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Community Psychology

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Selected Works

2015

Articles 1 - 4 of 4

Full-Text Articles in Psychology

Perceived Similarity, Expectation-Reality Discrepancies, And Mentors' Expressed Intention To Remain In Big Brothers/Big Sisters Programs, Benjamin Paul Madia, Catherine J. Lutz May 2015

Perceived Similarity, Expectation-Reality Discrepancies, And Mentors' Expressed Intention To Remain In Big Brothers/Big Sisters Programs, Benjamin Paul Madia, Catherine J. Lutz

Catherine Lutz Zois

Studies have begun to document the academic and psychosocial benefits of Big Brothers/ Big Sisters programs for at-risk youth (Rhodes, Grossman, & Resch, 2000). However, investigators have noted a problem with mentor attrition (Meissen & Lounsbury, 1981). The purpose of the current study was twofold. First, we explored the relative importance of specific dimensions of perceived similarity (including similarity in attitudes, interests, race, and personality) as well as mentors' expectation-reality discrepancies in predicting mentors' expressed intention to remain in Big Brothers/Big Sisters programs. Second, we examined a model whereby interpersonal attraction and relationship quality served as mediators of these associations. …

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Childhood Adversity, Adult Homelessness And The Intergenerational Transmission Of Risk: A Population-Representative Study Of Individuals In Households With Children, J J. Cutuli, Ann Elizabeth Montgomer, Michelle Evans-Chase, Dennis P. Culhane Jan 2015

Childhood Adversity, Adult Homelessness And The Intergenerational Transmission Of Risk: A Population-Representative Study Of Individuals In Households With Children, J J. Cutuli, Ann Elizabeth Montgomer, Michelle Evans-Chase, Dennis P. Culhane

Dennis P. Culhane

This study tested for associations between childhood adversity, adult homelessness and contexts of developmental risk in households with children. Data were drawn from the 2010 Washington State Behavioral Risk Factor Surveillance System, representative of the population of Washington State residents. Considering adults in households with children, those who experienced higher levels of childhood adversity were more likely to have experienced homelessness in adulthood. Meanwhile, a 10-factor index of cumulative developmental risk was independently associated with childhood adversity and with adult homelessness. Adult homelessness appears to represent a circumstance through which past childhood adversities are brought forward and associated with contexts …

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Meta-Analytic Study: Student Connectedness Across On-Ground, Fully Online, And Hybrid Contexts, Hannah L. Smith, An H. Dang, R. M. Mueller Dec 2014

Meta-Analytic Study: Student Connectedness Across On-Ground, Fully Online, And Hybrid Contexts, Hannah L. Smith, An H. Dang, R. M. Mueller

Reed M. Mueller, Ph.D.

This meta-analysis was conducted to assess student sense of classroom community across three class contexts in post-secondary education settings: On-ground (OG), Hybrid (Hy), and Fully Online (FO). The group comparison of OG versus FO resulted in a significant difference (Hedge’s g = 0.749, p < 0.001), representing a relatively large effect size. The outcome of the student connectedness and overall SOC in the OG versus Hy condition resulted in a smaller effect size, which was not statistically significant (g = -.0158, p = 0.566). When results from OL and Hy conditions were aggregated, a significant difference between them and OG …

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A Meta-Analysis On Involvement In Learning Outcomes Across On-Ground, Online, And Hybrid Classroom Settings, An H. Dang, Hannah L. Smith, R. M. Mueller Dec 2014

A Meta-Analysis On Involvement In Learning Outcomes Across On-Ground, Online, And Hybrid Classroom Settings, An H. Dang, Hannah L. Smith, R. M. Mueller

Reed M. Mueller, Ph.D.

In this meta-analysis we investigate the influence of psychological sense of community (PSOC) on post-secondary students’ outcomes. When comparing the OG and FO settings, the Hedges’s g of .343 (p = .003) indicated that on-ground courses have a moderate, positive effect on student involvement in learning outcomes when measured by CCS than those in fully online courses. The When comparing the OG and Hy settings, there was no significant difference between students in these groups with regard to self-reported student involvement in learning [Hedges’s g = .164, p = .362)].

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