Screening for Service: Aptitude and Education Criteria for Military Entry. Revised

Eitelberg, Mark J.; Laurence, Janice H.; Waters, Brian K.; Perelman, Linda S.

doi:10.21236/ada142167

Cited by 29 publications

(27 citation statements)

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“…Although we did not assess whether English was their primary language as part of this study, veterans are required to demonstrate the ability to speak and write English at a functional level as a requirement for entering the armed forces, and are screened for physical or mental conditions that might inhibit their ability to serve. 36,37 Education is also strongly linked to literacy 22,38 , and veterans in this sample have relatively high levels of education compared to other studies.…”

Section: Discussionmentioning

confidence: 60%

Variation in Estimates of Limited Health Literacy by Assessment Instruments and Non-Response Bias

et al. 2010

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OBJECTIVES: This paper compares estimates of poor health literacy using two widely used assessment tools and assesses the effect of non-response on these estimates. STUDY DESIGN AND SETTING: A total of 4,868 veterans receiving care at four VA medical facilities between 2004 and 2005 were stratified by age and facility and randomly selected for recruitment. Interviewers collected demographic information and conducted assessments of health literacy (both REALM and S-TOFHLA) from 1,796 participants. Prevalence estimates for each assessment were computed. Nonrespondents received a brief proxy questionnaire with demographic and self-report literacy questions to assess non-response bias. Available administrative data for non-participants were also used to assess nonresponse bias. RESULTS: Among the 1,796 patients assessed using the S-TOFHLA, 8% had inadequate and 7% had marginal skills. For the REALM, 4% were categorized with 6th grade skills and 17% with 7-8th grade skills. Adjusting for non-response bias increased the S-TOFHLA prevalence estimates for inadequate and marginal skills to 9.3% and 11.8%, respectively, and the REALM estimates for≤6th and 7-8th grade skills to 5.4% and 33.8%, respectively. CONCLUSIONS: Estimates of poor health literacy varied by the assessment used, especially after adjusting for non-response bias. Researchers and clinicians should consider the possible limitations of each assessment when considering the most suitable tool for their purposes.

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Section: Discussionmentioning

confidence: 60%

Variation in Estimates of Limited Health Literacy by Assessment Instruments and Non-Response Bias

et al. 2010

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“…It is possible that individuals without high school diplomas have problems completing their education in formal environments where maturity, persistence, conformance, and adaptation to mles and regulations are required. The highly structured setting of basic training and the focus on task perfomiance may be a difficult environment for dropouts (58,157,160), Providing some support for this idea, McCraw and Bearden (174) found that what distinguished Air Force recruits who were and were not discharged were psychological measures related to persistence and achievement in environments where confomiance was a positive behavior. Laurence (158) noted that GED holders have not been successful in the stmctured and disciplined classroom environment with its rules, regulations, and cooperative necessities; GED holders may have similar problems in the stmctured and disciplined military environment, (…”

Section: A Demographic Factors (1) Educational Attainmentmentioning

confidence: 99%

“…Some services included other tests. Since 1980, the AFQT has placed increased emphasis on verbal and quantitative items while a spatial relationships section was dropped (58).…”

Section: B Cognitive/psychosociai Factors (1) Armed Forces Qualificamentioning

confidence: 99%

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A Review of the Literature on Attrition from the Military Services: Risk Factors for Attrition and Strategies to Reduce Attrition

Knapik¹,

Jones²,

Hauret³

et al. 2004

PsycEXTRA Dataset

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REPORT DOCUMENTATION PAGE Public reporting burden for this collection of information is estimated to average 1 hour per response, including ttie time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. ABSTRACT (Maximum 200 words)Attrition is the failure of an enlisted service member to be retained in service v/ithin the first term of enlistment. This paper emphasizes health/fitness-related aspects of attrition but also covers demographic and psychosocial factors. Overall 3-year military attrition steadily rose fi-om 26% in 1985 to 31% in 1995. Demographic and psychosocial risk factors for attrition include lower educational attaiiunent, female gender, White ethnicity, lower Armed Forces Qualification Test scores, lower moral character (less conformance to laws, rules and regulations), moral waivers, pre-service job instability, and less time in the Delayed Entry Program. The age-attrition relationship appears to be bimodal with higher attrition when youngest, decreasing in 19-23 year olds, and rising again after that. Attrition for mental health reasons is associated with pre-service physical/sexual abuse, previous mental health counseliag, previous treatment with medication, previous psychiatric hospitalization, low motivation, pessimism toward training, depression, lack of self-reliance, and referral to a mental health facility. Attrition is also higher among those waivered for hearing problems, skin disorders, back disorders, and prior knee injuries. Other health-related risk factors include pre-service injury, injuries during basic training, a history of prior cigarette smoking, low physical activity prior to service, greater body weight, higher body mass index and lower physical fitness. Strategies to reduce attrition include prescreening by biographical questionnaires, compensatory screening, individual behavioral health counseling, and realistic job previews. Senior leadership initiatives have a powerful effect on attrition. Attrition also appears to be reduced by increasing physical fitness prior to basic training, the Physical Training and Rehabilitation Program, and the Pre-Initial Entry Training Program (for National Guard). ."""""""""""""""""""." -lnitial Entry Training Program,,,,,,,,,,,,,,,,,,,,,,,,,,..... For the purposes of this paper, attrition was defined as the failure of an enlisted service member to be retained in service during their contracted first term of enlistment. This manuscript reviews a wide range of factors influencing attrition but the primary interest is in health-related factors. SUBJECT TERMS PATTERN OF ATTRITION OVER TIME AND REASONS FOR ATTRITION.Overall 3-year military attrition steadily rose from 26% in 1985 to 31% in 1995. About 1/3 of attrition occurred in the first 6 months of service, about V2 within the first year, and the remainder in the subsequent 2 year period. Separations within the first 6 months of service were associated with performance proble...

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“…According to Eitelberg, Laurence, Waters, and Perelman (1984), the AT 'AB predicts success in technical training equitably for males and females and for racial/ethnic groups. The ASVAB typically overpredicts training performance for minority groups (Welsh et al, 1990).…”

Section: Evaluation Of Specific Assignment Methodsmentioning

confidence: 99%

Roadmap: An Agenda for Joint-Service Classification Research

Campbell¹,

Russell²,

Knapp³

1994

PsycEXTRA Dataset

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Screening for Service: Aptitude and Education Criteria for Military Entry. Revised

Cited by 29 publications

References 0 publications

Variation in Estimates of Limited Health Literacy by Assessment Instruments and Non-Response Bias

Variation in Estimates of Limited Health Literacy by Assessment Instruments and Non-Response Bias

A Review of the Literature on Attrition from the Military Services: Risk Factors for Attrition and Strategies to Reduce Attrition

Roadmap: An Agenda for Joint-Service Classification Research

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