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Using survey and qualitative data, this study identified emergent themes that remain consistent across or differentiate among reports of women earning their doctoral degree relatively quickly ("early-finishers") and those taking considerably longer ("late-finishers"). Emergent themes included commitment to timely degree completion, faculty mentoring relationships, funding opportunities, family issues, relevant research experiences, and capacity to "work the system." The article also considers implications and recommendations for doctoral faculty and programs.

The relationship of daily uplifts and hassles to adaptational outcomes has gained increasing attention in recent years. However, investigators have focused considerably more on hassles than uplifts. In an attempt to rectify this trend, the present study examines the relationship of uplifts and hassles to anxiety, depression, distress, self-restraint, perceived sup-port from friends, perceived social competence, and general self-worth in a sample of 23 sixth graders (141 girls). Results indicate that both hassles and uplifts are substantially related to these outcomes in the expected direction, with the exception of a modest positive association between uplift and anxiety for girls. Moreover, in most cases uplifts add significantly to the relationship between hassles and outcomes, thus high-lighting the importance of uplifts. Other findings idicate that uplifts/hassles patterns vary as a function of gender and the particular outcome being considered. Similarities to and differences from adult findings are discussed in regard to gender-role and general development.

Previous research has failed to identify an empirically coherent domain of social intelligence despite widespread intuitions among both laypersons and experts that social and academic abilities are at least partly distinct phenomena. The present study resolved this discrepancy between formal and informal observations by employing a behavioral effectiveness criterion to conceptually and operationally define social intelligence. D. P. Keating's methodological model was employed to examine 4 measures of academic intelligence and 6 measures of social intelligence using 3 correlational procedures. 690 9th and 12th graders participated. Univariate correlations demonstrated both convergent and discriminant validity; factor analyses revealed a distinct Social Intelligence factor; and a stepwise multiple regression confirmed the greater power of the social measures to predict a behavioral measure of social effectiveness. Implications for research on social cognition and social competence and for the design of educational programs intended to promote social abilities are discussed. (40 ref)

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