Michelle Hostetler

The factor structure of the Career Decision Scale: Similarities across selected studies☆☆☆

Abstract The factor structure of the Career Decision Scale (CDS) was examined by comparing the findings of seven previous factor analytic studies. Inconsistent findings regarding the factor structure of the CDS could generally be accounted for by the diversity of factoring techniques and method for communality estimation and by the fact that all previous studies relied on Varimax (orthogonal) rotational procedures. In comparing coefficients of congruence between previous studies based on Varimax solutions with those based on Promax (oblique) solutions (which were recalculated), it was found that the Promax-based coefficients portrayed less complexity and more similarity in factors across studies. A new factor analytic study of the CDS was conducted (N = 698) that was designed to avoid the methodological problems of previous studies. Results suggested that a “Simple” model of the CDS factor structure could be derived in which each CDS item loaded saliently on only one factor. Implications of these findings for the demonstration of factorial validity, factorial invariance, and the possible construction of CDS subscales are discussed.

Siblings Are Special: Initial test of a New Approach for Preventing Youth Behavior Problems

PURPOSE A growing body of research documents the significance of siblings and sibling relationships for development, mental health, and behavioral risk across childhood and adolescence. Nonetheless, few well-designed efforts have been undertaken to promote positive and reduce negative youth outcomes by enhancing sibling relationships. METHODS Based on a theoretical model of sibling influences, we conducted a randomized trial of Siblings Are Special (SIBS), a group-format afterschool program for fifth graders with a younger sibling in second through fourth grades, which entailed 12 weekly afterschool sessions and three Family Nights. We tested program efficacy with a pre- and post-test design with 174 families randomly assigned to condition. In home visits at both time points, we collected data via parent questionnaires, child interviews, and observer-rated videotaped interactions and teachers rated childrens behavior at school. RESULTS The program enhanced positive sibling relationships, appropriate strategies for parenting siblings, and child self-control, social competence, and academic performance; program exposure was also associated with reduced maternal depression and child internalizing problems. Results were robust across the sample, not qualified by sibling gender, age, family demographics, or baseline risk. No effects were found for sibling conflict, collusion, or child externalizing problems; we will examine follow-up data to determine if short-term impacts lead to reduced negative behaviors over time. CONCLUSIONS The breadth of the SIBS programs impact is consistent with research suggesting that siblings are an important influence on development and adjustment and supports our argument that a sibling focus should be incorporated into youth and family-oriented prevention programs.

Factorial invariance of career indecision dimensions across junior high and high school males and females

Abstract Confirmatory factor analytic strategies were utilized to test for factorial invariance of factors derived from the Career Decision Scale (CDS; Osipow, Carney, Winer, Yanico, & Koschier, 1976) across groups of adolescents. A four-factor model derived from a previous exploratory factor analysis of the present total sample ( N = 698) was tested (via LISREL) on four grade level (junior high versus high school) by gender subgroups. It was found that a model depicting equivalent factor loadings and factor variances and covariances across all four groups provided the most acceptable fit to the data, indicating that factorial invariance was obtained across the four groups. In addition, it was found that these results held for two different loading patterns (one reflecting the complexity of the CDS items, and one reflecting a simple structure). Results are discussed in terms of both the continuities of career indecision dimensions across gender and grade levels during adolescence, as well as the equivalent measurement properties of the CDS.

A comparison between American and Japanese students' work values

Abstract A total of 724 American students completed the Work Aspects Preference Scale; 1212 Japanese students completed a Japanese translation of the same scale. All subjects were junior and senior high-school students. A full-factorial 2 × 2 × 2 multivariate analysis with main effects of country, gender, and grade level and the 13 subscales of the WAPS as dependent variables resulted in significant F values for all main and interaction effects, except the Country × Grade interaction. Subscale analyses revealed that American students had significantly higher scores (i.e., they rated the value as more important) than Japanese students on all subscales except Creativity; there were grade level differences on only 4 scales, but gender differences were found on 9 of the 13 subscales. Country × Gender interactions were interpreted with reference to sex-role stereotypes and recent findings on the mediating role of sex-role typing.

Long-term follow-up of a randomized trial of family foundations: effects on children's emotional, behavioral, and school adjustment.

This study examines long-term effects of a transition to parenthood program, Family Foundations, designed to enhance child outcomes through a strategic focus on supporting the coparenting relationship. Roughly 5 to 7 years after baseline (pregnancy), parent and teacher reports of internalizing and externalizing problems and school adjustment were collected by mail for 98 children born to couples enrolled in the randomized trial. Teachers reported significantly lower levels of internalizing problems among children in the intervention group compared with children in the control group and, consistent with prior findings at age 3, lower levels of externalizing problems for boys in the intervention group. Baseline level of observed couple negative communication moderated intervention effects for parent and teacher report of child adjustment and teacher report of school adjustment and adaptation. Effect sizes ranged from 0.40 to 0.98. Results indicate that relatively brief preventive programs for couples at the transition to parenthood have the capacity to promote long-term positive benefits for childrens adjustment. Although we attended to missing data issues in several ways, high levels of attrition in this long-term follow-up study is a cause for caution.

Costs to implement an effective transition-to-parenthood program for couples: Analysis of the Family Foundations program

The transition to parenthood involves many stressors that can have implications for the couple relationship as well as the developmental environment of the child. Scholars and policymakers have recognized the potential for interventions that can help couples navigate these stressors to improve parenting and coparenting strategies. Such evidence-based programs are scarcely available, however, and little is known about the resources necessary to carry out these programs. This study examines the costs and resources necessary to implement Family Foundations, a program that addresses the multifaceted issues facing first-time parents through a series of pre- and post-natal classes. Costs were determined using a 6-step analytic process and are based on the first implementation of the program carried out through a five-year demonstration project. This assessment demonstrates how overall costs change across years as new cohorts of families are introduced, and how cost breakdowns differ by category as needs shift from training group leaders to sustaining program services. Information from this cost analysis helps clarify how the program could be made more efficient in subsequent implementations. We also consider how results may be used in future research examining economic benefits of participation in the program.

Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention

Objective To examine the impact from Family Foundations, a transition-to-parenting intervention, on parent and child outcomes 2 years after birth. Background Couples transitioning to parenthood face many stressors and challenges that are not typically addressed through commonly available childbirth preparatory classes. The Family Foundations program was designed for couples expecting their first child and addresses family stressors related to coparenting, parenting, and mental health. Method The recruited sample of 399 couples expecting their first child were randomly assigned to intervention or control conditions. Data were obtained through home observation and parent surveys before and after intervention. Results Intent-to-treat analyses indicated effects on several targeted domains including coparenting, parenting, and relationship quality, as well as on child sleep habits and internalizing behavior problems at 2 years of age. Effects for several outcomes were larger for those couples at greater risk based on pretest observed negative dyadic communication styles. Conclusion Longer term impact found here on parent and child outcomes provides new evidence of the effectiveness of this program for first-time parents. Implications Programs directed toward broader issues related to aspects of coparenting, parenting, and mental health have the potential to have longer term positive impact on the couples and the developing child.