Indiana University Northwest (IU Northwest) is a public university in Gary, Indiana. It is a regional campus of Indiana University and was established in 1963.
Working in a prison can be demanding and challenging. Existing research suggests that job burnout among prison staff is a substantial concern. The current study used the job demands-resources model to examine how job demands and resources predict the three main dimensions of job burnout: emotional exhaustion, depersonalization, and feeling ineffective at work. The demands studied were perceived dangerousness of the job, role ambiguity, and role overload, while resources were job variety, quality supervision, and job autonomy. OLS regression analysis of survey data from 322 correctional staff at a large, Southern U.S. prison indicated that role overload and dangerousness were significant predictors of higher emotional exhaustion, while job variety and quality of supervision were significant predictors of lower emotional exhaustion. Role ambiguity and role overload were predictors of higher depersonalization, while job autonomy was a negative predictor. Interestingly, dangerousness was a significant predictor of feeling more effective at work.
Running records have recently been questioned as a valid assessment tool for determining students' use of reading strategies (Unger et al., 2025). This mixed-methods study extended previous research findings (Pratt, 2020) to investigate similarities and differences in data collected from oral reading analysis through running records and student self-report of strategies used to self-monitor and self-correct reading errors. Seventy-seven first-grade students engaged in think-aloud interviews while orally reading grade-level texts. Data were analyzed through qualitative coding and Epistemic Network Analysis to identify similarities and differences between the two assessment methods. Findings reveal that student self-report provided insights into metacognitive awareness not fully captured by running records alone, highlighting the importance of integrating student perspectives into assessment. These findings can be used in selecting assessments that enhance instructional decision-making to support the development of autonomous, strategic readers.
We compute a closed-form representation for the derivative of the associated Laguerre function with respect to the order at nonnegative integer values. This derivative is used within a recently devised method (Schulze-Halberg A. Evaluation of indefinite integrals through Wronskian determinants and parameter derivatives. Integral Transforms Spec Funct. 2025;2025:1-15) to resolve a class of new indefinite integrals involving associated Laguerre polynomials.
The study investigates the relationship between criminal thinking and recidivism among men convicted of intimate partner violence. Drawing on neutralization theory, it examines whether criminal thinking subscales are associated with recidivism within two years post conviction. Recidivism was defined conservatively as any new arrest, regardless of offense type. Results from multivariate statistical analyses indicate that none of the criminal thinking subscales were significantly associated with recidivism. In contrast, several demographic characteristics and personal experiences were significantly associated with post conviction rearrest. These findings suggest that social and structural factors may play a more immediate role in post conviction outcomes than cognitive distortions alone.
This study examines how misogynistic attitudes and criminal thinking patterns jointly shape intimate partner violence (IPV), including emotional, psychological, threatening, and controlling behaviors. Using survey data from 503 heterosexual men and Generalized Linear Models, results show that misogyny is significantly associated with IPV in baseline models, but these effects weaken when criminal thinking is included. Power orientation and justification emerge as the strongest predictors of emotional abuse and controlling behaviors. Findings underscore the intersecting ideological and cognitive dimensions of IPV and highlight the need for culturally responsive, gender-informed interventions that address both belief systems and cognitive processes.
