James E. Laughlin’s research while affiliated with University of South Carolina and other places

The factorial invariance of theMultidimensional Students' Life SatisfactionScale (MSLSS: Huebner, 1994) across twodivergent cultures (collectivistic vs.individualistic) was investigated with 835Korean and 822 US students in elementary,middle, and high schools. Psychometricproperties of the Korean version of the MSLSSwere acceptable. A series ofmultisample-confirmatory factor analyses (MCFA)demonstrated the cross-cultural similarity ofthe five-factor model for students' lifesatisfaction. The similar structure of MSLSSacross cultural groups provides the basis formeaningful international comparisons of lifesatisfaction among children and adolescents. Further cross-cultural research includingvarious culturally sensitive life satisfactiondomains may enhance understanding of culturaldifferences in the structure, correlates, andconsequences related to students' lifesatisfaction.

This study explored the assessment of family processes for a sample of African American kindergarten children, parents, and teachers involved in the EARLY ALLIANCE prevention trial. Using modified versions of the Family Assessment Measure, the Family Adaptability and Cohesion Evaluation Scales, the Family Beliefs Inventory, and the Deviant Beliefs measure, internal consistency analyses along with exploratory and confirmatory factor analyses provided empirical support for a Cohesion factor (cohesion and communication), a Structure factor (support and organization), a Beliefs factor (on family purpose and child development), and a Deviant Beliefs factor. Regression analyses examined the relationship of these measures of family processes to child social and academic competence, problem behavior, and early reading achievement. Family Structure (support and organization) was consistently related to parent- and teacher-reported competence and behavioral outcomes, providing support for this construct as an important aspect of family process. Family Cohesion and communication, along with Beliefs, were also related to youth competence and behavior. None of the family process variables added a unique contribution to the influence upon achievement for these kindergarten children beyond the role of parental education and income. This work begins to examine specific dimensions of family processes and their relationships to important adaptive and less adaptive child outcomes. Other dimensions may be identified and examined in future research with families of color.

The generalized graded unfolding model (GGUM) is a very general parametric, unidimensional item response theory model for unfolding either binary or polytomous responses to test items. Roberts, Donoghue, and Laughlin have described a marginal maximum likelihood (MML) approach to estimate item parameters in the GGUM along with an expected a posteriori (EAP) method to estimate person parameters. This article examines the data demands required to produce accurate parameter estimates using these techniques under ideal conditions. It also examines the robustness of parameter estimates under nonideal conditions, in which there are inconsistencies between the prior distribution of person parameters that must be speci.ed when using either the MML or EAP approaches and the true distribution of person parameters. Results from two simulation studies show that accurate item parameter estimates can generally be obtained with approximately 750 to 1,000 respondents. Similarly, responses to approximately 15 to 20, equally spaced, six-category items can yield accurate EAP estimates of person parameters under static testing conditions. The results also suggest that MML item parameter estimates are quite robust to discrepancies between the prior and true distributions of person parameters. EAP parameter estimates are also fairly robust as long as the item response patterns in question are not too extreme. Finally, 20 quadrature points are generally sufficient to integrate over the prior distribution in both the MML and EAP methods when test and sample characteristics are like those simulated. Thus, the MML/EAP approach to parameter estimation in the general graded unfolding model can produce accurate estimates in an ef.cient manner even when there is uncertainty about the true distribution of person parameters.

Structural equation modeling (SEM) was used to test a model incorporating anxious attachment, angry temperament, and attempts to control one's partner as predictors of the severity and frequency of dating violence. To date, these concepts have not been clearly established as having direct or indirect effects on dating violence. It was hypothesized that anxious attachment and angry temperament would influence the need for and attempts to control one's partner which, in turn, would predict a person's actual use of force. College students (213 males; 199 females) completed measures assessing these constructs. Cross-validation was accomplished through using two successive freshmen samples. Statistics indicated the application of the model fit well to both samples. All specified paths were significant except for the direct path from anxious attachment to need for control in the second sample. While exploratory, this model seemed satisfactory for explaining potentially causal relationships of attachment, anger, and attempts to control one's partner leading to dating violence.

This study investigated the interrelationships among temperament, social self-efficacy, social competence, and life satisfaction in a sample of 160 early adolescents. A model was proposed based on previous research by Argyle and Lu (1990, Personality and Individual Differences 11, pp. 1255–1261) in which social competence mediates the relationship between temperament (i.e. extraversion and neuroticism) and life satisfaction. However, this study extended the work of Argyle and Lu by including an objective measure of social competence, in addition to a measure of social self-efficacy, to test as a potential mediator between temperament and life satisfaction. Results indicated that social self-efficacy mediated the relationship between extraversion and life satisfaction, but not between neuroticism and life satisfaction. Teacher-rated social competence did not mediate the effects of temperament on life satisfaction. The importance of integrating theories of trait psychology and cognitive psychology in adolescent life satisfaction research is discussed.

This research investigated models of theinterrelationships among adolescents' lifeexperiences, locus of control, and schoolsatisfaction reports. Demographic variables(e.g., SES) did not relate to schoolsatisfaction. Environmental experiences (acutemajor events and chronic life experiences, bothpositive and negative) moderately related toadolescents' school satisfaction. Althoughadolescents' locus of control orientation didnot moderate school satisfaction, it didmediate the relationship between negative lifeexperiences and school satisfaction. It wasconcluded that theories of adolescent schoolsatisfaction should incorporate intrapersonalcharacteristics as well as environmentalstressors and resources. The promotion ofpositive attitudes toward school will likelynecessitate attention to a variety of schooland non-school contextual factors (e.g., familyresources and stressors) in addition tointrapersonal risk and protective factors.

The use of the generalized graded unfolding model (GGUM) in computerized adaptive testing was examined. The objective was to minimize the number of items required to produce equiprecise estimates of person locations. Simulations based on real data about college student attitudes toward abortion and on data generated to fit the GGUM were used. It was found that as few as 7 or 8 items were needed to produce accurate and precise person estimates using an expected a posteriori procedure. The number of items in the item bank (20, 40, or 60 items) and their distribution on the continuum (uniform locations or item clusters in moderately extreme locations) had only small effects on the accuracy and precision of the estimates. These results suggest that adaptive testing with the GGUM is a good method for achieving estimates with an approximately uniform level of precision using a small number of items.

Family-based preventive intervention trials in the area of child conduct problems face serious challenges regarding the recruitment and subsequent retention of participants. This article focuses on the problems and strategies pertinent to recruitment and retention in prevention research. The issues are discussed first with respect to initiating and maintaining a longitudinal sample, and then engaging and sustaining families in a preventive intervention. General principles are illustrated by EARLY ALLIANCE, a recently launched preventive intervention trial aimed at reducing children's risk for conduct disorder, substance abuse, and school failure. Recommendations for enhancing recruitment and retention are offered.

Fidelity refers to the demonstration that an experimental manipulation is conducted as planned. In outcome research, an intervention can be said to satisfy fidelity requirements if it can be shown that each of its components is delivered in a comparable manner to all participants and is true to the theory and goals underlying the research. Demonstrating the fidelity of an intervention is a key methodologic requirement of any sound prevention trial. This paper summarizes key conceptual and methodologic issues associated with intervention fidelity, and describes the steps taken to promote fidelity in EARLY ALLIANCE, a large-scale prevention trial currently testing the effectiveness of family, peer, and school interventions to promote competence and reduce risk for conduct disorder, substance abuse, and school failure. The paper presents preliminary results (Trial Year 1) that demonstrate content and process fidelity for two of these interventions, and discusses how the EARLY ALLIANCE methodology may be generalized to address fidelity issues in other prevention studies.

Fidelity refers to the demonstration that an experimental manipulation is conducted as planned. In outcome research, an intervention can be said to satisfy fidelity requirements if it can be shown that each of its components is delivered in a comparable manner to all participants and is true to the theory and goals underlying the research. Demonstrating the fidelity of an intervention is a key methodologic requirement of any sound prevention trial. This paper summarizes key conceptual and methodologic issues associated with intervention fidelity, and describes the steps taken to promote fidelity in EARLY ALLIANCE, a large-scale prevention trial currently testing the effectiveness of family, peer, and school interventions to promote competence and reduce risk for conduct disorder, substance abuse, and school failure. The paper presents preliminary results (Trial Year 1) that demonstrate content and process fidelity for two of these interventions, and discusses how the EARLY ALLIANCE methodology may be generalized to address fidelity issues in other prevention studies.