This study examined differences in career decision-making self-efficacy, trait anxiety, and ethnic identity for 687 undergraduates (589 Whites, 98 racial and ethnic minorities). Significant differences by race and major (declared, undeclared) indicated that White students had higher career decision-making selfefficacy and lower trait anxiety, ethnic identity, and other-group orientation. Declared students had higher career decision-making self-efficacy and lower trait anxiety. Ethnic variables (ethnic identity, other-group orientation) were more significant predictors of career decision-making self-efficacy and trait anxiety for racial and ethnic minorities than for Whites. Implications of the findings and directions for future research are discussed.

This article provides an overview of the experiences of 4 psychologistsin-training as supervisees in multicultural supervision relationships. Grounded in the supervision and multicultural literature, this article helps both supervisors and supervisees to (a) understand supervisees' needs and perspectives for culturally integrated supervision and (b) discuss multicultural issues during supervision. Recommendations are provided to facilitate the development of effective multicultural supervision.Este articulo muestra un resumen de las experiencias de 4 psicol6gos-en-entrenamiento bajo supervisi6n en relaciones de supervisi6n multiculturales. En base a la literatura multicultural y de supervisi6n, este articulo ayuda a supervisores y supervisados a (a) entender las necesidades de 10s supervisados y sus perspectivas hacia temas que integran la cultura en la supervision, y (b) a discutir temas multiculturales durante la supervisi6n. Se proveen recomendaciones para facilitar el desarrollo de supervision multicultural eficaz.

This study compared varying ratios of physical to mental practice on cognitive (pegboard) and motor (pursuit rotor) task performance. Subjects (36 males and 36 females) were randomly assigned to one of six conditions experiencing different amounts of combined mental and physical practice. Seven practice sessions (four trials per session for the pegboard and eight trials per session for the pursuit rotor) were employed. ANOVA results showed that all treatment conditions, except the pegboard control group, showed significant differential pre- to posttest improvement. Furthermore, effect sizes and significant linear trends of posttest scores from both tasks showed that as the relative proportion of physical practice increased, performance was enhanced. In support of previous meta-analytic research, for all treatment groups, the effect sizes for the cognitive task were larger than for the motor task. These findings are consistent with the symbolic-learning theory explanation for mental-practice effects. In addition, the results indicate that replacing physical practice with any mental practice would be counterproductive.

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