A Comparative Analysis of the Effects of Alienation on Public and Private School Females

The levels of alienation of American female school students (N = 431; 256 public, 175 private) were assessed to determine the extent of the influence of the school environment on the student's level of alienation and the dimensions of isolation, normlessness, and powerlessness. It was hypothesized that substantially different school settings would have no significant effects because student alienation is influenced by a series of complex environmental factors. The Dean Alienation Scale (1961) was used to assess levels of alienation. There were no significant differences in terms of total alienation and powerlessness. Private school students, however, were more isolated (p < .001) and public school students had higher levels of normlessness (p < .05).     

The effects of teaching experience on levels of alienation

This study was designed to measure the levels of alienation among American student and full-time teachers, based on the length of their experience with the public school organization. One hundred seventy eight subjects, including 113 full-time teachers and 65 student teachers, were administered the Dean Alienation Scale. Analysis of the data indicated that student teachers had significantly higher levels of alienation, isolation, normlessness, and powerlessness, than did full-time teachers. The less experience the teacher had, the higher were his or her levels of total alienation and powerlessness.     

Alienation: a cause of juvenile delinquency

This research investigated differences in levels of alienation between incarcerated (n = 157) and nonincarcerated (n = 1,318) adolescents. It was hypothesized that incarcerated adolescents would have significantly higher levels of isolation, normlessness, powerlessness, and total alienation than would nonincarcerated adolescents. The Dean Alienation Scale, a global measure of alienation, was administered to all subjects. Results indicated that incarcerated adolescents had significantly higher levels of total alienation, isolation, and powerlessness. Given the high rates of recidivism, these results suggest that the reduction of both alienation and rejection of societal norms should be a major component of rehabilitation programs for incarcerated juvenile delinquents.     

Theoretical structure of adolescent alienation: a multigroup confirmatory factor analysis

This study examined the construct validity of adolescent alienation using second-order confirmatory factor analysis of the five dimensions conceptualized by Seeman (1959). Analysis was based on data from 275 high school students aged 14 to 18. The hypothesized multidimensionality of the construct was confirmed for both boys and girls using a second-order factor labeled alienation. Central dimensions of alienation as a latent construct were self-estrangement and powerlessness. Social isolation, meaninglessness, and especially normlessness were poorly explained by the second-order factor, suggesting that these dimensions entail enough specificity to be considered separately. A different theoretical model relating these dimensions is suggested and discussed.     

Self-injury behavior, economic status and the family anomie syndrome among adolescents.

Only recently has there been a focus upon the psychosocial environment of the family that surrounds the suicide-prone individual. The purpose of this research was to learn more about the association of economic status and family anomie, operationationalized by family normlessness and powerlessness scales, to the differential vulnerability of adolescents to suicide potential. The research design called for a detailed interview with the persons attempting suicide and members of their families. The study samples consisted of 30 low economic and 25 high economic status families. It was predicted that social anomie could be translated into behavioral (attempted suicide) and attitudinal (normlessness and powerlessness) determinants when viewed with regard to its impact upon the family. Significant differences in the degree of normlessness and powerlessness were found for suicidal and nonsuicidal adolescents and their families. These differences appear to be part of a family anomie syndrome.     

青少年学生疏离感及其发展的研究

本研究采用<青少年学生疏离感量表》对重庆市和兰州市的1502名青少年学生进行调查,结果表明:青少年学生在生活环境疏离感和压迫拘束感上的平均分相对较高;各学生群体在社会疏离感、人际疏离感和总体疏离感之间的差异,主要体现在年级和地区的交互作用上,而环境疏离感的差异主要体现在性别和片区的交互作用上。各群体疏离感的差异主要表现在年级和片区之间;青少年学生的疏离感大体呈现出三个阶段的发展趋势,即是:初中阶段发展比较平稳,没有大的起伏变化;高中和大学阶段都是从低到高,再从高到低的倒“V”字型发展变化趋势。     

高中生人际信任、疏离感和公民责任意识的关系研究*

探讨高中生的人际信任、疏离感、公民责任意识三者之间的关系。以《高中生人际信任量表》、《青少年学生疏离感量表》和《公民责任意识问卷》为测试工具,在天津市中学随机抽取316名在校学生为被试,进行调查研究。统计结果表明：高中学生人际信任、疏离感和公民责任意识之间存在显著相关。对这三个变量进行中介效应分析,结果发现,疏离感分别部分中介了人际信任的三个维度人品信任、能力信任、行为一致性与公民责任意识之间的关系。人际信任的三个维度既可以直接地影响公共责任意识,也可以通过疏离感来间接地影响高中生的公民责任意识。     

Predicting alienation in a sample of Nigerian Igbo subjects

Seeman in 1959 suggested that alienation is a multidimensional concept. Using two aspects of Seeman's concept of alienation, powerlessness and social alienation, and two concepts derived from Lachar's 1978 Minnesota Multiphasic Personality Inventory Cookbook, emotional and self-alienation, the present work was undertaken to ascertain which concept will more likely predict feelings of alienation. A stepwise multiple regression showed that among 160 Nigerian (Igbo) subjects the feeling of powerlessness predicted alienation more than did the other concept.     

工读学校学生同伴依恋、自我概念与孤独感的特点及其关系

使用青少年依恋问卷、田纳西自我概念量表和中学生孤独感问卷,对上海市207名工读学校学生和116名普通学校学生进行调查,探讨工读学校学生同伴依恋、自我概念与孤独感的特点及关系,结果发现:(1)和普通学生相比,工读学校学生对同伴更缺乏信任、情感更疏离,具有较低的自我概念,体验到的孤独情绪也较强烈;(2)工读学校二年级学生的自我概念比其他年级学生要消极、女生比男生持有更为消极的自我概念,尤其是二年级的女生更为突出,而且女生比男生更容易体会到孤独感;(3)同伴依恋各维度在对孤独感的预测程度和方式上存在着很大的差异;(4)对于不同类型的学生,自我概念的不同维度在同伴依恋与孤独感关系中的中介作用模型是不同的.     

家庭功能对青少年疏离感的影响: 有调节的中介效应

采用问卷法调查了608名初一至高二城市青少年, 通过结构方程模型探讨了青少年疏离感与家庭社会经济地位、家庭功能和同伴接纳的关系。结果发现: (1) 青少年疏离感年龄段差异显著, 高中生的疏离感显著高于初中生; (2) 青少年疏离感的三个维度之间存在显著差异。其中环境疏离感最高, 其次是社会疏离感, 人际疏离感最低; (3) 家庭功能在家庭社会经济地位与青少年疏离感之间起完全中介作用, 这一中介作用的实现受到同伴接纳的调节, 即家庭功能对青少年疏离感的影响是有调节的中介效应。     

Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment

The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.     

文化疏离感对汉区高校少数民族大学生幸福感的影响:应对方式的中介作用和文化智力的调节作用

采用文化疏离感量表、应对方式问卷、文化智力量表和幸福感问卷对670名汉区高校少数民族大学生进行调查,分析了文化疏离感、应对方式、文化智力和汉区高校少数民族大学生幸福感之间关系。结果显示:(1)应对方式部分中介了文化疏离感与汉区高校少数民族大学生幸福感间的关系;(2)文化智力调节了文化疏离感通过应对方式影响汉区高校少数民族大学生幸福感这一中介过程的前半路径和直接路径。     

Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles

This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self‐report survey containing questions relating to teacher and peer‐related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self‐esteem and self‐image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high‐risk behaviours such as gambling, drug use and under‐age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single‐sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school‐retention rates and addressing psychological distress amongst adolescent students are discussed.     

特质感恩与状态感恩对初中生合作水平的影响

为探究感恩对初中生合作水平的影响,本研究采用追踪调查与实验相结合的方法,通过两个研究分别探究了特质感恩与内在的合作倾向,状态感恩与外在的合作行为之间的关系。结果发现：（1）初中女生的特质感恩、人物取向感恩显著高于男生;初一下的合作倾向显著低于初一上、初二上时期;（2）初中生的特质感恩水平能显著正向预测合作倾向,状态感恩的唤起会增加公共物品困境中的合作行为。     

Beliefs in Conspiracies

This study used canonical correlation to examine the relationship of 11 individual difference variables to two measures of beliefs in conspiracies. Undergraduates were administered a questionnaire that included these two measures (beliefs in specific conspiracies and attitudes toward the existence of conspiracies) and scales assessing the 11 variables. High levels of anomie, authoritarianism, and powerlessness, along with a low level of self-esteem, were related to beliefs in specific conspiracies, whereas high levels of external locus of control and hostility, along with a low level of trust, were related to attitudes toward the existence of conspiracies in general. These findings support the idea that beliefs in conspiracies are related to feelings of alienation, powerlessness, hostility, and being disadvantaged. There was no support for the idea that people believe in conspiracies because they provide simplified explanations of complex events.     

The influence of school environment and self-regulation on transitions between stages of cigarette smoking: a multilevel analysis.

In this research, hierarchical linear modeling (HLM) was used to address how school context influences the likelihood of transitioning between stages of cigarette smoking as well as modifies the individual-level risk factor of self-regulation. Survey data were collected from 25,186 middle and high school students attending 38 public schools in Kentucky. Results show that students are less likely to increase use in schools with higher levels of teacher discipline and faculty involvement. The analyses of the multi-level interactions between self-regulation and school context reveal that students possessing low emotional regulation are more likely to initiate experimental smoking in schools with poor levels of discipline and involvement than similar types of students in schools with higher levels of these characteristics. This study illustrates how psychological risk factors for substance use may vary across social environments.     

Effects on High School Students of a Teaching Module for Reducing Homophobia

Outcomes of an antihomophobia teaching unit for 130 high school students were evaluated in a pretest-posttest follow-up design, with gender and school type as independent variables. Dependent variables were cognition (Modified Attitudes Toward Homosexuality Scale; Price, 1982); homophobic guilt, homophobic anger, and delight (Affective Reactions to Homosexuality Scale; Van de Ven, Bornholt, & Bailey, in press); behavioral intentions (Homophobic Behavior of Students Scale; Van de Ven et al., in press); and short-story responses. Multivariate analyses of variance revealed that participants' anger (p < .05) and behavioral intentions (p < .0005) were significantly less homophobic at posttest and follow-up. Analyses of the cognition variable showed that hostility toward homosexuals was significantly reduced for girls (p < .0005) and initially for boys (p < .0005); however, boys reverted to previous levels of homophobia on this variable at 3-month follow-up. Similarly, analyses of the delight variable for students in single-sex schools showed that girls became less hostile (p < .05) and maintained their reduced levels of homophobia, whereas boys became less hostile initially (p < .05) but then regressed. The intervention had no effect on students' guilt and no effect on delight for coeducational students. Analysis of all participants' short-story content using sign tests indicated that the instruction had the desired effect (p < .005). However, only the female, coeducational school cohort yielded significant results (p < .05). The findings reinforce the importance of using multiple dependent measures of homophobic response and of collecting follow-up data. They also imply that extensions of the unit are warranted, especially in the absence of longer term impact for boys.     

Psychological factors and adolescent illicit drug use: ethnicity and sex differences

Of four psychological factors examined in a representative sample of New York State secondary school students, only two, depressive mood and normlessness, show a positive relationship with the use of illicit drugs, especially drugs other than marihuana. The association of depressive mood and normlessness with illegal multiple drug use varies by ethnicity and sex, being consistently stronger among girls and among whites. In addition, depressive mood is negatively related to multiple drug use for black and Puerto Rican boys. These findings suggest that psychological factors play a different role in adolescent drug involvement within various social and cultural groups.     

The validity and devolution of a concept: student alienation.

This study examined the correspondence between conceptual and empirical dimensions of student alienation. Responses from 2,056 secondary school students were analyzed using a multivariate technique, smallest space analysis. Except for a few items, there was a basic correspondence between a multidimensional conceptualization of alienation and empirical dimensions articulated by students. Such a correspondence for both intermediate and high school students serves to strengthen confidence in the concept of multidimensional alienation specific to the school context.     

Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization

The direct and indirect effects of student perceptions of the extent to which social emotional learning (SEL) instruction is provided on bullying at school and student victimization experiences were examined for 2832 public school students. Students in grades 4–12 completed several subscales of the Delaware School Climate Survey (Bear et al., 2016) at a single timepoint to assess their perceptions of the extent to which SEL instruction is used at their school, their own SEL skills, bullying at school, and personal victimization experiences. Structural equation modeling revealed that students' perceptions of SEL instruction were inversely related to their perceptions of bullying at school and students' personal experiences of victimization. Effects were direct and indirect, through students' self-reported perceptions of their SEL skills. Effects were stronger in late elementary and middle school than in high school. The indirect effects of student perceptions of the extent of SEL instruction on perceived bullying at school through students' SEL skills varied as a function of victimization severity. For students with low self-reported victimization, there was a negative relation between student self-reported SEL skills and perceptions of bullying at school. In contrast, for students who reported experiencing high levels of victimization, students' self-reported SEL skills related positively to perceptions of bullying at school; there was no significant relation between SEL skills and perceptions of bullying at school for students who reported moderate levels of victimization. Implications for teachers' inclusion of SEL instruction and its effects on positive youth development are discussed.