Bidirectional Links Between Teachers’ Disciplinary Practices,Students’ Peer Status,and Students’ Aggression in Kindergarten

Research on Child and Adolescent Psychopathology - This study examined bidirectional links between teachers’ disciplinary practices (punitive and educational), students’ peer status in...     

The Effects of Education on Americans’ Religious Practices,Beliefs, and Affiliations

I challenge the scholarly contention that increases in education uniformly lead to declines in religious participation, belief, and affiliation. I argue that education influences strategies of action, and these strategies of action are relevant to some religious beliefs and activities but not others. Analysis of survey data shows that (1) education negatively affects exclusivist religious viewpoints and biblical literalism but not belief in God or the afterlife; (2) education positively affects religious participation, devotional activities, and emphasizing the importance of religion in daily life; (3) education positively affects switching religious affiliations, particularly to a mainline Protestant denomination, but not disaffiliation; (4) education is positively associated with questioning the role of religion in secular society but not with support for curbing the public opinions of religious leaders; and (5) the effects of education on religious beliefs and participation vary across religious traditions. Education does influence Americans’ religious beliefs and activities, but the effects of education on religion are complex.     

Under Pressure: Differentiating Adolescents’ Expectations Regarding Stereotypic Masculine and Feminine Behavior

The present study provided a novel way to compare the pressure felt by adolescents to engage in same gender behavior and other gender behavior. A new scale of felt pressure was developed which measured the reactions participants anticipated from others if they were to engage in masculine or feminine stereotyped behaviors. The scale was tested on a sample of 297 Australian adolescents between the ages of 12 and 17. Factor analysis indicated two factors which corresponded to Masculine-Typed and Feminine-Typed behaviors. Items related to feminine-typed behaviors were designated as same gender for young women and other gender for young men, and vice versa for masculine-typed items. Analyses indicated that young men reported higher felt pressure to conform to same gender behavior than did young women, and young women reported felt pressure to conform to other gender behavior whereas young men reported pressure to avoid other gender behavior. In addition, high same gender felt pressure was associated with higher self-perceived same gender typicality and lower other gender typicality. Conversely, high other gender felt pressure was associated with high levels of other gender typicality and lower levels of same gender typicality. The presence of same and other gender felt pressure encourages theorists and practitioners to be mindful of the impact of both these influences on adolescents’ gender identity development and psychosocial adjustment.

     

How Gendered Attitudes Relate to Women’s and Men’s Sexual Behaviors and Beliefs

This study examines associations between endorsement of a sexual double standard, gender role attitudes, and sexual behaviors and beliefs. First year university students in the northeastern United States (N = 434; 52 % female; 33 % Black, 29 % Latino, 39 % White; ages 17–19) participated during their first year of college. Endorsement of a sexual double standard was associated with more conventionally gender-stereotyped sexual behaviors and beliefs, specifically, more sexual partners and fewer perceived barriers to condom use for young men, and more perceived barriers to condom use for young women. Women who were more conventional about men’s roles in society tended to use condoms less, whereas women who were more conventional about women’s roles tended to use condoms more. Men who were more conventional about men’s roles tended to have fewer sexual partners. Findings suggest the importance of examining gender’s role in sexual behaviors and beliefs by assessing multiple gendered attitudes, rather than simply considering biological sex.     

Differential Relations between Mothers’ and Fathers’ Parenting Practices and Child Externalizing Behavior

We examined differences in mothers’ and fathers’ parenting practices in relation to child externalizing behavior. Data were collected from a community sample of 135 cohabiting couples with a child aged 6–12. The couples were recruited through undergraduate and graduate students. Both parents were required to complete a series of questionnaires assessing demographic, parental, and child variables. Results indicated that after controlling for parental depression and marital conflict, all parenting variables were significantly related to child externalizing behavior; however, parent and/or child sex moderated these relations. Specifically, parental involvement was only significant for fathers and sons, positive parenting was only significant for mothers and sons, poor monitoring/supervision was only significant for girls, and only mothers’ inconsistent discipline was related to externalizing behavior. These results offer practical information regarding identification of children at risk for behavioral problems, as well as potential targets for prevention and intervention.     

Patterns of Adolescents’ Beliefs About Fighting and Their Relation to Behavior and Risk Factors for Aggression

This study examined adolescents' patterns of beliefs about aggression, and how these patterns relate to aggressive and prosocial behavior, and to risk factors associated with aggression. A sample of 477 sixth graders from two urban schools and a school in a nearby county completed measures of beliefs, behavior, and individual, peer and parental factors associated with aggression. Teacher ratings of participants' behavior and emotion regulation were also obtained. The urban sample was 84% African American; the county school was in a rural fringe area with a student population that was 45% Caucasian and 40% African American. Latent class analysis of items on a beliefs measure supported hypotheses predicting three groups: (a) a Beliefs Against Fighting (BAGF) group that opposed the use of aggression (31% of the sample); (b) a Fighting is Sometimes Necessary (FSNEC) group that endorsed beliefs that fighting is sometimes necessary or inevitable (41%), and (c) a Beliefs Supporting Fighting (BSUPF) group that supported aggression across multiple contexts (28%). Differences across groups were found on race/ethnicity and family structure, but not on gender. Significant differences were also found such that the FSNEC group fell between levels of the BAGF and BSUPF groups on most measures. In contrast, the FSNEC and BAGF groups both differed from the BSUPF group, but not from each other on measures of empathy, perceived effectiveness of nonviolence and aggression, and parental messages supporting nonviolence. These differences suggest the need for tailoring prevention approaches for subgroups of adolescents who differ in their patterns of beliefs.     

Genetic Counselors’ Perspectives About Cell-Free DNA: Experiences,Challenges, and Expectations for Obstetricians

The expansion of cell-free fetal DNA (cfDNA) screening for a larger and diverse set of genetic variants, in addition for use among the low-risk obstetric population, presents important clinical challenges for all healthcare providers involved in the delivery of prenatal care. It is unclear how to leverage the different members of the healthcare team to respond to these challenges. We conducted interviews with 25 prenatal genetic counselors to understand their experience with the continued expansion of cfDNA screening. Participants supported the use of cfDNA screening for the common autosomal aneuploidies, but noted some reservations for its use to identify fetal sex and microdeletions. Participants reported several barriers to ensuring that patients have the information and support to make informed decisions about using cfDNA to screen for these different conditions. This was seen as a dual-sided problem, and necessitated additional education interventions that addressed patients seeking cfDNA screening, and obstetricians who introduce the concepts of genetic risk and cfDNA to patients. In addition, participants noted that they have a professional responsibility to educate obstetricians about cfDNA so they can be prepared to be gatekeepers of counseling and education about this screening option for use among the general obstetric population.     

Mind, Body, and Spirit: Family Physicians’ Beliefs, Attitudes, and Practices Regarding the Integration of Patient Spirituality into Medical Care

This study used a qualitative approach to explore family physicians’ beliefs, attitudes, and practices regarding the integration of patient spirituality into clinical care. Participants included family medicine residents completing training in the Southwest USA. The qualitative approach drew upon phenomenology and elements of grounded-theory. In-depth interviews were conducted with each participant. Interviews were recorded, transcribed and coded using grounded-theory techniques. Four main themes regarding physicians’ attitudes, beliefs, and practices were apparent from the analyses; (1) nature of spiritual assessment in practice, (2) experience connecting spirituality and medicine, (3) personal barriers to clinical practice, and (4) reflected strengths of an integrated approach. There was an almost unanimous conviction among respondents that openness to discussing spirituality contributes to better health and physician–patient relationships and addressing spiritual issues requires sensitivity, patience, tolerance for ambiguity, dealing with time constraints, and sensitivity to ones “own spiritual place.” The residents’ voices in this study reflect an awareness of religious diversity, a sensitivity to the degree to which their beliefs differ from those of their patients, and a deep respect for the individual beliefs of their patients. Implications for practice and education are discussed.Michael M. Olson, Ph.D., is a member of the Department of Family Medicine, University of Texas Medical Branch in Galveston.M. Kay Sandor, Ph.D., R.N., is in the School of Nursing.Victor Sierpina, M.D., is in the Department of Family Medicine.Harold Vanderpool, Ph.D., Th.M., represents the Institute for Medical Humanities at the university and Patricia Dayao, M.A., is a graduate student there.Funding for this study provided in part by the John G. and Marie Stella Kenedy Foundation and the George Washington Institute for Spirituality and Health/John Templeton Foundation. Correspondence to Michael M. Olson, mmolson@utmb.edu.     

How Does Religion Promote Forgiveness? Linking Beliefs,Orientations, and Practices

Scholars have long observed that religion and forgiveness are generally positively linked, but it is unclear why this is the case. This article proposes and tests potential mechanisms by which religion promotes forgiveness. Using data from the 1998 General Social Survey, I find that holding a collaborative orientation toward God, subscribing to a pervasive role of religion, and believing God forgives are primary factors promoting one's propensity to forgive both oneself and others. These factors have varying influence on interpersonal forgiveness compared to self‐forgiveness and further illuminate the differences between the two processes. My findings demonstrate the importance of analyzing a person's religious beliefs and orientations directly, in addition to examining other dimensions of religion, such as affiliation, frequency of religious activity, and official religious teachings.     

Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills

It is imperative to identify contextual factors contributing to the development of early math skills, considering their role in later academic achievement. To pursue this goal, the present study investigated the paths connecting parental beliefs and practices during the preschool years to children’s numeric skills at the end of kindergarten (N = 98). Results were consistent with theoretical predictions of specific relations between particular types of parental input and different aspects of number knowledge. Direct math learning activities mediated the relation between parental beliefs and children’s number identification skills. Daily activities involving quantitative components mediated the relation between parental beliefs and children’s numerical magnitude understanding. Both types of activities predicted arithmetic skills that integrate the basic aspects of symbolic number knowledge. These findings contribute to developmental theory by specifying how characteristics of children’s environments are related to particular aspects of their development, which is critical for informing intervention work to improve early math skills.     

The Reciprocal Relations Between Teachers’ Perceptions of Children's Behavior Problems and Teacher–Child Relationships in the First Preschool Year

To examine the reciprocal relations between teacher–child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher–child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2–3 years filled in the Student–Teacher Relationship Scale and the Child Behavior Checklist/2–3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher–child conflict and significant cross-wave relation from early internalizing problems to later teacher–child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher–child closeness were not significant.     

What Accounts for Prosocial Behavior? Roles of Moral Identity,Moral Judgment,and Self-Efficacy Beliefs

Prior research suggests that moral identity influences individuals’ willingness to engage in prosocial behavior. Little attention, however, has been given to the roles of and relations between moral identity and other factors, such as moral judgment, in accounting for types of prosocial behavior in adolescence. The current study examined the extent to which moral identity, moral judgment, and social self-efficacy contribute to prosocial behaviors in adolescence. Approximately 338 adolescents (M_age?=?13.4 years) completed measures of moral identity, moral judgment, social self-efficacy, and prosocial behavior. Teachers rated adolescents’ prosocial behaviors, which largely corroborated the adolescents’ self-reports. Moral identity was found to predict most types of prosocial behavior. Moral judgment and moral identity were related and jointly predicted altruistic prosocial behaviors, but did not predict helping in front of others. Further, moral identity mediated the relationships between moral judgment and some forms of prosocial behavior (e.g., emotional, volunteering). Self-efficacy beliefs were found to predict some types of prosocial behavior (e.g., public), perhaps providing adolescents with confidence to engage in prosocial action. Overall, moral identity was especially effective in directly accounting for prosocial behavior, and may act as a mediator to bridge the moral judgment–moral action gap among adolescents.     

Breasts Are for Men: Media, Masculinity Ideologies, and Men’s Beliefs About Women’s Bodies

Although masculinity ideology (MI) has been shown to predict men’s sexual risk-taking, less is known about MI’s contribution to men’s beliefs about women and their sexual bodies. Accordingly, we examined associations between masculine ideology, media consumption, and men’s attitudes about women’s reproductive body functions among a sample of 656 undergraduate men. Participants completed measures assessing their endorsement of traditional gender ideologies, their levels of media exposure and engagement, and their attitudes toward childbirth and breastfeeding. It was hypothesized that media use would contribute to traditional MI, and that traditional MI would contribute to negative views about breastfeeding and childbirth. Results supported these individual connections, but not a mediated model. Discussion focuses on implications of these findings for women’s lives.     

Jewish Physicians’ Beliefs and Practices Regarding Religion/Spirituality in the Clinical Encounter

We used data from a 2003 survey of US physicians to examine differences between Jewish and other religiously affiliated physicians on 4-D of physicians’ beliefs and practices regarding religion and spirituality (R/S) in the clinical encounter. On each dimension, Jewish physicians ascribed less importance to the effect of R/S on health and a lesser role for physicians in addressing R/S issues. These effects were partially mediated by lower levels of religiosity among Jewish physicians and by differences in demographic and practice-level characteristics. The study provides a salient example of how religious affiliation can be an important independent predictor of physicians’ clinically-relevant beliefs and practices.     

Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk

The present study was designed to investigate gender patterns in early adolescents’ and their parents’ verbal expression of three gender-stereotyped emotions: anger, sadness, and frustration. Parents and their early adolescent children discussed four interpersonal dilemmas and answered questions regarding those dilemmas in mother–child and father–child dyads. Consistent with previous literature regarding gender stereotypes in emotion expression, daughters used a higher frequency of emotion words than sons did during conversations with their mothers and fathers. Additional analyses regarding the three specific emotions under investigation, however, revealed findings that were inconsistent with conventional gender stereotypes. Contrary to expectations, in conversations with fathers, sons used a higher proportion of references to sadness than did daughters. Daughters used a higher proportion of references to frustration than did sons in their conversations with both mothers and fathers. Mothers and fathers used a higher proportion of references to frustration with daughters than with sons. No gender differences were found in parents’ or children’s references to anger. The results call into question culturally accepted gender stereotypes about sadness, anger, and frustration.     

Boys,girls, and the school cultural environment: Teachers’ judgment and students’ values

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers’ judgment regarding the display of these values in school and students’ endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student’s gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys’ school-related outcomes are discussed.