对中学生的人格建构与学校适应的相关分析

以乔治·凯利(George Kelley)的个人建构理论为基础,采用他发明的角色建构库测验,辅以学生学习适应性测验、压力应对测验并收集学生学习成绩,考察中学生人格建构复杂性与学校适应的关系,研究对象为从初一到高三的512名中学生。结果发现：(1) 中学生人格建构复杂性与学习成绩、学习适应性和压力应对存在显著相关。人格建构复杂性高的学生,学业成绩较好,适应学校生活的能力比较强;人格建构复杂性低的学生易采取“幻想”、“逃避”等消极压力应对方式。(2) 多元分析证明,在同时考虑到年级、性别、学习适应性和人格建构复杂性等因素时,人格建构复杂性对学习成绩的贡献大约为2.8%。(3) 中学生人格建构复杂性通过三种途径对学习成绩产生影响：其一,人格建构复杂性直接影响中学生的学习成绩;其二,以学习适应性为中介间接影响学习成绩;其三,以消极压力应对、学习适应性为中介变量,间接影响学习成绩     

学校氛围与青少年学校适应：一项追踪研究

通过对709名青少年进行追踪研究,分别以青少年自我报告与教师评价的方式测查了学校氛围与学校适应,主要探讨学校氛围与青少年学校适应的长期预测关系,以及性别在二者间的调节效应.结果表明:(1)青少年第一年感知到的学校氛围能预测其第二年、第三年的适应问题和适应能力,第二年感知到的学校氛围能预测其第三年的适应能力和学业成绩;(2)青少年感知到的自主机会对其学校适应有负面作用;(3)教师支持和同学支持对青少年学校适应具有积极作用,但同学支持的作用会随着在校时间的增加而发生逆转,即第一年的同学支持负向预测第二年的学习问题和第三年的学业成绩,正向预测第三年的适应能力,而第二年的同学支持则对第三年的适应能力和学业成绩均有负向预测作用;(4)女生的学校适应普遍好于男生,性别对学校氛围与青少年学校适应之间的关系具有部分调节作用.     

Family Functioning and Psychological Well-Being,School Adjustment,and Problem Behavior in Chinese Adolescents With and Without Economic Disadvantage

Using an indigenously developed measure of family functioning, the author examined the association between family functioning and adolescent adjustment in 1,519 Chinese adolescents. Results showed that family functioning was significantly related to measures of adolescent psychological well-being (existential well-being, life satisfaction, self-esteem, sense of mastery, general psychiatric morbidity), school adjustment (perceived academic performance, satisfaction with academic performance, and school conduct), and problem behavior (delinquent and substance abuse behavior). Family functioning was generally more strongly related to measures of adolescent adjustment for adolescents with economic disadvantage than for adolescents without economic disadvantage.     

Psychiatric Hospitalization and School and Community Adjustment of Children and Adolescents with Acquired Brain Injury

There is a high prevalence of psychiatric disorders in children and adolescents who have acquired brain injury (ABI). We examined the records of 82 students with ABI who were admitted to a community-based school for education and neurorehabilitation over a three-year period to determine how many experienced one or more psychiatric hospitalizations before admission, and whether hospitalization status was related to positive school and community adjustment. Results were that 30.4% of the students had a documented history of one or more psychiatric hospitalizations. Of this group, 60.0% were able to be maintained in the community-based school program and 40.0% were discharged to other settings. When discharged, 70.0% of students entered more restrictive treatment programs (e.g., psychiatric hospital, secure residential facility, residential school). The number of psychiatric hospitalizations did not predict discharge from the community-based school and was unrelated to the type of discharge setting. Clinical and research issues concerning psychiatric disorders in children and adolescents with ABI in relation to post-acute adjustment are discussed.     

Relationships Between Trait Anxiety,Demographic Variables,and School Adjustment in Students with Specific Learning Disabilities

The present study investigated relationships between dimensions of anxiety, age, gender, and school adjustment in students with specific learning disabilities (SLD). The 177 students with SLD completed measures of anxiety and school adjustment. The results of a hierarchical regression analysis indicated that age and gender together were not significant predictors of attitude to school, and that after the influence of age and gender had been removed students with more physiological and social anxiety, but less worry tended to have poorer attitudes toward school. A second hierarchical regression indicated that younger students reported more negative attitudes toward teachers, and after controlling for age and gender, students with more social anxiety reported more negative attitudes toward teachers. Implications for school personnel are discussed.     

情绪对学习不良青少年选择性注意和持续性注意的影响

以学习不良青少年为被试,采用成绩反馈法诱发情绪,考察了情绪对学习不良青少年选择性注意和持续性注意的影响,结果表明：（1）情绪会影响学习不良青少年的选择性注意,具有积极低唤醒情绪的学习不良青少年,他们的选择性注意的反应时显著短于消极情绪下的被试;(2)学习不良青少年的情绪会影响到他们的持续性注意能力,消极高唤醒的情绪能够增加虚报率,而积极高唤醒的情绪能够提高判断标准,降低虚报率     

Cross‐examination: The Testimony of Children With and Without Intellectual Disabilities

The present study assessed how children with a range of cognitive abilities fared during a mock cross‐examination. Ninety children (aged 4 to 11 years; 18 with intellectual disabilities, 13 with borderline intellectual disabilities and 59 who were typically developing) witnessed a staged event, participated in an initial forensic interview (a few days later) and were cross‐examined by a barrister‐in‐training (10 months later). During cross‐examination, 98% of all children changed at least one response from their initial interview when challenged. However, group differences in performance (total number of changed responses, ‘resistance’ to challenges), controlling for age and memory for event details, were not significant or did not prove reliable at the level of individual group contrasts. Overall, little robust evidence for group differences in performance on cross‐examination could be identified, and memory for event details was the most reliable predictor of performance. Copyright © 2013 John Wiley & Sons, Ltd.     

Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers’ and teachers’ ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (Goodman Journal of Child Psychology and Psychiatry, 38, 581–586, 1997) in the Family Life Project (N?=?1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at 5 and 7 years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.     

Learning Disabilities and Psychosocial Adjustment: A Critical Review

Research is reviewed that assesses the extent to which difficulties in psychosocial adjustment are characteristic of broadly defined learning disabilities (LD) and of specific patterns of academic and neuropsychological assets and deficits (Rourke & Fuerst, 1991; Spreen, 1989). Overall, a majority of children and adolescents with LD are in the normal range of peer acceptance and socially competent behaviour. Some measure of difficulty in these social assessments is observed in approximately one third of children and adolescents with LD, compared with 10 to 15% of non-LD controls. Similarly, internalized emotional symptoms of depression and anxiety are assessed as somewhat higher for individuals with LD than for non-LD controls but are within the normal range of scores. Externalized emotional behaviours, specifically aggression, delinquency, and hyperactivity, are problematic but these too are at subclinical levels. In the few studies that examine psychosocial adjustment for subtypes of LD, there is some evidence that individuals with nonverbal learning disabilities (NLD) are at much greater risk for personality disturbance and behaviour problems. That the psychosocial adjustment of individuals with reading disabilities is within the range of non-LD controls remains to be convincingly demonstrated.     

The Relation of Parental Qualities to Psychological Well-being,School Adjustment,and Problem Behavior in Chinese Adolescents with Economic Disadvantage

Adolescents with economic disadvantage ( N = 229) were asked to respond to instruments measuring their perceptions of parental qualities, psychological well-being, school adjustment, and problem behavior. Measures of parental qualities include perceived parenting styles, support and help from parents, and conflict and relationship with the parents. Results showed that perceptions of parental qualities were in general related to better adolescent psychological well-being (including existential well-being, life satisfaction, mastery, self-esteem, and general psychiatric morbidity), school adjustment (perceived academic performance and school conduct), and problem behavior (substance abuse and delinquency). Relative to maternal parenthood qualities, paternal parenthood qualities were found to have stronger relationships with measures of well-being and problem behavior in adolescents with economic disadvantage.     

儿童学校适应的分类及判定

以6579名小学三、五年级学生为被试,采用聚类分析和判别分析方法,结果表明:(1)根据儿童学校适应的指标将儿童的学校适应状况分为良好型、闲适型、紧张型、高危型四种类型.(2)良好型的儿童,在学业自我评估、学业动机和心理健康水平三个水平上的得分为正向,在问题行为上的得分为负;高危型儿童的结果与适应良好型的儿童完全相反;而在闲适型的儿童中,学业动机为负、心理健康水平为正;在紧张型的儿童中,学业动机为正向、而心理健康水平是负向的.(3)建立儿童学校适应的判别函数,为儿童在教育和心理问题进行指导提供了初步诊断依据,同时也对有关学校适应的研究提供新的视角.     

学习不良青少年与一般青少年学业情绪特点的比较研究

本研究采用问卷法调查了1034名青少年(学习不良青少年506名),比较了学习不良青少年与一般青少年的学业情绪的特点。结果表明:(1)学习不良青少年的积极学业情绪显著低于一般青少年;学习不良青少年的消极学业情绪显著高于一般青少年。(2)学习不良青少年与一般青少年在学业情绪上的差异主要表现在初一、初二和高二、高三年级。(3)总体来说,男生的积极学业情绪多于女生,女生的消极学业情绪多于男生。     

The Social Relations of Rural African American Early Adolescents and Proximal Impact of the School Engagement Project

This paper reports on the social relations of rural African American early adolescents and the initial impact of a multilevel universal intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations were assessed with social cognitive mapping procedures that yield information on peer group membership and social network centrality (i.e., prominence in the social structure). Risk status was determined by cluster analysis of teacher ratings of students' adjustment on multiple dimensions including aggression, academic competence, and popularity. Four subgroups were identified: Model, Aggressive, Troubled, and Below Average. Differences among clusters were found in network centrality and patterns of peer affiliations. In addition, boys in the Below Average and Troubled configurations showed an increase in social prominence after the initial intervention phase.     

The Speech and Vocalization Patterns of Boys with ADHD Compared with Boys with Dyslexia and Boys Without Learning Disabilities

The domain-specific hypothesis of L. Cosmides (1989) and L. Cosmides and J. Tooby (1989, 1992) positing that conditional logic has its origin in the evolution of social exchange and in the detection of potential cheaters was tested against a more domain-general hypothesis positing that adult reasoning is logical and that errors in conditional reasoning arise from misunderstandings, not from a lack of logicality. The results of 5 experiments with undergraduate students (n = 682 for Experiments 1-4; n = 188 for Experiment 5), which involved a series of selection tasks that yielded specific predictions about participant performance, were not consistent with the cheater detection hypothesis. Findings supported the misunderstandings hypothesis and imply that adults possess general-purpose logical competence versus domain-specific modules.     

Spirituality and Loss: Approaches for Counseling Grieving Adolescents

The death of a loved one has serious implications for adolescent growth and development. The authors review relevant research on the grief process and spirituality in adolescence, and they give a rationale for integrating spirituality into adolescent grief work. By way of a case illustration, they draw implications for counselors’ use of spirituality in addressing adolescent grief.     

Learning Disabilities and Delinquent Behaviors among Adolescents: A Comparison of Those with and without Comorbidity

Research is inconclusive on whether adolescents with learning disabilities (LD) engage in more delinquency than adolescents without such deficits. Mixed results may result from a failure to account for the effects of co-occurring disabilities. Using the National Longitudinal Study of Adolescent Health, this study examines delinquency among adolescents without disabilities to youth with LD, Attention Disorder Symptoms (ADS), and comorbid LD/ADS. Results indicate no significant differences in property offenses, or alcohol, tobacco, and marijuana use; however, youth with LD reported significantly more violence than non-disabled youth. Findings illustrate the heterogeneous effects various disabilities have on delinquent behavior. Future research and policy implications will be discussed.     

Family Climate of Adolescents with and Without Type 1 Diabetes: Longitudinal Associations with Psychosocial Adaptation

Family climate is theorized to influence psychosocial functioning of adolescents both with and without type 1 diabetes. Family system theory considers adolescent behavior as a function of the dynamic interactions between family members. In the present multi-informant longitudinal study, we used two-step cluster analysis to empirically derive family climates based on four family dimensions (i.e., cohesion, conflict, organization, and control) at baseline and we related these climates to longitudinal assessments of adolescent psychosocial functioning. Analyses were conducted on a total of 220 adolescents (102 with diabetes, 118 healthy controls), 217 mothers, and 168 fathers. Cluster analysis on the four FES subscales revealed the following four family climates: a cohesive (moderately high on cohesion and moderately low to low on the other dimensions), balanced (high on cohesion and organization, low on conflict), conflictual (high on conflict, low on organization and cohesion), and controlling (high on control, moderately high on conflict and organization, moderately low on cohesion) climate. Adolescents with diabetes were somewhat overrepresented in the balanced climate, and underrepresented in the cohesive and conflictual climate as compared to their healthy peers. Consistent with hypotheses, we found that adolescents raised in cohesive or balanced climates fared better in terms of internalizing symptoms, externalizing symptoms, and self-concept as compared to adolescents raised in conflictual or controlling climates. Additionally, family climate was not associated with differential changes in outcome variables over time. These finding were consistent across informants and across time. Finally, these associations were not moderated by having type 1 diabetes. Suggestions for future research and practical implications are discussed.