Browsing by Author "Chavez, Ernest L., advisor"
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Item Open Access A continuing psychometric & cross-cultural evaluation of the Miller Needs Assessment-2(Colorado State University. Libraries, 2009) Miller, Kimberly A., author; Chavez, Ernest L., advisorStudy one focused on establishing further evidence for the reliability and validity of the Miller Needs Assessment-2 and involved data collection from 1,540 individuals in both clinical and non-clinical settings. Results provided support for concurrent, discriminant, and construct validity of the Miller Needs Assessment-2 and internal consistency coefficients were also moderate to high. The factor structure was also fairly consistent across groups, suggesting the measure might be invariant across groups. Finally, the Miller Needs Assessment-2 was able to correctly classify 80% of participants into their respective groups, indicating this measure is able to determine the relative mental health of individuals completing it. Implications the results have for clinical and non-clinical sites are explored, along with a discussion of strengths, limitations, and directions for future research. Study two involved a cross-cultural validation of the Miller Needs Assessment-2 with five American Indian elders. Results indicated with a few minor modifications the Miller Needs Assessment-2 could prove to be a culturally sensitive measure of psychological well-being. Strengths, limitations, and suggestions for future research are discussed.Item Open Access Calling, life satisfaction and job satisfaction: religion as a moderator(Colorado State University. Libraries, 2011) Jaramillo, Matthew, author; Chavez, Ernest L., advisor; Dik, Bryan J. (Bryan Jay), advisor; Anderson, Sharon K., committee memberResearch has suggested that people who approach their work as a calling are more likely to report higher life satisfaction and job satisfaction than those who do not. Different Christian denominations may have different approaches to how they view work, however. Research has also supported the idea that people who are intrinsically religious are more likely to interpret their work in a religious way. People who are extrinsically religiousness may not interpret their work in the same way. This study examined calling's relation to life satisfaction and job satisfaction, using denomination, intrinsic religiousness, and extrinsic religiousness as moderators. Participants were 215 employees at a large western university who identified themselves as Christians. They were classified into one of three categories: Non-Evangelical Protestant (n = 107), Evangelical Protestant (n = 60), and Catholic (n = 48). Hierarchical regression analyses were run which treated religious denomination, intrinsic religiousness, and extrinsic religiousness as moderators. Calling and religious denomination significantly predicted job satisfaction and life satisfaction, but the interaction between the predictors did not significantly predict the satisfaction variables beyond what had been predicted by the main effects alone. The interaction between calling and intrinsic religiousness, however, significantly predicted life satisfaction and job satisfaction. The interaction between search for calling and extrinsic religiousness did not significantly predict life satisfaction or job satisfaction beyond what had been predicted by the main effects alone. Results suggest that intrinsic religiousness moderates the relationship between calling and life satisfaction and job satisfaction and that denominational differences and extrinsic religiousness may not. Implications for research and practice are considered.Item Open Access Effects of gender on socialization factors in adolescent drug use(Colorado State University. Libraries, 1998) Rial, Daniel, author; Swaim, Randall C., advisor; Chavez, Ernest L., advisor; Fritz, Janet J., 1942-, committee memberThis study investigated differences, by gender, in the roles that various socialization factors play in a model of causal processes leading to adolescent drug use. Five latent socialization variables (family strength, family sanctions against drug use, religious identification, school adjustment, and peer drug associations) were based on 15 observed variables, and the dependent latent variable (polydrug use) was based on 3 observed variables. Data from a representative national sample of 2306 public school students from grades 7 to 12 were analyzed using the socialization model posited by Peer Cluster Theory. MANOVAs (Developmental Level by Gender) were conducted on the groups of indicator variables associated with each latent variable, and several significant multivariate main effects were found for gender. Female participants reported higher levels of the variables contributing to family sanctions, religious identification, and school adjustment. Male participants reported higher levels of the variables contributing to peer drug associations and polydrug use. The socialization model was evaluated using structural equation modeling methods. The measurement and structural components of the basic model were evaluated first, followed by the test of a new model that included an additional direct path from family sanctions to polydrug use. Some differences in paths between variables were observed across gender. Among the 7th- to 9th- grade students, two paths were found to be significantly different across gender: 1) while for younger males, family strength correlated significantly and positively with family sanctions, this path was not significant for the younger females; and 2) while the relationship between religious identification and school adjustment was significant and positive for both genders in the younger age level, religious identification had a stronger effect on school adjustment for younger males than for younger females. Among the 10th- to 12th- grade students, three paths were found to significantly differ across gender: 1) while for both males and females increased family sanctions was associated with reduced peer drug associations, the effect was more pronounced for females; 2) while higher school adjustment led to lower peer drug associations for males, the effect for females was not significant; and 3) while for both genders, higher levels of peer drug associations were associated with higher polydrug use, this effect was stronger for males. Finally, when the models were rerun after adding a direct path from family sanctions to polydrug use, and this new model was compared against the original model, there was a difference in change of fit across developmental level. This new path did not significantly change fit for the younger students, but it did for the older students. Among the older students the strength of this path varied by gender, being stronger for males than females. Consistent with Peer Cluster Theory, these data can be interpreted as supporting the role of peer drug associations as mediating the effects of other socialization variables on adolescent drug use. Implications of these findings of differences by gender and developmental level for development of intervention and prevention programs are discussed, and suggestions are made for future directions in adolescent drug use research.Item Open Access WEB site recruitment in counseling and clinical psychology: an exploratory evaluation of multicultural content(Colorado State University. Libraries, 2006) Chambers, Serenity, author; Chavez, Ernest L., advisor; Borrayo, Evelinn A., committee member; De Miranda, Michael A., committee member; Swaim, Randall C., committee memberThe multicultural movement in Psychology calls for racial/ethnic parity in its graduate student representation. One method of increasing minority student representation is to foster a multicultural graduate program. The current study explored the extent to which the multicultural development of a program as portrayed by its Web site affected prospective students' attraction to the program. Participants were contacted via email through their Department of Psychology or Psi Chi chapter, and were randomly assigned to a Web site of a fictitious graduate program in Counseling/Clinical Psychology, representing one of the four multicultural levels. Participants included 134 prospective graduate students in Counseling or Clinical Psychology (78.4% female, 18.7% male) who were at the junior level or above. Minority-identified participants made up 26.9% of the sample. Participants were asked to view the Web site of the fictitious graduate program as if it were real, after which they completed the online Prospective Student Survey, which assessed their attraction for the program. A factor analysis of the Prospective Student Survey yielded two components. Factor scores were calculated and used as dependent variables in subsequent analyses. Employing a MANOV A with an alpha level of 0.05 yielded a significant main effect for multicultural level. Post-hoc tests revealed significant differences for General Affinity Scores (p < 0.05), suggesting that prospective students preferred graduate programs with low and high levels of multicultural development to the placebo. No differences were found between minority and non-minority students. Overall, results suggest a relationship between the information presented on a graduate program's Web site and a prospective student's attraction for that program. Namely, prospective students value programs with either no multicultural emphasis or with multiculturalism integrated throughout. The disregard of the placebo program suggests that a Web site containing very little information is unattractive to prospective students. Congruent with past studies, the results imply that program materials, namely information presented on Web sites, can and should be used as a cost-efficient recruitment tool. To help psychology programs in this endeavor, a list of 12 components to include on Web sites is stipulated.