Item parcels are aggregates of two or more items that are used as indicators when estimating latent constructs. In this chapter, we provide an overview of the psychometric and model estimation benefits of parceling, and discuss how parcels can be particularly beneficial for small sample research. These benefits can only result from thoughtful construction of the parcels. Accordingly, methods for building parcels and handling missing data when using parcels are also reviewed.

Drowsy driving among college students is a critical public health issue due to its significant impact on road safety. This cross-sectional study aimed to investigate the determinants of stopping drowsy driving behavior among college students using the multi-theory model (MTM) of health behavior change. Data for this study were collected from September to October 2023 via a 42-item psychometric valid, web-based survey disseminated via Qualtrics, involving 725 students from a large southwestern university. Nearly half of the participants (49.38%) reported drowsy driving in the past month. Hierarchical multiple regression analysis revealed that participatory dialogue (p = 0.0008) and behavioral confidence (p < 0.0001) significantly predicted the initiation of refraining from drowsy driving, with the final model explaining 36.4% of the variance. Similarly, emotional transformation (p < 0.0001) and practice for change (p = 0.0202) significantly predicted the sustenance of behavior change, with the final model accounting for 40.6% of the variance. These findings underscore the importance of targeted MTM-based interventions focusing on enhancing students’ awareness and confidence in managing drowsiness to mitigate drowsy driving, ultimately improving road safety and student well-being.

Positive youth development (PYD) programs have increased positive outcomes for adolescents, however research on the underlying change processes in these programs remains limited. The 5Cs (Competence, Confidence, Character, Caring and Connection) of PYD are a framework of desirable outcomes for youth programs. Change to metacognition is proposed as a mechanism by which PYD programming accomplishes these outcomes. This review describes findings from metacognitive interventions with PYD-relevant outcomes in adolescents aged 10-24. Fifteen electronic databases were searched using keyword phrases related to “metacognitive intervention” and “adolescents”. Seventeen studies met inclusion criteria. Included studies addressed 2 of the 5 goals of PYD programs (competence and confidence). Four studies included Randomized Control Trial and nine studies used quasi-experimental designs. Statistically significant improvements to study outcomes were seen in every study but one, with most studies examining cognitive competencies. Themes in the studies included 1) explicit instruction in metacognition and 2) measurement of metacognition. Metacognitive changes may, at least in part, explain the effects of PYD programs. Researchers should consider including metacognitive measures to explore their relationship to program outcomes. Understanding the change underlying PYD interventions will enhance researchers’ and practitioners’ ability to facilitate constructive and positive development in youth.