Richard L. Dukes

The Measurement of Computer Attitudes: An Empirical Comparison of Available Scales

This study empirically compared four available measures of attitudes towards computers, including computer anxiety. One objective of the study was to determine which, if any, of the measures was superior to the others on the psychometric criteria of reliability and validity. A secondary objective of the study was to identify a smaller number of items from the four measures of computer attitudes that would take less time to complete, yet result in highly reliable scales of computer attitudes. Results showed that all measures tested were essentially equal in terms of reliability and validity. Attempts to empirically derive improved scales were unproductive. Two of the measures were superior on a number of other criteria. Intended use should be the main criterion for choice as any of the four measures will likely provide reliable, reasonably valid information.

Assessment in Simulation and Gaming

This article examines the state of assessment in simulation and gaming over the past 40 years. While assessment has come slowly to many disciplines, members of the simulation and gaming community have been assessing the educational effectiveness of their experiential activities for years, in part because of skepticism from more traditional quarters that gaming and simulation are appropriate techniques to use in the classroom. These past efforts to demonstrate educational value usually went by names other than “assessment.” This article reviews research published in this journal using the keyword “assessment” plus a sample of pre-1990 meta-studies on evidence of educational effectiveness. The authors conclude with a discussion of two games, one familiar (SIMSOC) and one new (GLOBAL JUSTICE GAME) that may assist the reader in thinking about assessment strategies and related issues that need to be considered, in particular the role of agency versus structure.

Computer use, self-confidence, and attitudes: a causal analysis

Abstract Based on attitude—behavior theory, it was hypothesized that computer use would enhance beliefs about self-perceived computer confidence, which would in turn affect attitudes towards computers. Primary level students (N = 723) completed self-report surveys that measured these three constructs. Covariance structural analyses revealed that (a) computer use positively affected computer confidence, and (b) computer confidence positively affected computer attitudes. Unexpectedly, direct computer use had a negative effect on computer attitudes, when confidence was held constant. Results suggest how computer educational environments might be improved.

Precursors and Consequences of Membership in Youth Gangs

Explanations of gang membership were studied in a population of 11,000 secondary school students. Lower self-esteem, perceived academic ability, psychosocial health, and bonds with institutions appeared to precede gang membership (selection model). Greater drug use, greater delinquency, greater fear of harm, and being armed were precursors and consequences of gang membership (facilitation and selection models). “Wannabes” were partway between nonmembers and members. Findings were consistent with gang membership as a result of lack of social integration.

The effects of school, family, self-concept, and deviant behaviour on adolescent suicide ideation

In this study of a population of junior and senior high school students in a mid-sized, Western city, adolescent emotional and ideological disparity with parents and disparity between the importance the adolescent placed on academic achievement and satisfaction with academic achievement were linked to suicide ideation through the intervening variables of self-esteem, purpose in life, and two forms of deviant behaviour--alcohol use and eating disorder. Self-confidence and the deviant behaviours of delinquency and drug use did not prove to be meaningful intervening variables.

Gender Differences in the Relative Impact of Physical and Relational Bullying on Adolescent Injury and Weapon Carrying.

Using structural equation modeling, concurrent associations were assessed among physical bullying, relational bullying, physical victimization, relational victimization, injury and weapon carrying using data from the population of 1300 adolescent girls and 1362 adolescent boys in grades 7-12 in a Colorado school district. For both genders, being a relational bully was a significantly stronger predictor of weapon carrying than being a physical bully, and both bullying types were significant predictors of more weapon carrying. For both genders, being a victim of physical bullying, a victim of relational bullying, or being a relational bully significantly predicted more injury. In latent means comparisons, adolescent girls reported more relational victimization and adolescent boys reported more physical bullying and victimization, more weapon carrying, and more injury. The relative strength of relational bullying on weapon carrying, and the health-related consequences of bullying on interpersonal violence and injury support concerted efforts in schools to mitigate these behaviors. Attention to differences related to age and gender also is indicated in the design of bullying mitigation programs.

Long-term impact of Drug Abuse Resistance Education (D.A.R.E.). Results of a 6-year follow-up

The long-term effectiveness of Drug Abuse Resistance Education (D.A.R.E.) was assessed by contrasting drug use and other D.A.R.E.-related attitudinal latent variables among 356 twelfth- grade students who had received the program in the 6th grade with 264 others who did not receive it. A prior study of these subjects when they were in 9th grade had shown no significant differences. A follow-up survey in 12th grade assessed central D.A.R.E. concepts such as self- esteem, police bonds, delay of experimentation with drugs, and various forms of drug use. Although the authors found no relationship between prior D.A.R.E. participation and later alcohol use, cigarette smoking, or marijuana use in 12th grade, there was a significant relationship between earlier D.A.R.E. participation and less use of illegal, more deviant drugs (e.g., inhalants, cocaine, LSD) in a development sample but not in a validation sample. Findings from the two studies suggest a possible sleeper effect for D.A.R.E. in reference to the use of harder drugs, especially among teenage males.

Three-Year Follow-Up of Drug Abuse Resistance Education (D.A.R.E.)

The long-term effectiveness of D.A.R.E. was assessed by contrasting 9th-grade students who received the program in the 6th grade with others who did not receive the program. Of 38 elementary schools eligible for D.A.R.E. programs, 21 received the program and 17 did not. A follow-up survey assessed central D.A.R.E. concepts such as self-esteem, resistance to peer pressure, delay of experimentation with drugs, and drug use. Employing latent variables to represent the concepts, no significant differences were found between D.A. R.E. participants and controls. The authors discuss attenuation of effects and the generally antidrug context of schools.

Convergent Validity of Four Computer Anxiety Scales

Intercorrelations of four scales purporting to measure computer anxiety exhibited convergent validity among college students.

EFFECTS OF AGGRESSIVE DRIVING AND DRIVER CHARACTERISTICS ON ROAD RAGE

Abstract To what extent is road rage triggered by aggressive driving behavior (frustration-aggression) or by characteristics of an aggressive driver (frustration-selective aggression)? Two scenarios on aggressive driving were presented to 144 undergraduates: impeding traffic (passive aggression) and reckless driving (active aggression). Age, gender, and cell phone use of a fictitious aggressive driver were manipulated in a 2 × 2 × 2 factorial design. Dependent variables were anger that was created by each scenario, intentions to retaliate against the other driver, and intentions to report the incident to police. Age, gender, and cell phone use had no significant effects on results. Subjects raged far more against aggressive driving than against particular classes of aggressive drivers. Strategies for lowering road rage are discussed.