study, the authors used qualitative analyses and ethnographic research techniques to examine the influence of an intergenerational urban youth development program on three young Black men. After more than a year of observation and several hours of interviews, three young men aged 16, 19, and 23 years old provided a vivid account of how this youth development program influenced their lives. Analyses were focused on three central questions: (a) what attracted these young men to this program, (b) wh...
Abstract Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scor... more Abstract Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from. 91 to. 99. CRIS scores are supported by both methods.
The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studie... more The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studies as it is designed to measure the same personality dimensions as the longer NEO Personality Inventory in a shorter time frame. In this study, the authors examined the reliability and structural validity of the NEO-FFI scores at the item level in a large sample of Jamaican young adults (N = 1,021; ages 17-24 years). Across different factor estimation and rotation methods, many NEO-FFI items performed poorly. Likewise, the estimated reliability of the NEO-FFI scores was poor (except Conscientiousness) across different estimations of reliability. These items and scores were then compared with other studies of the NEO-FFI that reported item-level pattern/structure coefficients or reliability estimates. Similarities in item performance and low reliability estimates across studies suggest that the items, rather than cultural differences, account for much of the poor performance of the NEO-FFI scores, especially in the domains of Extraversion, Openness to Experience, and Agreeableness.
The social and educational life risks associated with being a Black male in the United States are... more The social and educational life risks associated with being a Black male in the United States are not novel concerns. However, researchers, policymakers, educators, and other stakeholders have yet to consistently identify programs and interventions that can mediate the ...
We examined the structural validity, internal consistency (alpha and omega), and test-retest reli... more We examined the structural validity, internal consistency (alpha and omega), and test-retest reliability of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000 ; Worrell, Vandiver, & Cross, 2004 ), as well as the relationship between CRIS scores and several variables related to psychological adjustment. Participants consisted of several groups of African American college students (34 ≤ n ≤ 340) attending a predominantly White university in a Western state. Confirmatory factor analyses indicated an acceptable fit of the data to the theoretical model, and alpha and omega coefficients indicate that CRIS scores have moderate to high internal consistency. CRIS scores also demonstrated stability over periods between 2 and 20 months in ranges that suggest long-term stability of racial attitudes. As predicted by the expanded nigrescence model (Cross & Vandiver, 2001 ), only self-hatred attitudes had consistent, meaningful relationships with psychological adjustment.
Participation in extracurricular activities has surfaced as an important context for adolescent d... more Participation in extracurricular activities has surfaced as an important context for adolescent development and may be a fruitful avenue for fostering future attitudes, a concept shown to predict adolescent behaviors. In this study of youth from Trinidad and Tobago, we examined gender differences in activity participation and perceived life chances in 1,385 adolescents (59% male). Trinidadian adolescents were highly active, on average, participating in three activities. More males were involved in athletic and organized groups, whereas more females participated in artistic and religious activities. Artistic and athletic activity participation predicted positive perceived life chances, even after controlling for academic achievement. Artistic activities were especially bene¿ cial for predicting future attitudes for males compared to females.
This study investigated the reliability and structural validity of Elementary Reading Attitude Su... more This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that participants’ reading attitudes were near the top of the normative distribution of ERAS scores. Exploratory factor analysis of ERAS scores supported two factors measuring academic and recreational reading attitudes, and significantly higher scores on reading attitudes were found for girls at three grade levels, with medium to large effect sizes.
This paper examined the association between membership in profiles based on a shortened form of t... more This paper examined the association between membership in profiles based on a shortened form of the Zimbardo Time Perspective Inventory (ZTPI-S; McKay, Andretta, McGee, & Worrell, 2014) and other temporal and psychosocial variables. Participants consisted of 1620 adolescents attending high school in Northern Ireland. ZTPI-S scores had correlations with other temporal and psychosocial variables that were similar to those reported for ZTPI scores in previous studies. Four ZTPI-S profiles were identified-Balanced, Past Negative, Present Hedonistic, and Future-and results indicated that these profiles had theoretically meaningful relationships with self-esteem, self-efficacy, aggression, parental attachment, consideration of future consequences, and future temporal focus. Unlike studies of college students where the Balanced profile was related to more adaptive functioning, the Future profile was related to more adaptive functioning. Future studies are needed to establish the generaliza...
This study used both exploratory (EFA) and confiiatory factor analyses (CFA) to examine the facto... more This study used both exploratory (EFA) and confiiatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the expected Verbal and Performance components across all three groups. Empirical support for the Freedom from Distractibility dimension was provided only from the confirmatory factor analyses. Although the four factor confirmatory model exhibited the best overall statistical fit, inspection of specific factor loadings revealed anomalies with the third and fourth factors, especially for the Referred Black sample. Implications for school psychologists are presented and recommendations for future research are provided.
Page 1. http://rer.aera.net Research Review of Educational http://rer.sagepub.com/ content/57/4/4... more Page 1. http://rer.aera.net Research Review of Educational http://rer.sagepub.com/ content/57/4/437 The online version of this article can be found at: DOI: 10.3102/00346543057004437 1987 57: 437 REVIEW OF EDUCATIONAL ...
Time perspective refers to thoughts and attitudes toward the past, the present, and the future an... more Time perspective refers to thoughts and attitudes toward the past, the present, and the future and may underlie adolescents' decisions and behaviors about school and work. To develop a greater understanding of the topic we used focus group methodology to examine how adolescents conceptualized the past, the present, and the future. Nineteen adolescents aged 13 to 17 participated in six focus groups. Results from qualitative analyses suggested several patterns in adolescents' conceptualizations of the past, the present, and the future including absolute and fluid definitions, relations among temporal dimensions, and affective qualities. Further, responses were similar between genders, and included unsolicited mention of the relationship between socioeconomic status and time perspective. Findings are discussed in light of extant literature and directions are proposed for research on adolescent time perspective.
In this study, we evaluated the construct validity of the Adjustment Scale for Children and Adole... more In this study, we evaluated the construct validity of the Adjustment Scale for Children and Adolescents (ASCA) using a nationally representative sample of 478 elementary school students from Trinidad and Tobago. The ASCA, standardized nationally in the United States, is a 156-item teacher behavior rating scale that measures 8 youth psychopathology syndromes: Attention-Deficit Hyperactive, Solitary Aggressive (provocative), Diffident, Oppositional Defiant, Avoidant, Solitary Aggressive (impulsive), Lethargic, and Delinquent. Exploratory principal component analyses yielded a five-component structure: Attention-Deficit Hyperactive, Impulsive-Aggressive, Diffident, Avoidant, and Oppositional Defiant syndromes. Second-order exploratory factor analyses supported a two-factor solution: Overactivity and Underactivity dimensions. Standards of construct validity and structural invariance were met for first- and second-order constructs. Confirmatory item clustering supported first-order struc...
Anxiety disorders have been studied in the United States, but less is known about their prevalenc... more Anxiety disorders have been studied in the United States, but less is known about their prevalence elsewhere. Accordingly, this study aimed to increase understanding of the epidemiology of anxiety in the adolescent population of Trinidad and Tobago. The Revised Children’s Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) was administered to a sample of 897 adolescents drawn from Trinidadian secondary schools. Total Anxiety scores and the proportion of clinically significant scores within this sample provide normative data for this population. Although differences in anxiety levels across age and ethnic groups were not detected, girls reported greater anxiety than boys and were more likely to exhibit clinically significant symptom levels. Factor analytic findings, internal consistency estimates, and high convergence between anxiety scores and depressive symptoms support the validity of the RCMAS with this population.
In this study, we extend research on stereotype threat to adolescents and to school belonging. St... more In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition , with a small to medium effect size. Making identity salient did not affect school belonging in nonmargin-alized participants. Findings have implications for academic performance in minority adolescents.
The social and educational life risks associated with being a Black male in the United States are... more The social and educational life risks associated with being a Black male in the United States are not novel concerns. However, researchers, policymakers, educators, and other stakeholders have yet to consistently identify programs and interventions that can mediate the inequities that confront young Black men. Some researchers have indicated that youth development programs can provide unique supportive educational and social opportunities for young Black males and other urban youth. In this study, the authors used qualitative analyses and ethnographic research techniques to examine the influence of an intergenerational urban youth development program on three young Black men. After more than a year of observation and several hours of interviews, three young men aged 16, 19, and 23 years old provided a vivid account of how this youth development program influenced their lives. Analyses were focused on three central questions: (a) what attracted these young men to this program, (b) wh...
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