The factor structure of secondary writing reflected three process dimensions. The first factor, Elaborative-Expressive, describes a writing strategy based on personal investment and audience concern. The second factor, Planful-Procedural, denotes sticking to a plan, following the rules, and 'preparing' for writing. Achieving-Competitive, the third factor, reflects a 'teacher pleasing' strategy or doing only what needs to be done to get a good grade. Two factors from the college model, Elaborative and Procedural, were replicated, and two were not, Reflective-Revision and Low Self-Efficacy. Regression analyses supported that the processes in writing under a timed condition are different from those used when writing over time, and that students' perceptions of writing self-regulatory efficacy were predictive of writing success under both conditions.

Dual‐career lesbian and gay couples face unique struggles as they encounter relational and workplace discrimination. This phenomenological study explored how relationship and career intersect for lesbian and gay couples. Three themes emerged that described how couples successfully blended relationship and career: planfulness, creating positive social networks, and shifting from marginalization to consolidation and integration. The implications of these results are discussed regarding practice and research.

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Critics of statistical hypothesis testing mention how such tests mislead unsuspecting readers into believing that a statistically significant outcome is important and that a nonsignificant outcome is unimportant. Specifically, they mention how the term significant is misleading. In 3 experiments, the authors investigated whether statistical language influences readers' interpretations of research results. For "statistically naive" college students reading brief research abstracts, the term significant contributed somewhat to an overinterpretation of the results' importance. But for reading lengthier abstracts and articles, language per se was associated with no negative outcomes. Although the authors argue that "significant" language changes should not be mandated for quantitative research studies in scientific journals, if such changes are mandated, then use of the term statistical is recommended as a straightforward solution to the problem.

❖ Developmental orientations as measured by the Dakota Inventory of Student Orientations (DISO) are strong predictors of the social attitudes and commitments that college students make. The aim of this study was to investigate the nature of social beliefs and commitments during the college years in relation to developmental orientations as measured by DISO (Lavelle & Rickord, 1999). Results supported CreativeReflective scale scores as predictive of commitment to the more humanitarian issues such as race and women's rights, whereas Achieving-Social scores predicted environmental concern. Interestingly, Reliant scale scores were found to be negatively related to social commitment. Implications include interventions based on the strengths and weaknesses of each orientation and suggestions for further research.