Parents of children with Attention Deficit Hyperactivity Disorder (ADHD) are often reported as experiencing more stress than parents of normal children. The bulk of this research has been conducted primarily on a Caucasian population, however, providing little information regarding multicultural aspects of parenting stress. Research has also been lacking in attention given to the stress related to parenting a child with internalizing disorders. The purpose of this study was 1) to compare parenting stress reported by mothers of children with ADHD to parenting stress reported by mothers of children with depressive disorders, and 2) to compare parenting stress as reported by Caucasian, African American, and Hispanic mothers. Results indicated that mothers of ADHD children experienced more parenting stress related only to their children's hyperactive and distracting behaviors. Contrary to previous research, Caucasian mothers reported significantly more overall and parent-related parenting stress than African American mothers.

This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum.

This study assessed the predictive validity of four independent factors (Rotter Locus of Control Scale, Safety Locus of Control, Organizational Attribution Style Questionnaire, and Rosenburg Self-Esteem Scale) in the establishment of a measure of safety consciousness in predicting on-the-job injuries and the filing of workers' compensation claims. A 125-item questionnaire was designed and administered to assess participants' disposition on each of the four psychological dimensions, demographic data and on-the-job injury information.

This study explores beliefs and practices about standards of quality in Texas public prekindergartens as viewed from various perspectives, including prekindergarten teachers, administrators of prekindergarten programs, and families of prekindergarten students. These beliefs and practices are compared with widely-accepted national standards of quality for preschool programs.