Kymberley K. Bennett

Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills

This paper reports on a study that examined both the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool‐aged children’s literacy and language development. Data were collected from 85 parents and their children at two different times. Results of structural path models indicated that (a) parental literacy habits were positively associated with parental reading beliefs, (b) parental reading beliefs were positively associated with parent–child literacy and language activities in the home, and (c) parent–child literacy and language activities were positively associated with children’s print knowledge and reading interest. Parental demographic characteristics were associated with children’s expressive and receptive language skills. The results highlight how different components of the home literacy environment are associated with different components of preschool‐aged children’s literacy and language abilities, findings that become more important as educators and policy‐makers look for ways to enhance children’s literacy and language development.

Mothers' Literacy Beliefs: Connections with the Home Literacy Environment and Pre-School Children's Literacy Development.

This study examined mothers’ beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and pre-school aged children’s literacy development. Data were collected from 79 mothers and their children over one year, and two profiles of parental literacy beliefs emerged. ‘Facilitative’ mothers believed that taking an active role in teaching children at home would provide opportunities for their children to gain vocabulary, knowledge, and morals. ‘Conventional’ mothers expressed the belief that schools, more than parents, are responsible for teaching children and tended to report many challenges to reading with children. Homes with Facilitative mothers tended to be more literacy enriching than homes of Conventional mothers, and children with Facilitative mothers displayed more advanced print knowledge and interest in reading. These findings have implications for understanding the connections among parental literacy beliefs, home literacy environments, and children’s literacy outcomes.

Self-Blame and Distress Among Women with Newly Diagnosed Breast Cancer

This study examined relations between behavioral and characterological self-blame attributions for breast cancer and psychological distress in the year following a diagnosis. One hundred fifteen women with newly diagnosed breast cancer participated. First, we predicted that both forms of self-blame would be associated with distress shortly after diagnosis (i.e., at 4 months). Second, we predicted that only characterological self-blame would be related to distress at 7 and 12 months post-diagnosis because behavioral self-blame would enhance perceptions of control, thereby protecting against distress. Results supported the first hypothesis; both forms of self-blame were related to symptoms of anxiety and depression at 4 months post-diagnosis. Findings did not support the second hypothesis because both forms of self-blame continued to be related to distress at 7 and 12 months post-diagnosis. Furthermore, perceptions of control did not mediate the self-blame/distress relation. Implications for social cognitive processes in adaptation to breast cancer are discussed.

Pathways to Literacy: Connections between Family Assets and Preschool Children's Emergent Literacy Skills.

Using a developmental assets framework, we examined the influences of family resources, routines, and stress on preschool-aged children’s emerging literacy development. Data were collected from 85 children as well as from their parents. Using path analysis, the results revealed that the more regular the routines in the household, the more likely parents were to engage their children in literacy enhancing activities, and in turn the higher the children’s print knowledge and reading interest. This was the case both initially and a year later. Results also showed that family resources and stress contributed to aspects of literacy development, although not as strongly as family routines. The findings suggest that interventions should include efforts to promote supportive family contexts as an additional means to enhance children’s literacy development.

Instructor Perceptions of Plagiarism: Are We Finding Common Ground?.

This study examined instructor views of what constitutes plagiarism. The authors collected questionnaire data from 158 participants recruited through three teaching-related electronic listservs. Results showed that most participants agreed that behaviors that claim credit for someone else’s work constituted plagiarism. Instructors differed in their perceptions of whether “recycling” one’s work was plagiarism. Exploratory analyses showed that being likely to “do nothing” in response to plagiarism was related to perceiving recycling as appropriate, whereas being likely to consult the appropriate university committee when faced with plagiarism was related to perceiving recycling as inappropriate. Thus, common ground is emerging in definitions of plagiarism, though instructors should discuss among themselves, and clarify to students, the appropriateness of recycling one’s work.

Social-Cognitive Predictors of Intention to Vaccinate Against the Human Papillomavirus in College-Age Women

ABSTRACT This study examined social-cognitive predictors of college-age womens intentions to obtain the human papillomavirus (HPV) vaccine using the Health Belief Model (HBM) and Theory of Planned Behavior (TBP) as theoretical guides. Questionnaire data were collected from 143 women at a Midwestern university. Among the HBM variables, perceived susceptibility to HPV, perceived benefits of the vaccine, and self-efficacy to obtain the vaccine were significant predictors. Among the TPB variables, positive attitudes toward the vaccine and beliefs that important others would support vaccination predicted intentions. A model with all HBM and TPB variables explained nearly 60% of the variance in intentions. Comparison of the theories suggests that the TPB is a better predictor of intentions than the HBM. Results suggest that targeting personal beliefs about the vaccine, and increasing acceptance for the vaccine among social network members, may increase vaccination intentions among college-age women.

Perceived Discrimination and Health-Related Quality of Life: Testing the Reserve Capacity Model in Hispanic Americans

ABSTRACT This study tested aspects of the Reserve Capacity Model (Gallo & Matthews, 2003; Gallo, Penedo Espinosa de los Monteros, & Arguelles, 2009) as a means of understanding disparities in health-related quality of life appraisals among Hispanic Americans. Questionnaire data were collected from 236 Hispanic participants, including measures of perceived discrimination, optimism, social support, symptoms of trait anxiety, and physical and mental health-related quality of life. Path analysis indicated direct, negative associations between perceived discrimination and both forms of health-related quality of life. Results also showed that these relationships were partially mediated by the reserve capacity variable of optimism and by symptoms of anxiety, though evidence for mediation by anxiety was stronger than for optimism. Findings suggest that perceived discrimination depletes intrapersonal reserves in Hispanic Americans, which, in turn, induces negative emotions. Implications for community-level interventions are discussed.

Exercise self-efficacy and symptoms of depression after cardiac rehabilitation: predicting changes over time using a piecewise growth curve analysis.

Background:Cardiac rehabilitation is often recommended after experiencing a cardiac event and has been shown to significantly improve health outcomes among patients. Several psychosocial variables have been linked with cardiac rehabilitation program success, including exercise self-efficacy. However, little is known about temporal patterns in patients’ exercise self-efficacy after program completion. Objective:This study examined changes in exercise self-efficacy among 133 cardiac rehabilitation patients and whether symptoms of depression impacted the rate of change in exercise self-efficacy. Method:Participants completed questionnaires at the beginning and end of cardiac rehabilitation and at 6-month intervals for 2 years. Results:Growth curve analyses showed that exercise self-efficacy levels were highest at the beginning of cardiac rehabilitation, significantly declined 6 months after cardiac rehabilitation, and leveled off over the next 18 months. Results also showed that baseline depressive symptoms interacted with time: Compared with participants with fewer symptoms, participants high in depressive symptoms began cardiac rehabilitation with lower levels of exercise self-efficacy and evidenced significant declines 6 months after cardiac rehabilitation. At no time were they equal to their counterparts in exercise self-efficacy, and their means were lower 2 years after cardiac rehabilitation than before cardiac rehabilitation. Conclusions:Our findings imply that patients show unrealistic optimism surrounding the ease of initiating and maintaining an exercise program and that integrating efficacy-building activities into cardiac rehabilitation, especially for patients who show signs of distress, is advisable.

Self-blame attributions, control appraisals and distress among cardiac rehabilitation patients.

This study examined associations between self-blame attributions, control appraisals and distress among cardiovascular disease patients participating in a cardiac rehabilitation (CR) programme. Questionnaire data were collected from 129 patients at the beginning and end of CR. We found little evidence that characterological self-blame (CSB) affects distress symptoms, but behavioural self-blame at the beginning of CR was positively associated with distress symptoms concurrently, and 12 weeks later. Furthermore, diet- and exercise-focused self-blame was only modestly, positively related to control appraisals concurrently, while CSB was negatively associated with control. Prospectively, we found few significant associations between self-blame and control. Results imply that making any type of self-blame attribution during CR does not aid in adjustment or enhanced control appraisals. Our findings suggest that CR staff should encourage patients to recognise their control over reducing risk for recurrence, but should discourage patients from looking backward and ruminating about factors that may have contributed to disease onset.

Comparison of factor structure models for the Beck Anxiety Inventory among cardiac rehabilitation patients

OBJECTIVE Individuals with cardiovascular disease (CVD) experience greater rates of distress symptoms, such as anxiety and depressive symptoms, than the general population. These psychological outcomes have been linked to greater risk for negative outcomes following a cardiac event; however, research examining the relationship between specific components of anxiety and outcomes in CVD is limited. Further, prior research has not investigated the structure of anxiety symptoms in CVD. This study sought to compare previously established one, two, and four-factor models of the Beck Anxiety Inventory (BAI) in individuals enrolled in cardiac rehabilitation (CR). METHODS Our sample included 208 individuals with CVD recruited during enrollment in a phase II CR program. Participants completed the BAI at enrollment in CR (Time 1) and again 12weeks later at CR completion (Time 2, n=151). RESULTS Consistent with prior literature, 41% of our sample reported at least mild symptoms of anxiety (BAI>8), and the BAI proved to be a reliable measure within this sample (α=0.89). Confirmatory factor analysis (CFA) results indicated that a second-order model with four first order factors, consisting of cognitive, autonomic, neuromotor, and panic components, fit our data well. A multi-group CFA approach supported measurement invariance across time. CONCLUSION These results suggest that anxiety following CVD can be evaluated based on cognitive, autonomic, neuromotor, and panic components as well as the encompassing anxiety construct.