The present study aims to contribute to the body of literature linking traditional masculine ideologies and drinking. Previous studies found that traditional masculine ideologies were associated with numerous negative outcomes such as alcohol consumption and drinking-related problems (R. O. de Visser & J. A. Smith, 2007, Alcohol consumption and masculine identity among young men. Psychology & Health, 22, 595-614. This study hypothesizes a theoretical path model suggesting that traditional masculine ideologies are associated with gender role conflict (J. M. O'Neil, 2008, Summarizing 25 years of research on men's gender role conflict using the Gender Role Conflict Scale: New research paradigms and clinical implications. The Counseling Psychologist, 36, 358-445), which is related to drinking motives (M. L. Cooper, 1994, Motivations for alcohol use among adolescents: Development and validation of a four-factor model. Psychological Assessment , 6, 117-128), and then to alcohol consumption and drinking-related problems. Participants were 109 males enrolled in an addiction intensive outpatient program. Path analysis results showed that the proposed model fit the data well. Traditional masculine ideologies were associated with gender role conflict. Moreover, coping and enhancement motives were found to mediate the relationship between gender role conflict and alcohol-related problems, while coping motives mediated gender role conflict and alcohol consumption. These findings provide a preliminary model linking traditional masculine ideologies to gender role conflict, which in turn contribute to alcohol consumption and drinking-related problems through drinking motives.

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The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty‐three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual‐Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilities.

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