V Scott H Solberg
Biographic Data
| ID | 4579923 |
|---|---|
| NAME | V Scott H Solberg |
| GIVEN NAMES | V Scott H |
| FAMILY NAME | Solberg |
| SIGNATURE | SOLBERG V S H |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0003-0456-2302 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Designing elite football programmes that produce quality athletes and future ready adults: Incorporating social emotional learning and career development
This article uses a positive youth development (PYD) perspective to recommend a number of programme design strategies for improving the mental health and wellbeing, future readiness, and performance of elite youth footballers in the academy system. Elite youth footballers refers to the estimated 12,000 boys (aged 8–21) who are contracted to professional academies at any one time, with many of these youth experiencing negative outcomes during thei…
Impact of community well‐being on individual well‐being: A longitudinal multinational study with 155 countries
The purpose of the current study is to evaluate the longitudinal relationship between subjective community well‐being (CWB) (perception of freedom of choice and social support) and subjective individual well‐being (IWB) (positive and negative affect). Using the World Happiness Report (2019), this study examined the subjective IWB and subjective CWB among 155 countries across an 8‐year period. Using Latent Class Growth Analysis the results indicat…
Support and Perceptions of Teachers Working with Students with Special Needs during the Covid-19 Pandemic
Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Tea…
Social Emotional Learning and Career Development From Educators’ Perspectives Grounded on the Turkish Context
The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The…
Pathways From Caring and Engaging Adults to Youth Vocational Identity: The Mediational Roles of Career Search Self-Efficacy and Goal Capacity
This study examines the role played by access to caring and engaging adults, career search self-efficacy (CSSE), and goal capacity in the development of youth vocational identity. The study used a bootstrapping approach to analyze data, collected from a survey of 1,579 youths enrolled in 14 U.S. high schools, to test a hypothesized serial multiple mediation model. Results indicate both direct and multiple indirect pathways from adults influences …
Pathways to STEMM Support Occupations
The preceding articles in this issue of the Peabody Journal of Education have focused on preparation for and entry into professional positions in science, technology, engineering, mathematics, and medicine (STEMM). This article shifts the focus from professional positions to STEMM support occupations, focusing on the preparation necessary for entrance into this alternate STEMM field. As a group, STEMM support occupations feature shorter periods o…
The Composition of the STEMM Workforce: Rationale for Differentiating STEMM Professional and STEMM Support Careers
This article argues for the need to differentiate between professional and support careers in fields of science, technology, engineering, mathematics, and medicine (STEMM). Using data from the Longitudinal Study of American Youth (LSAY), the article identifies important differences in the nature of the work and responsibility that differentiate the scientific workforce into a professional component and a support component. Further analysis demons…
The myth of sameness among Latino men and their machismo
This study examined the construct of machismo in relationship to measures of machismo, masculinity, and gender role identity. One hundred forty-eight Latino men with an average age of 36, primarily Mexican American and Puerto Rican, participated. Results indicate that machismo can be characterized as a multidimensional construct, and cluster analyses found that traditional definitions of machismo as authoritarian, emotionally restrictive, and con…
Career Development in the Schools: Connecting School-to-Work-to-Life
This article advocates for the collaboration of counseling psychologists with school counselors, other educators, and mental health professionals to enhance the career development of the nation’s children and youth. Drawing from the theory of developmental-contextualism, the authors describe how school-to-work programming in schools can be effectively designed to prepare youth to transition from school to work to life. They describe two collabora…
Examination of Self-Efficacy, Social Support, and Stress as Predictors of Psychological and Physical Distress among Hispanic College Students
Social and cognitive factors were investigated to determine whether self-efficacy and social support moderate the relationship between stress, andphysical andpsychological distress among Hispanic college students. A total of 164 Mexican American and Latin American undergraduates were surveyed (51% response rate). Self-efficacy and social support combined to account for 33% of the variance in college adjustment, with self-efficacy providing the la…
Social Support, Stress, and Hispanic College Adjustment: Test of a Diathesis-Stress Model
A diathesis-stress model of Hispanic college adjustment was tested to assess the relationship between cultural pride, social support, stress, and college adjustment. A total of 394 Mexican American and Latino American freshman and sophomore students responded to a survey (57% response rate). Results indicated that academic stress, social stress, and perceived availability of social support combined to account for 59% of the variance in college ad…
Development of the College Stress Inventory for Use with Hispanic Populations: A Confinnatory Analytic Approach
A 21-item College Stress Inventory was developedfor use with Hispanic students using confirmatory factor analytic techniques with a sample of 164 Mexican American and Laino American college students. As hypothesized, evidence for a three-factor solution consisting of Academic Stress, Social Stress, and Financial Stress was found The Academic Stress subscale addresses issues related to balancing academic and family responsibilities, taking exams, …
Self-Efficacy and Hispanic College Students: Validation of the College Self-Efficacy Instrument
Self-efficacy theory was proposed as an important determinant in Hispanic college student adjustment. Self-efficacy refers to the strength of a person's belief that they are able to produce a given behavior, and operationally. college self-efficacy was defined as a student's degree of confidence that they could successfully complete a given college-related task (e.g., taking notes, asking a question in class, etc.). The College Self-Efficacy Inve…
Self-Efficacy and Hispanic College Students: Validation of the College Self-Efficacy Instrument
Self-efficacy theory was proposed as an important determinant in Hispanic college student adjustment. Self-efficacy refers to the strength of a person's belief that they are able to produce a given behavior, and operationally. college self-efficacy was defined as a student's degree of confidence that they could successfully complete a given college-related task (e.g., taking notes, asking a question in class, etc.). The College Self-Efficacy Inve…
Examination of Self-Efficacy, Social Support, and Stress as Predictors of Psychological and Physical Distress among Hispanic College Students
Social and cognitive factors were investigated to determine whether self-efficacy and social support moderate the relationship between stress, andphysical andpsychological distress among Hispanic college students. A total of 164 Mexican American and Latin American undergraduates were surveyed (51% response rate). Self-efficacy and social support combined to account for 33% of the variance in college adjustment, with self-efficacy providing the la…
Social Support, Stress, and Hispanic College Adjustment: Test of a Diathesis-Stress Model
A diathesis-stress model of Hispanic college adjustment was tested to assess the relationship between cultural pride, social support, stress, and college adjustment. A total of 394 Mexican American and Latino American freshman and sophomore students responded to a survey (57% response rate). Results indicated that academic stress, social stress, and perceived availability of social support combined to account for 59% of the variance in college ad…
Career Development in the Schools: Connecting School-to-Work-to-Life
This article advocates for the collaboration of counseling psychologists with school counselors, other educators, and mental health professionals to enhance the career development of the nation’s children and youth. Drawing from the theory of developmental-contextualism, the authors describe how school-to-work programming in schools can be effectively designed to prepare youth to transition from school to work to life. They describe two collabora…
Development of the College Stress Inventory for Use with Hispanic Populations: A Confinnatory Analytic Approach
A 21-item College Stress Inventory was developedfor use with Hispanic students using confirmatory factor analytic techniques with a sample of 164 Mexican American and Laino American college students. As hypothesized, evidence for a three-factor solution consisting of Academic Stress, Social Stress, and Financial Stress was found The Academic Stress subscale addresses issues related to balancing academic and family responsibilities, taking exams, …
The Composition of the STEMM Workforce: Rationale for Differentiating STEMM Professional and STEMM Support Careers
This article argues for the need to differentiate between professional and support careers in fields of science, technology, engineering, mathematics, and medicine (STEMM). Using data from the Longitudinal Study of American Youth (LSAY), the article identifies important differences in the nature of the work and responsibility that differentiate the scientific workforce into a professional component and a support component. Further analysis demons…
Impact of community well‐being on individual well‐being: A longitudinal multinational study with 155 countries
The purpose of the current study is to evaluate the longitudinal relationship between subjective community well‐being (CWB) (perception of freedom of choice and social support) and subjective individual well‐being (IWB) (positive and negative affect). Using the World Happiness Report (2019), this study examined the subjective IWB and subjective CWB among 155 countries across an 8‐year period. Using Latent Class Growth Analysis the results indicat…
Pathways From Caring and Engaging Adults to Youth Vocational Identity: The Mediational Roles of Career Search Self-Efficacy and Goal Capacity
This study examines the role played by access to caring and engaging adults, career search self-efficacy (CSSE), and goal capacity in the development of youth vocational identity. The study used a bootstrapping approach to analyze data, collected from a survey of 1,579 youths enrolled in 14 U.S. high schools, to test a hypothesized serial multiple mediation model. Results indicate both direct and multiple indirect pathways from adults influences …
Development of the College Stress Inventory for Use with Hispanic Populations: A Confinnatory Analytic Approach
A 21-item College Stress Inventory was developedfor use with Hispanic students using confirmatory factor analytic techniques with a sample of 164 Mexican American and Laino American college students. As hypothesized, evidence for a three-factor solution consisting of Academic Stress, Social Stress, and Financial Stress was found The Academic Stress subscale addresses issues related to balancing academic and family responsibilities, taking exams, …
Self-Efficacy and Hispanic College Students: Validation of the College Self-Efficacy Instrument
Self-efficacy theory was proposed as an important determinant in Hispanic college student adjustment. Self-efficacy refers to the strength of a person's belief that they are able to produce a given behavior, and operationally. college self-efficacy was defined as a student's degree of confidence that they could successfully complete a given college-related task (e.g., taking notes, asking a question in class, etc.). The College Self-Efficacy Inve…
Social Support, Stress, and Hispanic College Adjustment: Test of a Diathesis-Stress Model
A diathesis-stress model of Hispanic college adjustment was tested to assess the relationship between cultural pride, social support, stress, and college adjustment. A total of 394 Mexican American and Latino American freshman and sophomore students responded to a survey (57% response rate). Results indicated that academic stress, social stress, and perceived availability of social support combined to account for 59% of the variance in college ad…
Examination of Self-Efficacy, Social Support, and Stress as Predictors of Psychological and Physical Distress among Hispanic College Students
Social and cognitive factors were investigated to determine whether self-efficacy and social support moderate the relationship between stress, andphysical andpsychological distress among Hispanic college students. A total of 164 Mexican American and Latin American undergraduates were surveyed (51% response rate). Self-efficacy and social support combined to account for 33% of the variance in college adjustment, with self-efficacy providing the la…
The myth of sameness among Latino men and their machismo
This study examined the construct of machismo in relationship to measures of machismo, masculinity, and gender role identity. One hundred forty-eight Latino men with an average age of 36, primarily Mexican American and Puerto Rican, participated. Results indicate that machismo can be characterized as a multidimensional construct, and cluster analyses found that traditional definitions of machismo as authoritarian, emotionally restrictive, and con…
Career Development in the Schools: Connecting School-to-Work-to-Life
This article advocates for the collaboration of counseling psychologists with school counselors, other educators, and mental health professionals to enhance the career development of the nation’s children and youth. Drawing from the theory of developmental-contextualism, the authors describe how school-to-work programming in schools can be effectively designed to prepare youth to transition from school to work to life. They describe two collabora…
Pathways to STEMM Support Occupations
The preceding articles in this issue of the Peabody Journal of Education have focused on preparation for and entry into professional positions in science, technology, engineering, mathematics, and medicine (STEMM). This article shifts the focus from professional positions to STEMM support occupations, focusing on the preparation necessary for entrance into this alternate STEMM field. As a group, STEMM support occupations feature shorter periods o…
The Composition of the STEMM Workforce: Rationale for Differentiating STEMM Professional and STEMM Support Careers
This article argues for the need to differentiate between professional and support careers in fields of science, technology, engineering, mathematics, and medicine (STEMM). Using data from the Longitudinal Study of American Youth (LSAY), the article identifies important differences in the nature of the work and responsibility that differentiate the scientific workforce into a professional component and a support component. Further analysis demons…
Pathways From Caring and Engaging Adults to Youth Vocational Identity: The Mediational Roles of Career Search Self-Efficacy and Goal Capacity
This study examines the role played by access to caring and engaging adults, career search self-efficacy (CSSE), and goal capacity in the development of youth vocational identity. The study used a bootstrapping approach to analyze data, collected from a survey of 1,579 youths enrolled in 14 U.S. high schools, to test a hypothesized serial multiple mediation model. Results indicate both direct and multiple indirect pathways from adults influences …
Support and Perceptions of Teachers Working with Students with Special Needs during the Covid-19 Pandemic
Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Tea…
Social Emotional Learning and Career Development From Educators’ Perspectives Grounded on the Turkish Context
The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The…
Designing elite football programmes that produce quality athletes and future ready adults: Incorporating social emotional learning and career development
This article uses a positive youth development (PYD) perspective to recommend a number of programme design strategies for improving the mental health and wellbeing, future readiness, and performance of elite youth footballers in the academy system. Elite youth footballers refers to the estimated 12,000 boys (aged 8–21) who are contracted to professional academies at any one time, with many of these youth experiencing negative outcomes during thei…
Impact of community well‐being on individual well‐being: A longitudinal multinational study with 155 countries
The purpose of the current study is to evaluate the longitudinal relationship between subjective community well‐being (CWB) (perception of freedom of choice and social support) and subjective individual well‐being (IWB) (positive and negative affect). Using the World Happiness Report (2019), this study examined the subjective IWB and subjective CWB among 155 countries across an 8‐year period. Using Latent Class Growth Analysis the results indicat…
Psychology (13 works) · Social Psychology (8 works) · Developmental psychology (6 works) · Political science (6 works) · Medicine (5 works) · Pedagogy (5 works) · Sociology (5 works) · Career Development and Diversity (4 works) · Medical education (4 works) · Applied Psychology (3 works)