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Proficiency with sentence-level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline-specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence-level features. This qualitative case study explores how a sixth-grade social studies teacher developed knowledge of sentence-level features and implemented sentence-level instruction through a professional learning inquiry, as well as how 3 sixth-grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence-level features in the teacher participant was essential to effective, discipline-specific instruction in sentence-level features. Additionally, explicit instruction in sentence-level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences.

Help-seeking stigma predicts more negative attitudes towards seeking psychological help, yet it remains unclear how distress levels might impact this relationship. Increased distress could diminish the relationship between stigma and help-seeking attitudes, as the potential benefits of seeking psychological help might outweigh the potential risks. Alternatively, increased distress could strengthen the relationship between stigma and more negative help-seeking attitudes, as help-seeking decisions become more personally relevant. The current study examined the effects of anticipated help-seeking self-stigma and psychological distress on help-seeking attitudes. Results indicated that there was an interaction of distress and stigma, such that for those reporting higher levels of distress, there was a weaker relationship between stigma and help-seeking attitudes than for those with lower levels of distress.

High individual detection success enables precise estimates of density and the ability to monitor trends in abundance for wolverine and other low‐density species, information that is critical for the implementation and assessment of conservation measures. We evaluated a dataset that included six different wolverine capture–recapture studies over a large gradient in wolverine (Gulo gulo) density to provide recommendations for increasing detection. We examined factors related to bait station components, habitat, and seasonal timing. Accounting for variation in wolverine density and trap duration, our results suggest that bait stations setups having a run pole, frame, and camera to photograph unique ventral color patterns, in addition to hair snag devices, identify more individual wolverine than those without. The presence of snow is a habitat feature that also increases individual detection. Female detection rates were lower than male detection rates at the onset of the reproductive denning season in late February and early March compared with January and early February. We found latency to detection was independent of wolverine density, but greater in areas with human influence. Relatively high rates of genotyping success (55%) were predicted by even a single guard hair left at bait stations, while underfur required ~15 hairs for similar success. Longer sampling intervals reduced genotyping success in spring, more so for underfur than guard hair. Hair samples acquired from barbwire were of higher quality than those from either alligator clips or gun brushes. To improve individual detection for wolverine inventory and monitoring, we recommend deploying run pole setups in areas with low human disturbance that will retain snow into late spring. Extending the winter trapping effort into April and May could increase the chances of detecting denning females. Latency to detection suggests that traps should be active for more than a month, especially in human‐influenced areas, but genotyping success suggests that traps should also be cleared of hair samples at smaller intervals of a month or less, during late winter/spring. [ABSTRACT FROM AUTHOR]

The purpose for this action research study was to answer the question: "How can we enhance students' active engagement with academic vocabulary in social studies classes?" In this article, the authors share the strategies they developed through their research that proved most effective in engaging middle school students with active academic vocabulary use in social studies. They consider both general academic words and content-specific words, and highlight the power of word walls, morphology practice, matching activities, word sorts, and vocabulary journals in helping students access the abstract and dense social studies texts they encounter in such classrooms. (Contains 4 figures.)

The purpose of the study was to better understand how students at the beginning of a premed curriculum are different from their science peers on career-related variables. A total of 165 undergraduates were classified into three groups; these were premed students, students with the intent to pursue a graduate degree, and students with the intent to pursue a bachelor's degree. Both distal (e.g., prior achievement) and proximal (e.g., mathematics and science self-efficacy and interest) social cognitive constructs were measured. Based on social cognitive career theory (SCCT), the authors predicted that the three groups would not differ on the distal variables. In contrast, the authors expected systematic group differences on the proximal variables. The hypothesis was supported; no significant group differences were found for the distal variables, but the premed group scored significantly higher than the bachelor's degree group on almost all proximal SCCT variables. Implications for career counseling are discussed. (Contains 3 tables.)

An experimental design was used to test the hypothesis that vocational interests can be a precursor to the development of self-efficacy. Participants (n = 180) rated job descriptions for careers in the domains of information technology, sales, and teaching that contained information on activities and work values. Participants rated those job descriptions in terms of their interest, confidence, and choice intentions. An experimental manipulation of information on work values for each of the three work domains was used to create two levels of interests in each area. Participants expressed significantly more interest in job descriptions that contained desirable work value information in each of the three occupational domains relative to the corresponding descriptions that contained information on less desirable values. Obtained results suggest that this manipulation of level of expressed interests in each occupational domain had both a direct effect on self-efficacy ratings and also an indirect effect on self-efficacy through choice goals. These findings have theoretical implications concerning the relation between interests and self-efficacy specified by social cognitive career theory (Lent, Brown, & Hackett, 1994). (Contains 3 tables.)

The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ; [Tellegen, 2000] and [Tellegen and Waller, 2008]) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland's hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), and Holland's interest domains, as measured by the general occupational themes (GOTs) of the 2005 Strong Interest Inventory (SII; Donnay, Morris, Schaubhut, & Thompson, 2005). Personality traits significantly contributed to the discrimination of nine educational major families in a sample of 368 undergraduate decided students. When the set of confidence and interest scales was added to the personality traits, the conservative jack knife hit rate was almost doubled. (Contains 4 tables.)

One strategy commonly used to simplify the joint interpretation of interest and confidence inventories is the use of cutoff scores to classify individuals dichotomously as having high or low levels of confidence and interest, respectively. The present study examined the adequacy of cutoff scores currently recommended for the joint interpretation of the Strong Interest Inventory (SII: Donnay, Morris, Schaubhut, & Thompson, 2005) and the Skills Confidence Inventory (SCI: [Betz, Borgen et al., 1996] and [Betz et al., 2005]). Cutoff score criteria were evaluated based on a sample of college students and employed adults (n = 1000), and cross-validated with a second sample of college students (n = 1, 149) who completed an experimental measure of RIASEC interests and confidence. Results were interpreted in the context of social cognitive career theory (Lent, Brown, & Hackett, 1994) by testing predictions regarding the relative frequency of individuals with either matched or mismatched levels of interest and confidence. (Contains 4 tables and 2 figures.)

This study applies social support theory to the question of whether four types of husband behavior (taking the wife's side, problem solving, ignoring conflict, and taking the mother's side) moderate the association between conflict with the mother-in-law and a Taiwanese woman's marital satisfaction. Data were collected from 125 married Taiwanese women. The results of hierarchical regression analyses indicate a significant negative main effect of conflict with the mother-in-law on the wife's marital satisfaction. This main effect is moderated by two types of husband behavior. When wives reported that their husbands frequently took their side or used problem-solving strategies to the conflict, conflict is not significantly related to the wives' marital satisfaction. The conflict and the two types of husband behavior accounted for 32% to 38% of the variance in wives' marital satisfaction. (Contains 2 tables and 1 figure.)

The first purpose was to determine if overall gender differences in basic confidence as measured by the Expanded Skills Confidence Inventory (ESCI) and basic interests as measured by the 2005 Strong Interest Inventory (SII) would be present within eight college major families. As expected, anticipated overall gender differences in confidence and interests concerning realistic and conventional activities were visible within the major families as well. The second purpose was to determine whether basic domains of confidence and interests would differentially discriminate among the eight major families differentially for 171 male and 176 female college students. When confidence and interests were examined separately, the set of confidence predictors and the set of interest predictors significantly differentiated among college majors for both men and women. When confidence and interests were combined together as two sets of predictors, the hit rate was a significant improvement over the hit rate for the confidence set of predictors alone for both women and men. As anticipated, group centroids and structure matrices varied across men and women. (Contains 7 tables.)

This study is the first to examine the equivalence of the 2005 Strong Interest Inventory with the 1994 Strong. The authors examine the parallel content scales of the two versions for female and male college students separately (n = 622). The scales include the six General Occupational Themes (GOTs), 22 of the 25 Basic Interest Scales (BISs) of the 1994 Strong, and four of the Personal Style Scales (PSSs). The mean differences between the two Strongs were mostly within 0.5 of a standard deviation (Cohen's "d" less than 0.5). There was a pattern of slightly higher means on the 2005 Strong, possibly because of the 2005 Strong standardization sample compares to the 1994 norm group, being more ethnically diverse, less educated, and more representative of the 2000 U.S. Census. The correlations of the 1994 and 2005 content scales were greater than or equal to 0.85 for the GOTs and PSSs, except for the Risk Taking/Adventure PSS. The 1994 and 2005 analoged US BIS correlations ranged from 0.64 to 0.97. The effect sizes for sex were comparable across versions. (Contains 3 tables.)

Using meta-analysis, we revised Ackerman and Heggestad's (1997) identification of four trait complexes that propose personality and interest (P-I) linkages. Studies that had reported correlations between general and specific measures of vocational interests (Strong Interest Inventory [Strong; Hansen & Campbell, 1985; Harmon, Hansen, Borgen, & Hammer, 1994]) and personality (Multidimensional Personality Questionnaire [MPQ: Tellegen, 1982, 2000; Tellegen & Waller, in press]) were located. These meta-analysis was based on 2,023 people from five databases including gifted adolescents, college students, and adult career clients. The substantive P-I correlations ranged from |.20| to |.49|--reflecting between 4% and 24% shared variance. Within the Science/Math complex, we found Harmavoidance to be negatively linked with Realistic and Science interests and Achievement to be positively linked with Investigative, Math, and Science interests. Within the Intellectual/Cultural complex, Absorption was related to general and specific Artistic interests. Within the Social complex, Social and Enterprising interests were differentiated based on the former being related positively to Wellbeing and negatively to Aggression and the latter being related positively to Social Potency. Sex was not found to be a substantial moderator of P-I correlations. (Contains 3 figures and 2 tables.)

The purpose of this study was to determine whether the Big Five personality factors, measured by the NEO Personality Inventory Five-Factor Inventory (Costa & McCrae, 1992), and vocational confidence across Holland's hexagon, measured by the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), were useful in discriminating among educational majors and career aspirations for 312 Taiwanese university students. The Big Five and confidence, in combination, significantly differentiated among 4 college majors and 7 career aspirations in a Taiwanese university sample. Big Five Agreeableness and SCI Realistic, Investigative, and Conventional confidence emerged as most salient in the discrimination. Differences by sex, major, and career aspiration were mostly consistent with social cognitive career theory, Holland's theory, and prior U.S. research.

This is the first article evaluating the concurrent validity of the 2005 Strong Interest Inventory (SII). The Basic Interest Scales (BISs) were substantially revised to reflect the changing workplace, so such an update is particularly important. Concurrent validity of the 41 content scales in the SII was examined for differentiating 31 college majors in a national college sample of 1,403 women and 469 men. Using discriminant analyses, three sets of content scales were used to predict major field of study. These were six General Occupational Scales, five Personal Style Scales, and 30 BISs. Each set of scales showed substantial concurrent validity in differentiating college major for women and men. The most specific scales, the BISs, were the most predictive of major, with hit rates 6 times greater than chance. Results clearly supported the concurrent validity and counseling utility of the content scales of the SII. (Contains 4 tables, 5 figures, and 2 endnotes.)

How do counselors reach out to individuals who are reluctant to seek counseling services? To answer this question, the authors examined the research on the psychological help-seeking barriers from counseling, clinical and social psychology, as well as social work and psychiatry. Specific avoidance factors that have been identified in the mental health literature; important variations in the setting, problem type, demographics, and cultural characteristics that can influence the degree to which avoidance factors affect professional help-seeking decisions; and suggestions for overcoming these avoidance factors are discussed.

Although personality is viewed as a precursor to self-efficacy and interest development (e.g., Lent, Brown, & Hackett, 1994), little research concerns linkages between personality and self-efficacy. This article bridges the relation by presenting the pattern of findings across four university samples. Three general and 11 specific personality traits were operationalized using Tellegens Multidimensional Personality Questionnaire (Tellegen, 1982, 2000; Tellegen & Waller, in press). Vocational self-efficacy across Hollands hexagon (i.e., Realistic, Investigative, Artistic, Social, Enterprising, and Conventional domains) was operationalized using the Skills Confidence Inventory (Betz, Borgen, & Harmon, 1996, 2005). Most of the contributions of personality to vocational confidence were with Positive Emotional Temperament and its related primary traits. Moreover, these same personality traits were also related to the elevation of a persons profile overall (mean confidence level). Finally, Absorption, affiliated with both Positive and Negative Emotional Temperament, contributed to Artistic confidence whereas Harmavoidance (-) partially explained Realistic confidence. (Contains 2 tables.)

Attachment working models of self and others may govern adults' preferences for internal vs. external sources of reassurance, which, if unavailable, lead to depressive symptoms. This study examined a model in which the link between depressive symptoms and attachment anxiety is mediated by (a) capacity for self-reinforcement and (b) need for reassurance from others, whereas the link between depressive symptoms and attachment avoidance is mediated only by the capacity for self-reinforcement. Analysis of survey data from 425 undergraduates indicated that both capacity for self-reinforcement and need for reassurance from others partially mediated the link between attachment anxiety and depression. Capacity for self-reinforcement fully mediated the link between attachment avoidance and depression. Moreover, 54% of the variance in depressive symptoms was explained by attachment anxiety, self-reinforcement, and need for reassurance from others.

This rejoinder responds to the four reactions in the May 2005 issue of "The Counseling Psychologist." Areas of possible confusion are clarified, and relevant examples are highlighted. Of particular interest are examples of the nomological network, which offers an excellent tool for counseling psychologists and others in related disciplines as well as within the broader field of psychology. In addition, the implications of current and future theoretical and empirical investigation of multicultural issues are discussed.

Three major journals in counseling psychology were sampled from 1990 to 1999 to assess the percentage of quantitative, empirical articles that were theory driven. Only 43% of the studies utilized a theory or model, and 57% predicted the relation between the variables, with few studies specifying the strength of the relation. Studies sampled in the "Journal of Counseling Psychology" (63%) and the "Journal of Vocational Behavior" (65%) reported a significantly higher percentage of theory-driven research than the "Journal of Counseling and Development" (43%). A higher proportion of "Journal of Counseling Psychology" studies compared with "Journal of Counseling and Development" studies anchored findings to theory. Few studies replicated previous studies. This paucity implies that replication is underutilized by the field as a potentially fruitful way to substantiate empirical knowledge. A binary logistic regression was conducted to examine trends over time. No trends emerged. Suggestions for future implementation of theory and implications for counseling psychology as a field are offered.

This study extends prior work by examining how a different model of personality beyond the Big Five and interest are predictive of an important criterion variable, educational aspirations. This is the first study to investigate personality-interest convergence by examining the newly revised 2003 California Psychological Inventory with the 1994 Strong Interest Inventory. In general, the authors found that those personality scales and interest scales that were more related or applicable to educational aspirations were moderately correlated with level of educational aspirations. Also, hierarchical regression results showed that specific dimensions of personality and interests are related to college students' plans for future scholarly work. Similarly, the current study found that components of one's personality and interest may relate to aspiring to higher levels of education.

A meta-analysis was conducted of 60 empirical samples (n=39.154), 53 of which used parallel measures of self-efficacy and interests. Results demonstrated that self-efficacy and interests are independent and correlate moderately. Overlap varies considerably for Social, Enterprising, and Conventional interest domains depending on the measure used. (Contains 66 references.) (SK)

Replication of Larson and Borgen's study with a college sample (n=200) who completed the Multidimensional Personality Questionnaire (MPQ) and Strong Interest Inventory (SII) supported hypothesis that specific MPQ scales contribute significantly to prediction of SII basic interest scales. Results confirm that specific interests are related to specific personality dimensions. (Contains 40 references.) (SK)

A study of 323 gifted adolescents explored the convergence of vocational interests and personality as measured by the Multidimensional Personality Questionnaire (MPQ) and NEO Personality Inventory-Revised. The strongest convergence occurred at more specific levels--the 30 facet levels of NEO and 11 primary scales of MPQ. Convergence of Holland's six-factor model and the Five-Factor Model was supported. (Contains 41 references.) (SK)

Meta-analysis of 24 samples demonstrated overlap between Holland's vocational interest domains (measured by Self Directed Search, Strong Interest Inventory, and Vocational Preference Inventory) and Big Five personality factors (measured by Revised NEO Personalty Inventory). The link is stronger for five interest-personality pairs: Artistic-Openness, Enterprising-Extraversion, Social-Extraversion, Investigative-Openness, and Social-Agreeableness. (Contains 66 references.) (SK)

Factor analysis of the female and male Business Education Teacher Occupational Scales of the Strong Interest Inventory revealed two occupationally specific factors that differed from the General Occupational Theme scales. Results provide evidence of the existence of occupationally unique interest structures. (SK)

Examines whether prepracticum trainees' varying perceptions of the success of a role play or videotape of a counseling session alters the potency of the role play or videotape in increasing counseling self-efficacy. Study indicates that trainees' perceptions of their counseling performance success may alter dramatically the potency of role play as a means to increase counseling self-efficacy. (Author/JDM)

Four criteria for evaluating the Social Cognitive Model of Counselor Training are proposed: (1) Can the SCMCT further our knowledge base? (2) Is the SCMCT clinically useful for practitioners and supervisors? (3) How closely does SCMCT adhere to SCT? (4) Is new knowledge gained by bridging beyond SCT? Presentation of SCMCT is related to these criteria. (EMK)

A social cognitive model of counselor training is presented using the metaphor of a drama to describe the emerging efficacy of the counselor in working with clients. After developing the story, attention is given to contexts and barriers to success. Seven research propositions are provided for supervisors. (Author/EMK)

Scores of 125 adolescents on the Coping with Career Indecision, Problem Solving Inventory, Career Decision-Making Self-Efficacy Scale, Career Decision Scale, Career Barriers Inventory, and Positive and Negative Affect Schedule were subjected to factor and cluster analyses. Four dimensions were identified related to level of agency (low/high) and distress (low/high). (SK)