William G. Masten

Possible selves, depression and coping skills in university students

The relationship between possible selves, depression, and coping styles was examined. The Beck Depression Inventory (BDI), the Possible Selves Questionnaire (PSQ), and the Coping Skills Inventory (CSI) were administered to university students. The results revealed significant relationships between scores on the BDI and scores on the positive possible selves scale of the PSQ and between the negative possible selves scores and the BDI. The depressed students had more negative possible selves and also reported more avoidance coping strategies than the non-depressed students. This study indicates that the presence of positive possible selves in the cognitive self-schema may be a mediator of depression and coping skills.

Acculturation in relation to the acquisition of a second language

Abstract Learners who begin to acquire a second language (L2) in a naturalistic environment after puberty are thought to be constrained by biological age factors and to have greater difficulty obtaining native-like L2. However, the extant literature suggests that L2 acquisition may be positively affected by post-maturational factors, such as acculturation. This exploratory study examined the relationship between acculturation and L2 acquisition on Chinese–English late learners. Chinese students who arrived in the USA after puberty were examined to see whether the acculturation process towards US society was associated with higher speaking proficiency levels and more native-like pronunciation of English language. The results suggest that acculturation relates to speaking proficiency but not pronunciation.

Identification of gifted minority students: Past research, future directions

The purpose of this paper is to summarize the literature on the assessment of gifted minority students. Concern for the assessment of these students has come about because traditional assessment methods are inadequate, and disproportionately low numbers of minority children are in gifted programs. Measurement issues are outlined, published reports of research designed to identify gifted minority students are reviewed, and various aspects of assessment of gifted minority pupils are discussed. Recommendations include being aware of cultural diversity, using measurement techniques that do not penalize minority students, expanding our concept of giftedness, and studying the lives of gifted minorities. Appreciation is expressed to Jan Ruthven and Laurel Truan for their assistance in the preparation of this paper.

Depression and Acculturation in Mexican-American Women

The purpose of this study was to examine the relationship between depression and acculturation in Mexican-American women. For this purpose, two samples of 67 women from social service agencies in Kansas City and 57 college women from South Texas were examined. Pearson product-moment correlations of scores on depression and acculturation suggested a nonsignificant association (–.02) for the South Texas sample, but a low negative significant relationship (–.29) for the Kansas City group.

Acculturation and teacher ratings of hispanic and Anglo‐American students∗

(2000). Acculturation and teacher ratings of hispanic and Anglo‐American students. Roeper Review: Vol. 23, No. 1, pp. 45-46.

Teacher ratings of Hispanic and Anglo students on a behavior rating scale

The study was conducted with 115 Hispanic (53 Males, 62 Females) and 119 Anglo (61 males, 58 females) fifth grade students and 12 teachers (11 females, 1 male) in a public school district in the Southwest. The study was designed to determine teachers’ nomination rates of Hispanic and Anglo students to gifted and talented programs and to establish if there were differences in teachers’ ratings on the SRBCSS across ethnicity and gender groups for nominated and not nominated students. Results indicated that ethnicity was a factor in teachers’ nomination rate and that these differences were more pronounced between Hispanic and Anglo females. Results also indicated that teachers’ ratings on the SRBCSS for nominated Hispanic and Anglo students were similar, but that ratings for non‐nominated students differed significantly by ethnic group.

Effects of Trait Anxiety and the Scamper Technique on Creative Thinking of Intellectually Gifted Students

This work assessed the effect of trait anxiety (measured on the State-Trait Anxiety Inventory) and the Scamper technique on figural creative thinking, measured by the Torrance Tests of Creative Thinking. An analysis of covariance with 52 gifted students in a summer camp gave no significant main effect of treatment for trait anxiety, or their interaction. Scamper may not effectively improve figural creativity and anxiety may not influence figural creativity the same way it influences verbal creativity, at least as measured.

Relationship of Originality to Kirton's Scale for Innovators and Adaptors

The purpose of this study was to assess the relationship between originality and Kirtons scale for innovators and adaptors. Kirtons scale measures the way a person solves problems or style, while creativity has been described as level or the efficiency in solving problems. Kirtons 1976 theory states the two variables should not be related; however, careful reading of the manuals of both tests indicates innovators and creative individuals have similar characteristics. Past research has yielded mixed results. For 110 university students, given Sounds and Images and the Kirton Adaption-Innovation Inventory, a significant negative correlation was obtained for adaptors but none for innovators or the entire sample. Perhaps innovation and creativity are related, but only for highly creative persons.

Relation between Measures of Critical Thinking and Learning Styles

This study investigated differences and relationships between critical thinking and learning styles for 184 students majoring in Elementary Education, Health and Physical Education, Psychology and Special Education, and Secondary and Higher Education. Analyses showed some significant differences among groups in learning style and critical thinking and relationships between the variables studied.

Factor structure of the WISC‐R for Mexican‐American students referred for intellectually gifted assessment

This study assessed the factor structure of the WISC‐R with Mexican‐American students referred for intellectually gifted assessment. The students included 68 Mexican‐American students who were referred for evaluation for an intellectually gifted program. The 12 WISC‐R subtest scaled scores were used as the variables to be factored. The method of factor extraction used was the maximum likelihood analysis followed by a varimax rotation. On each of the previously‐identified three factors, differences were observed.