Civic engagement maintains the viability of democratic society and promotes positive outcomes for those who participate. Young adults' patterns of civic engagement differ according to the type of activity, yet little is known about the psychological mechanisms that lead to different types of participation. We tested the relationship between two types of sociopolitical beliefs (sense of agency and systems worldview) and two distinct forms of civic engagement: political involvement and community service. We hypothesized that agency would predict both forms of engagement and that systems worldview would moderate the relationship between agency and political involvement, but have little effect on community service. Using data from a racially diverse national sample of highly engaged young adults (n = 259), we conducted hierarchical linear multiple regression analyses and found that agency predicted both political involvement and community service. We found that systems worldview moderated the relationship between agency and both forms of civic engagement. C 2016 Wiley Periodicals, Inc.

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The Educational Research Department of the American Printing House for the Blind (APH) has been developing student-use educational materials for more than 20 years. During the last 7 years APH has made a major effort to develop materials for the visually impaired child who has additional handicaps. The research and development process involves a great deal of input from potential consumers–administrators, teachers, and students. Initially, teachers assist in identifying areas of materials needs for which commercial products are not available. After a need is identified, specifications are developed for both tangible child-use items and accompanying resource materials for the teacher. Prototypic materials are then developed and tested in the field. Evaluative child-and-teacher-generated data are compiled. Revisions are made and a more comprehensive field evaluation is conducted with the improved materials, again utilizing teacher and student data. The compilation of this data often results in additional revisions. Dependent upon this evaluation, more field trials may or may not be warranted.

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This study explores changes in perceived leadership ability during emerging adulthood among a predominantly African American sample, with special consideration of the differences between the experiences of individuals who attended 4-year universities and those who did not. We used data from a longitudinal study that followed participants from high school into adulthood. Findings demonstrated that perceived leadership ability declined between the ages of 18 and 22, with the largest declines occurring among emerging adults who did not attend 4-year colleges. These findings suggest that perceived leadership ability is malleable and responds to contextual factors, such as limited access to leadership roles during emerging adulthood. We conclude with implications for practice to support leadership development among emerging adults.