Linking Amygdala Persistence to Real-World Emotional Experience and Psychological Well-Being

Neural dynamics in response to affective stimuli are linked to momentary emotional experiences. The amygdala, in particular, is involved in subjective emotional experience and assigning value to neutral stimuli. Because amygdala activity persistence following aversive events varies across individuals, some may evaluate subsequent neutral stimuli more negatively than others. This may lead to more frequent and long-lasting momentary emotional experiences, which may also be linked to self-evaluative measures of psychological well-being (PWB). Despite extant links between daily affect and PWB, few studies have directly explored the links between amygdala persistence, daily affective experience, and PWB. To that end, we examined data from 52 human adults (67% female) in the Midlife in the United States study who completed measures of PWB, daily affect, and functional MRI (fMRI). During fMRI, participants viewed affective images followed by a neutral facial expression, permitting quantification of individual differences in the similarity of amygdala representations of affective stimuli and neutral facial expressions that follow. Using representational similarity analysis, neural persistence following aversive stimuli was operationalized as similarity between the amygdala activation patterns while encoding negative images and the neutral facial expressions shown afterward. Individuals demonstrating less persistent activation patterns in the left amygdala to aversive stimuli reported more positive and less negative affect in daily life. Further, daily positive affect served as an indirect link between left amygdala persistence and PWB. These results clarify important connections between individual differences in brain function, daily experiences of affect, and well-being.SIGNIFICANCE STATEMENT At the intersection of affective neuroscience and psychology, researchers have aimed to understand how individual differences in the neural processing of affective events map onto to real-world emotional experiences and evaluations of well-being. Using a longitudinal dataset from 52 adults in the Midlife in the United States (MIDUS) study, we provide an integrative model of affective functioning: less amygdala persistence following negative images predicts greater positive affect (PA) in daily life, which in turn predicts greater psychological well-being (PWB) seven years later. Thus, day-to-day experiences of PA comprise a promising intermediate step that links individual differences in neural dynamics to complex judgements of PWB.

The Role of the Perceptions of School Climate and Teacher Victimization by Students

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

Multilevel Factor Analysis: Reporting Guidelines and a Review of Reporting Practices

We provide reporting guidelines for multilevel factor analysis (MFA) and use these guidelines to systematically review 72 MFA applications in journals across a range of disciplines (e.g., education, health/nursing, management, and psychology) published between 1994 and 2014. Results are organized in terms of the (a) characteristics of the MFA application (e.g., construct measured), (b) purpose (e.g., measurement validation), (c) data source (e.g., number of cases at Level 1 and Level 2), (d) statistical approach (e.g., maximum likelihood), and (e) results reported (e.g., intraclass correlations for indicators and latent variables, standardized factor loadings, fit indices). Results from this review have implications for applied researchers interested in expanding their approaches to psychometric analyses and construct validation within a multilevel framework and for methodologists using Monte Carlo methods to explore technical and methodological issues grounded in realistic research design conditions.

Beholder and Beheld: A Multilevel Model of Perceived Sexual Appeal

When individuals (observers) assess how appealing they find sexual stimuli (targets), which factors matter and to whom? The present study examined how observer and target characteristics interact and impact perceived sexual appeal. Participants were 302 men (206 heterosexual, 96 gay) and 289 women (196 heterosexual, 93 lesbian) between the ages of 18 and 67 years, who viewed 34 photographs of targets of their preferred gender and rated each target for sexual appeal, masculinity-femininity, and estimated age. Participants also rated their own masculinity-femininity. A baseline model indicated that roughly 30 % of the variance in sexual appeal ratings was at the observer level (between observers) and 70 % of the variance was at the target level (within observers). In the final model, five characteristics of the participant observers (gender, sexual orientation, age, race/ethnicity, and self-described masculinity-femininity) and six characteristics of the target photographs (gender, whether the photographs were taken from heterosexual versus gay/lesbian media, race/ethnicity, perceived masculinity-femininity, and estimated age) were independently and interactively related to observer ratings of target sexual appeal. Observers displayed preferences for similar targets in terms of race/ethnicity and masculinity-femininity, while also displaying a general preference for target youth. Variation in the strength of these preferences occurred according to observers' own gender, race/ethnicity, masculinity-femininity, and sexual orientation.

Estimating the Reliability of Aggregated and Within-Person Centered Scores in Ecological Momentary Assessment

A procedure for estimating the reliability of test scores in the context of ecological momentary assessment (EMA) was proposed to take into account the characteristics of EMA measures. Two commonly used test scores in EMA were considered: the aggregated score (AGGS) and the within-person centered score (WPCS). Conceptually, AGGS and WPCS represent the interindividual differences and the intraindividual differences, respectively. The reliability coefficients for AGGS and WPCS were derived using a multilevel factor model with a serial correlation structure framework. Point estimates and confidence intervals of these coefficients were obtained using Mx ( Neale, Boker, Xie, & Maes, 2004 ). A simulation study showed that the proposed procedure performed well empirically. Diary data from Huang (2009) , which recorded daily joy level of 110 undergraduate students for 8 days, was used to illustrate the applicability of the proposed method.

Reliability Estimates for Multilevel Designs in Group Research

Items that capture group members’ outcomes from small group processes (e.g., satisfaction, cohesion) are often nonindependent. A primary assumption of most measurement models is that the data are independent; applying such models to group-outcome data measured at the individual level of analysis is thus likely to produce inaccurate estimates. A solution to the measurement of nonindependent data involves the use of multilevel modeling to estimate variances at item, individual, and group levels of analysis. Examples from several different statistics programs are provided, and Monte Carlo simulations are used to evaluate the effects of group size and number of items on reliability estimates.

Multilevel confirmatory factor analysis of the Systems of Care Implementation Survey (SOCIS)

A major impediment to obtaining national information on systems of care implementation has been the lack of a psychometrically sound large-scale survey instrument. The present study provided information on the factorial and concurrent validity of the Systems of Care Implementation Survey scales. Multilevel confirmatory factor analysis and multilevel regression analysis were used to test these indicators of internal and external validity. Two hundred twenty-five counties were randomly selected and stratified by population size and poverty level. Nine hundred ten informants responded to the survey questionnaire, M = 4.04 informants per county (SD = 3.17). Results indicated that all models had at least adequate fit to the data, with nine of the 14 factor models having excellent fit. Overall, 11 of the 14 factors had some indication that receiving federal funding to create systems of care was associated with higher scores on the factors. Implications for future research were discussed.

Multilevel SEM Strategies for Evaluating Mediation in Three-Level Data

Strategies for modeling mediation effects in multilevel data have proliferated over the past decade, keeping pace with the demands of applied research. Approaches for testing mediation hypotheses with 2-level clustered data were first proposed using multilevel modeling (MLM) and subsequently using multilevel structural equation modeling (MSEM) to overcome several limitations of MLM. Because 3-level clustered data are becoming increasingly common, it is necessary to develop methods to assess mediation in such data. Whereas MLM easily accommodates 3-level data, MSEM does not. However, it is possible to specify and estimate some 3-level mediation models using both single- and multilevel SEM. Three new alternative approaches are proposed for fitting 3-level mediation models using single- and multilevel SEM, and each method is demonstrated with simulated data. Discussion focuses on the advantages and disadvantages of these approaches as well as directions for future research.

The Effects of Educational Diversity in a National Sample of Law Students: Fitting Multilevel Latent Variable Models in Data With Categorical Indicators

Controversy surrounding the use of race-conscious admissions can be partially resolved with improved empirical knowledge of the effects of racial diversity in educational settings. We use a national sample of law students nested in 64 law schools to test the complex and largely untested theory regarding the effects of educational diversity on student outcomes. Social scientists who study these outcomes frequently encounter both latent variables and nested data within a single analysis. Yet, until recently, an appropriate modeling technique has been computationally infeasible, and consequently few applied researchers have estimated appropriate models to test their theories, sometimes limiting the scope of their research question. Our results, based on disaggregated multilevel structural equation models, show that racial diversity is related to a reduction in prejudiced attitudes and increased perceived exposure to diverse ideas and that these effects are mediated by more frequent interpersonal contact with diverse peers. These findings provide support for the idea that administrative manipulation of educational diversity may lead to improved student outcomes. Admitting a racially/ethnically diverse student body provides an educational experience that encourages increased exposure to diverse ideas and belief systems.

Observed communication and associations with satisfaction during traditional and integrative behavioral couple therapy

To investigate changes in couple communication and potential mechanisms of change during treatment, 134 distressed couples, who were randomly assigned to either traditional or integrative behavioral couple therapy (TBCT; IBCT), were observed in relationship and personal problem discussions prior to and near the end of treatment. Analyses were conducted using the Hierarchical Linear Modeling program. Over the time in therapy, during relationship problem discussions, positivity and problem solving increased while negativity decreased. Compared to IBCT, TBCT couples had the largest gains in positivity and reductions in negativity. During personal problem discussions, negativity decreased, while withdrawal increased and positivity decreased. TBCT couples had larger declines in negativity. In both discussion types, increases in marital satisfaction were associated with increases in positivity and problem solving. Declines in marital satisfaction were associated with increased negativity during relationship problem interactions and increased withdrawal during personal problem interactions. However, no treatment differences in these associations were found. Differences in rule-governed and contingency-shaped behavior change strategies between the two therapies and implications of findings are discussed.

School climate and implementation of a preventive intervention

Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools.

The Organizational Readiness for Change scale in adolescent programs: Criterion validity

This study examined the convergent validity and concurrent validity of the Organizational Readiness for Change (ORC; Lehman WEK, Greener JM, Simpson DD, 2002. Assessing organizational readiness for change. Journal of Substance Abuse Treatment. 22 197-210) scale among practitioners who treat adolescents. Within the context of a larger study, we administered the ORC scale and measures of practitioner attitudes toward evidence-based practices as well as treatment manuals to a heterogeneous sample of 543 community-based therapists in the state mental health and substance abuse treatment sectors. Using a contextual random-effects regression model, the association between ORC scale domains and measures of practitioner characteristics and attitudes were examined at both therapist and agency levels. The results support the convergent validity and concurrent validity of several domains. Namely, the domains focusing on motivational readiness and training needs were associated with higher appeal and openness to innovations. Those on program resources and climate were less related, however. Our discussion focuses on the utility of the ORC scale in helping evaluate the needs of programs considering the adoption of evidence-based practices.

Schools, parents, and youth violence: a multilevel, ecological analysis

Using data from the National Longitudinal Study of Adolescent Health (Add Health), this study utilized an ecological approach to investigate the joint contribution of parents and schools on changes in violent behavior over time among a sample of 6,397 students (54% female) from 125 schools. This study examined the main and interactive effects of parent and school connectedness as buffers of violent behavior within a hierarchical linear model, focusing on both students and schools as the unit of analysis. Results show that students who feel more connected to their schools demonstrate reductions in violent behavior over time. On the school level, our findings suggest that school climate serves as a protective factor for student violent behavior. Finally, parent and school connectedness appear to work together to buffer adolescents from the effects of violence exposure on subsequent violent behavior.

Simultane Analysen auf Schüler- und Klassenebene

Zusammenfassung. Daten in der pädagogisch-psychologischen Forschung weisen häufig eine Mehrebenenstruktur auf: Schüler sind geschachtelt innerhalb von Schulen und Klassen. Dies muss berücksichtigt werden, wenn Schüler Merkmale ihres schulischen Kontextes (z.B. Lehrer, Schulklima) auf mehreren Dimensionen beurteilen sollen und dann die Einschätzungen der Schüler sowohl auf der Individual- als auch aggregiert auf der Klassenebene in weiteren Analysen verwendet werden. Die konfirmatorische Mehrebenen-Faktorenanalyse ist ein Verfahren, das zur Analyse solcher Daten besonders gut geeignet, bislang jedoch noch nicht ausreichend bekannt ist. Die vorliegende Arbeit demonstriert anhand eines Datensatzes aus der Hausaufgabenforschung (1712 Schüler in 98 Klassen) die Grundlagen und Anwendung der Mehrebenen-Faktorenanalyse. Sowohl auf Schüler- als auch auf Klassenebene ließen sich die drei Faktoren Qualität der Hausaufgaben, die Kontrolle der Hausaufgaben sowie die effektive Zeitnutzung im Französisch-Unterricht erwartungsgemäß empirisch trennen. Darüber hinaus ließ sich sowohl auf der Schüler- als auch der Klassenebene ein positiver Effekt der Qualität der Hausaufgaben und der effektiven Zeitnutzung auf die selbst berichtete Anstrengung bei der Bearbeitung der Hausaufgaben nachweisen.

People are variables too: multilevel structural equations modeling

The article uses confirmatory factor analysis (CFA) as a template to explain didactically multilevel structural equation models (ML-SEM) and to demonstrate the equivalence of general mixed-effects models and ML-SEM. An intuitively appealing graphical representation of complex ML-SEMs is introduced that succinctly describes the underlying model and its assumptions. The use of definition variables (i.e., observed variables used to fix model parameters to individual specific data values) is extended to the case of ML-SEMs for clustered data with random slopes. Empirical examples of multilevel CFA and ML-SEM with random slopes are provided along with scripts for fitting such models in SAS Proc Mixed, Mplus, and Mx. Methodological issues regarding estimation of complex ML-SEMs and the evaluation of model fit are discussed. Further potential applications of ML-SEMs are explored.

Statistische Artefakte bei Kontexteffekten in der pädagogisch-psychologischen Forschung

Zusammenfassung: Viele Fragestellungen der pädagogischen Psychologie beziehen sich auf Einflüsse von Variablen der Lernumwelt auf individuelle motivationale, affektive und kognitive Merkmale. Nicht selten werden dabei Schüler direkt nach Kontextmerkmalen befragt und anschließend werden die Angaben aller Schüler auf Klassen- oder Schulebene aggregiert um ein Maß für den Klassenkontext zu gewinnen. In weiteren statistischen Analysen - z.B. auf der Basis von Mehrebenenmodellen - werden die aggregierten Maße als potenzielle Prädiktoren auf Klassen- oder Schulebene behandelt. Im vorliegenden Beitrag wird formal und anhand einer Simulationsstudie gezeigt, dass die Regressionsgewichte solcher aggregierten Merkmale in Mehrebenenanalysen als bloßes statistisches Artefakt auftreten können. Die Stärke des Artefakts steigt mit der Unreliabilität der Messungen auf Individualebene und mit der Zunahme der Intraklassenkorrelation des betrachteten Merkmals. Ergänzend werden Daten aus einer Studie von Köller und Baumert (2001) verwendet, um post-hoc abzuschätzen, inwieweit die dort berichteten Kontexteffekte eventuell statistische Artefakte darstellen. Implikationen für zukünftige Studien zu Kontexteffekten werden diskutiert.

Assessing organizational readiness for change

A comprehensive assessment of organizational functioning and readiness for change (ORC) was developed based on a conceptual model and previous findings on transferring research to practice. It focuses on motivation and personality attributes of program leaders and staff, institutional resources, and organizational climate as an important first step in understanding organizational factors related to implementing new technologies into a program. This article describes the rationale and structure of the ORC and shows it has acceptable psychometric properties. Results of surveys of over 500 treatment personnel from more than 100 treatment units support its construct validity on the basis of agreement between management and staff on several ORC dimensions, relationships between staff organizational climate dimensions and patient engagement in treatment, and associations of agency resources and climate with organizational stability. Overall, these results indicate the ORC can contribute to the study of organizational change and technology transfer by identifying functional barriers involved.

Measuring patient attributes and engagement in treatment

Brief but comprehensive instruments measuring patient motivation, psychosocial functioning, treatment process, social network support, and services received are needed for monitoring drug abuse treatment delivery and patient progress. Combining this information across patients within a program also provides useful indicators about institutional composition and functioning. Consequently, the same assessment tools can be used to identify areas where treatment protocols need to be changed, and to monitor improvements following such changes. The Texas Christian University (TCU) Client Evaluation of Self and Treatment (CEST)(1) is a 144-item self-rating instrument that includes 16 scales measuring patient functioning and treatment perceptions. Psychometric properties (including reliability and construct validity) of the scales are examined in this article, based on patient samples drawn from 87 programs that participated in a series of staff training workshops. Acceptable reliabilities (.70 or above) were generally reported, and construct validity was also demonstrated (although the confirmatory factor analyses suggested some item pools could represent more than one factor). Prediction analyses were conducted using selected scales from each measurement domain to illustrate their sensitivity to treatment program contexts.

Neighborhoods and violent crime: a multilevel study of collective efficacy

It is hypothesized that collective efficacy, defined as social cohesion among neighbors combined with their willingness to intervene on behalf of the common good, is linked to reduced violence. This hypothesis was tested on a 1995 survey of 8782 residents of 343 neighborhoods in Chicago, Illinois. Multilevel analyses showed that a measure of collective efficacy yields a high between-neighborhood reliability and is negatively associated with variations in violence, when individual-level characteristics, measurement error, and prior violence are controlled. Associations of concentrated disadvantage and residential instability with violence are largely mediated by collective efficacy.

Effects of same-sex versus coeducational physical education on the self-perceptions of middle and high school students

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.