John W. Fraas

An Exploratory Analysis of Corporate Social Responsibility and Disclosure

Previous studies indicate two possibly asymmetric findings about the relationship between corporate social performance (CSP) and annual report disclosure practices: (a) disclosure practices of companies with favorable CSP emanate from a sense of ethical duty, and (b) there are strategic reasons to link CSP with disclosure practices. To test the relationship between CSP and annual report disclosure, this study divided S&P 500 companies into two groups, defined for low CSP (resulting n = 148) and high CSP (resulting n = 69). For the low CSP group of companies, disclosure was positively related to CSP strengths. For the high CSP group of companies, disclosure was positively related to CSP weaknesses. The authors conclude that low CSP disclosure practices are related to CSP strengths to build or repair reputation, whereas high CSP disclosure practices are associated with CSP weaknesses to protect favorable CSP brand.

A binomial test of model fit

An alternative method for determining the goodness of fit of a proposed theoretical model is presented and applied to a simple case to illustrate its 0use. The method is based on the application of the binomial distribution to the number of paths in a model that are supported by the data. This method is a different conceptual approach than those traditionally used in structural equation modeling studies.

A Mixed-Methods Comparison of Vocational and Identified-Gifted High School Students on the Overexcitability Questionnaire

Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores—Psychomotor, Sensual, Imaginational, Intellectual, and Emotional—was subjected to a two-way ANOVA by classification and gender. Any statistically significant interaction effect was further analyzed by testing the group means with six two-group comparison tests. The analyses produced the following results: (a) Differences among the Psychomotor, Sensual, and Emotional OE means were not statistically significant, and (b) the Imaginational and Intellectual OE means of the gifted male students were significantly higher than the means of the vocational female students, vocational male students, and gifted female students. The effect sizes were classified as large. A qualitative textual analysis was also conducted. The results were compared with another study of the same gifted population that used the Overexcitability Questionnaire-II.

The Use of Seven Simulation Games in a College Economics Course.

This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation-gaming method and the lecture-discussion method to increase the economic knowledge, retention of economic knowledge, and interest toward economics of college students enrolled in an introductory economics course. The study indicated that the relative effectiveness of the methods of instruction was influenced by the students’ pre-course economic knowledge, previous economic training, and scholastic abilities. While the limitations of the study should be considered, it was suggested that a student’s economic knowledge, previous training, and scholastic ability could be used to place the student in the appropriate introductory economics course section.

Binomial index of model fit: An elaboration

This article is an elaboration on the use of the binomial test of model fit value, which in this article will be referred to as the binomial index of model fit value, to gauge the degree that the data fit a path analytic or structural equation model. In addition, this article responds to the criticisms and comments made by Hsu (this issue), Drezner and Drezner (this issue), and Raykov and Penev (this issue) regarding the use of this approach to measuring the degree of model fit. We appreciate the comments provided by these authors. Their comments have assisted us in clarifying our reason for developing the binomial index of model fit procedure as well as our perception of its use.

SIMULATION GAMING OR LECTURE DISCUSSION FOR AN ECONOMICS SURVEY COURSE: AN EXPERIMENT

ABSTRACT This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation‐gaming method and the lecture‐discussion method to increase the economic knowledge and retention of economic knowledge. The study indicated that the simulation‐gaming method was superior for the students with low pre‐course economic knowledge, low Scholastic Aptitude Test scores, and no previous high school economic instruction. The lecture‐discussion method, however, was superior for students with high pre‐course economic knowledge, high Scholastic Aptitude Test scores, and previous high school economic training.