Equations for estimating the static supportive torque provided by upper-limb exoskeletons.

Upper-limb exoskeletons are gaining traction in industrial work environments. However, other than advertised general specifications (e.g., peak support angle), the support torque provided throughout the reach envelope is largely unknown to end users. As such, this paper describes a methodology for measuring the specific supportive torque provided by upper-limb exoskeletons. The support of four commercially available passive upper-limb exoskeletons was quantified using an isokinetic dynamometer for all support ranges and levels (n = 68). Tests were repeated four times to determine between-session reliability. Intraclass correlation coefficients demonstrated 'Good' to 'Excellent' reliability, except for one condition. Polynomial regression equations were developed for each condition to predict exoskeleton support for any upper-limb elevation angle between 10° and 180°. These equations can be used to approximate upper-limb exoskeleton support in digital human modeling assessments, or to aid selection of exoskeleton settings specific to a worker's anthropometry and work task location.

The development and construct validation of a Spanish version of an Academic Self-Concept scale for middle school Hispanic students from families of low socioeconomic levels.

For a sample of 305 6th, 7th and 8th grade students, of whom 95% was from economically disadvantaged Hispanic families and for whom English was their second language, evidence was sought regarding the reliability and construct validity of scores on a Spanish version of an academic self-concept measure entitled Dimensions of Self-Concept (DOSC), comprising five subscales bearing the same names as those of the five hypothesized constructs that they were intended to operationalize: Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation. Reliability estimates varying between .72 and .80 were judged to be reasonably satisfactory. Results from oblique factor analysis lent empirical support for the hypothesized constructs of Anxiety, Leadership and Initiative, and Identification versus Alienation. Scores associated with the subscales of Level of Aspiration and Academic Interest and Satisfaction generated a factor interpreted as a fusion of the two constructs of Level of Aspiration and Academic Interest and Satisfaction.

Self-monitoring and student integration of community college students.

This article reports how the Self-Monitoring Scale (M. Snyder, 1974) predicted integration in the student integration model (V. Tinto, 1987, 1993) among a sample of 380 American community college students. A 2 x 2 between-subjects multivariate analysis of variance was performed on 2 dependent variables: academic and social integration. The independent variables were gender and self-monitoring (low and high). A significant main effect of self-monitoring was obtained for academic integration. Low self-monitors were significantly more likely to integrate academically than high self-monitors. A significant interaction effect of gender and self-monitoring was obtained for social integration. High self-monitoring men were significantly more likely to achieve social integration than low self-monitoring men.