Trust is widely acknowledged as an essential ingredient in patient-physician relationships. Given a dearth of situation-specific measures designed to quantify patients' trust in their physicians, we set out to develop an instrument to assess a patient's interpersonal trust in his physician. Findings from two studies are reported describing the development and validation of the Trust in Physician scale. Study 1 of 160 participants provided preliminary support for the reliability (Cronbach alpha = .90) and construct validity of the 11-item scale. Study 2, a replication study of 106 participants, supplied further evidence of the reliability and validity of the scale. Cronbach alpha was .85. Trust was significantly related to patients' desires for control in their clinical interactions and subsequent satisfaction with care. Research and clinical applications of the Trust in Physician scale are discussed.

The Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) and its earlier versions are measures designed to assess societal and interpersonal aspects of appearance ideals.Correlational, structural equation modeling, and prospective studies of the SATAQ-3 have shown consistent and significant associations with measures of body image disturbance and eating pathology. In the current investigation, the SATAQ-3 was revised to improve upon some conceptual limitations and was evaluated in four US and three international female samples, as well as a US male sample. In Study 1, exploratory and confirmatory factor analyses for a sample of women from the Southeastern US (N = 859) indicated a 22-item scale with five factors: Study 2 replicated the factorial validity, reliability, and convergent validity of the SATAQ-4 in an international sample of women drawn from Italy, England, and Australia (N = 362). Study 3 examined a sample of college males from the US (N = 271); the five-factor solution was largely replicated, yet there was some evidence of an underlying structure unique to men. Future research avenues include additional item testing and modification of the scale for men, as well as adaptation of the measure for children and adolescents.Keywords: SATAQ, internalization, appearance ideals, sociocultural pressure, measurement, body image, eating disturbance. DEVELOPMENT AND VALIDATION OF THE SATAQ-4 5 Development and Validation of the Sociocultural AttitudesTowards Appearance Research has demonstrated an array of negative consequences associated with body image disturbance and eating pathology (e.g., decreased self-esteem, negative affect, unhealthy weight control practices, and serious medical complications) (Grossbard, Lee, Neighbors, & Larimer, 2009; Mellor, Fuller-Tyszkie, McCabe, & Ricciardelli, 2010;Mintz & Betz, 1988;Rodin, Silberstein, & Striegel-Moore, 1984;Stice, 2002). Consequently, researchers have sought to understand the etiology and maintenance of these disorders in order to illuminate potential points of intervention (Cash & Smolak, 2011;Stice, 2002). One prominent etiological model that has received strong empirical support is the tripartite influence model (Thompson, Heinberg, Altabe, & Tantleff-Dunn, 1999), which is based on socioculturual theories of body image disturbance and disordered eating (Keel & Forney, 2013;Tiggemann, 2011). This model posits that individuals are pressured by powerful social agents (i.e., peers, family, and the media) to adhere to culturally-sanctioned appearance ideals, which emphasize thinness for women and muscularity for men. These social pressures are proposed to lead individuals to internalize relevant appearance ideals (i.e., to set the ideal as one's own personal standard of attractiveness).Internalization of the often unattainable ideal is thought to lead to body dissatisfaction,which is an established risk factor for unhealthy weight control practices and disordered eating (Thompson, Schaefer, & Menzel, 2012).Because females report higher le...

No abstract

This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were nonexperimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.

Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use that formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade 7 students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. The mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72 % vs. 38 %, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies had required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems, but also by strengthening the association between each kind of problem and its corresponding strategy.