Kelly L. Rulison

Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships

The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression analyses, main effects of each peer type’s academic self-concept and engagement on changes in youths’ academic characteristics were used to test socialization processes. Interactions of youths’ academic skills with those of each peer type were used to test social comparison processes influencing changes in academic self-concept. Results suggest unique roles of each peer relationship differentially influencing changes in youths’ academic adjustment as well as stronger influence effects during seventh than fifth grade. Implications are discussed in terms of distinct influence processes associated with each peer relationship type as well as potential developmental differences in the role that certain peer relationships play.

I’ve Fallen and I Can’t Get Up: Can High Ability Students Recover From Early Mistakes in CAT?

A difficult result to interpret in Computerized Adaptive Tests (CATs) occurs when an ability estimate initially drops and then ascends continuously until the test ends, suggesting that the true ability may be higher than implied by the final estimate. This study explains why this asymmetry occurs and shows that early mistakes by high-ability students can lead to considerable underestimation, even in tests with 45 items. The opposite response pattern, where low-ability students start with lucky guesses, leads to much less bias. The authors show that using Barton and Lords four-parameter model (4PM) and a less informative prior can lower bias and root mean square error (RMSE) for high-ability students with a poor start, as the CAT algorithm ascends more quickly after initial underperformance. Results also show that the 4PM slightly outperforms a CAT in which less discriminating items are initially used. The practical implications and relevance for psychological measurement more generally are discussed.

Estimation of a four-parameter item response theory model

We explore the justification and formulation of a four-parameter item response theory model (4PM) and employ a Bayesian approach to recover successfully parameter estimates for items and respondents. For data generated using a 4PM item response model, overall fit is improved when using the 4PM rather than the 3PM or the 2PM. Furthermore, although estimated trait scores under the various models correlate almost perfectly, inferences at the high and low ends of the trait continuum are compromised, with poorer coverage of the confidence intervals when the wrong model is used. We also show in an empirical example that the 4PM can yield new insights into the properties of a widely used delinquency scale. We discuss the implications for building appropriate measurement models in education and psychology to model more accurately the underlying response process.

Moving beyond the treatment package approach to developing behavioral interventions: addressing questions that arose during an application of the Multiphase Optimization Strategy (MOST)

ABSTRACTGiven current pressures to increase the public health contributions of behavioral interventions, intervention scientists may wish to consider moving beyond the classical treatment package approach that focuses primarily on achieving statistical significance. They may wish also to focus on goals directly related to optimizing public health impact. The Multiphase Optimization Strategy (MOST) is an innovative methodological framework that draws on engineering principles to achieve more potent behavioral interventions. MOST is increasingly being adopted by intervention scientists seeking a systematic framework to engineer an optimized intervention. As with any innovation, there are challenges that arise with early adoption. This article describes the solutions to several critical questions that we addressed during the first-ever iterative application of MOST. Specifically, we describe how we have applied MOST to optimize an online program (myPlaybook) for the prevention of substance use among college student-athletes. Our application of MOST can serve as a blueprint for other intervention scientists who wish to design optimized behavioral interventions. We believe using MOST is feasible and has the potential to dramatically improve program effectiveness thereby advancing the public health impact of behavioral interventions.

Brothers leading healthy lives: outcomes from the pilot testing of a culturally and contextually congruent HIV prevention intervention for black male college students

We used a treatment group-only design to pilot test a newly developed intervention to increase condom use among higher risk heterosexually active African American/black male college students. A community-based participatory research partnership developed the intervention called Brothers Leading Healthy Lives. Following an initial screening of 245 men, 81 eligible men were contacted for participation. Of the 64 men who agreed to participate, 57 completed the intervention and 54 of those completed the 3-month follow-up assessment, for a 93% completion rate. Results show significant changes between the baseline and 3-month follow-up assessments in behavioral outcomes, including reductions in unprotected sex, increase in protection during last intercourse, and fewer condom use errors. Most potential mediators (knowledge, attitudes, intentions, and condom use self-efficacy) also changed significantly in the expected direction. These demonstrated changes provide good evidence that men exposed to this intervention will see changes that reduce their risk for HIV.

Delinquency and Peer Acceptance in Adolescence: A Within-Person Test of Moffitt's Hypotheses.

We tested 2 hypotheses derived from Moffitts (1993) taxonomic theory of antisocial behavior, both of which are central to her explanation for the rise in delinquency during adolescence. We tested whether persistently delinquent individuals become more accepted by their peers during adolescence and whether individuals who abstain from delinquent behavior become less accepted. Participants were 4,359 adolescents from 14 communities in the PROSPER study, which assessed friendship networks and delinquency from 6th (M = 11.8 years) to 9th (M = 15.3 years) grade. We operationalized peer acceptance as number of nominations received (indegree centrality), attractiveness as a friend (adjusted indegree centrality), and network bridging potential (betweenness centrality) and tested the hypotheses with multilevel modeling. Contrary to Moffitts hypothesis, persistently delinquent youths did not become more accepted between early and middle adolescence, and although abstainers were less accepted in early adolescence, they became more accepted over time. Results were similar for boys and girls; when differences occurred, they provided no support for Moffitts hypotheses for boys and were opposite of her hypotheses for girls. Sensitivity analyses in which alternative strategies and additional data were used to identify persistently delinquent adolescents produced similar results. We explore the implications of these results for Moffitts assertions that social mimicry of persistently antisocial adolescents leads to increases in delinquency and that social isolation leads to abstention. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Race, Socioeconomic Status, and Age: Exploring Intersections in Preterm Birth Disparities among Teen Mothers

Few studies have examined disparities in adverse birth outcomes and compared contributing socioeconomic factors specifically between African-American and White teen mothers. This study examined intersections between neighborhood socioeconomic status (as defined by census-tract median household income), maternal age, and racial disparities in preterm birth (PTB) outcomes between African-American and White teen mothers in North Carolina. Using a linked dataset with state birth record data and socioeconomic information from the 2010 US Census, disparities in preterm birth outcomes for 16,472 teen mothers were examined through bivariate and multilevel analyses. African-American teens had significantly greater odds of PTB outcomes than White teens (OR = 1.38, 95% CI 1.21, 1.56). Racial disparities in PTB rates significantly varied by neighborhood income; PTB rates were 2.1 times higher for African-American teens in higher income neighborhoods compared to White teens in similar neighborhoods. Disparities in PTB did not vary significantly between teens younger than age 17 and teens ages 17-19, although the magnitude of racial disparities was larger between younger African-American and White teens. These results justify further investigations using intersectional frameworks to test the effects of racial status, neighborhood socioeconomic factors, and maternal age on birth outcome disparities among infants born to teen mothers.

Impact of School-Based Prevention Programs on Friendship Networks and the Diffusion of Substance Use and Delinquency

This chapter focuses on the role of school-based friendship networks in prevention programs during adolescence. These programs intersect with a life course perspective because they are designed to create a turning point at which adolescents’ developmental trajectories will shift away from problem behaviors such as substance use and delinquency. Evaluations of such programs provide a unique opportunity to clarify the dynamic interplay between friendship networks and problem behavior. Specifically, program participants are embedded in friendship networks that may expose non-participants to program messages and effects. The PROSPER Peers project was designed to leverage social network methods and measures to clarify how friendship networks shape the impact of a community-level randomized field trial intended to reduce adolescent substance use. In this chapter, we first describe the project’s conceptual framework regarding peers and prevention. We then summarize what we have learned about the interplay between adolescents’ social networks and prevention effects on problem behavior. Specifically, we demonstrate two ways in which individual-level changes induced by prevention programs can shape the broader peer network and potentially create developmental turning points away from problem behavior: by altering the overall influence-potential of youth who exhibit problem behavior; and by diffusing intervention effects through the social medium of the network to influence youth who did not themselves participate in the prevention program.