Gender responses to psychological distress among Palestinians: Risk and protective factors

This study investigated the extent to which differences in the presence of trauma, political and normative stressors, resources, coping, and hardiness could account for variation in gender responses to psychological distress among Palestinians. Participants were 624 males and females aged 27–56 years. Questionnaires were administered in an interview format with participants at home. Results indicated that female gender has been associated with psychological distress. The females in this study reported feeling distressed by intrafamily strains, whereas males reported feeling distressed by work and family strains as well as losses. Political stressors were more predictive of psychological distress than was the presence of trauma or normative stressors. The sociodemographics had different patterns of relations with psychological distress. Females' education was negatively related to psychological distress, whereas the family income was negatively related to psychological distress in males. No significant differences between males and females were found in their coping responses. However, cognitive and behavioural strategies Family Crisis Oriented Personal Evaluation Scales (F‐COPES) seem to combine and had an impact on psychological distress of females only. Also, family hardiness was evidenced to have an influence on perceived psychological distress in both genders. The clinical and policy implications of these conclusions were discussed.     

Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents

In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.     

Gender matters when sports engagement and self-efficacy interact with academic achievement

Social Psychology of Education - This study examines, through the lens of gender, whether engagement in sports, self-efficacy and grade level affect academic achievements of adolescents. The study...     

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.     

双职工家庭父母工作投入对初中生学业投入的影响

基于资源保存理论,采用工作投入问卷、关系网络问卷、学业自我效能感问卷、学业投入问卷对326个双职工家庭的父母及其初中生子女进行调查,探讨父母工作投入对初中生学业投入的影响。结果表明：（1）父母工作投入、父母社会支持、子女学业自我效能感、子女学业投入两两之间呈显著正相关;（2）父母社会支持和子女学业自我效能感在父母工作投入影响子女学业投入中起中介作用;（3）父母社会支持和子女学业自我效能感的中介效应不存在显著的性别角色差异。从资源保存理论来看,父母工作投入对子女学业投入的影响,在一定程度上反映了资源在家庭系统内的投资和增益过程。     

双职工家庭父母工作投入对初中生学业投入的影响

基于资源保存理论,采用工作投入问卷、关系网络问卷、学业自我效能感问卷、学业投入问卷对326个双职工家庭的父母及其初中生子女进行调查,探讨父母工作投入对初中生学业投入的影响。结果表明：（1）父母工作投入、父母社会支持、子女学业自我效能感、子女学业投入两两之间呈显著正相关;（2）父母社会支持和子女学业自我效能感在父母工作投入影响子女学业投入中起中介作用;（3）父母社会支持和子女学业自我效能感的中介效应不存在显著的性别角色差异。从资源保存理论来看,父母工作投入对子女学业投入的影响,在一定程度上反映了资源在家庭系统内的投资和增益过程。     

Risk and protective factors associated with patterns of antisocial behavior among nonmetropolitan adolescents

This study used latent class analysis (LCA) to identify patterns of antisocial behavior (ASB) in a sample of 1,820 adolescents in a nonmetropolitan region of the Northeast. Self-reported ASBs including stealing, fighting, damaging property, and police contact were assessed. LCA identified four classes of ASB including a non-ASB class, a mild, a moderate, and a serious ASB class. Multinomial logistic regression indicated that parent-child relationships served as a protective factor against engaging in ASB and peer, school, and community risk and protective factors differentiated mild patterns of ASB from more intense patterns of involvment. These findings suggest utility in using the LCA to better understand predictors of adolescent ASB to inform more effective prevention and intervention efforts targeting youth who exhibit different patterns of behavior.     

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n = 815, mean age = 12.55 years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect “path” for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential “paths” from harsh parenting to adolescent academic achievement, as well as gender differences in these “paths.” The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.     

Risk and protective factors among youth offenders

This exploratory study examined the risk and protective factors of youth offenders and their relation to recidivism. The sample consisted of 76 male and female juvenile probationers within a large metropolitan area. Archival records on probationers provided data on prior offenses, personal characteristics, familial conditions, drug use, peer selection, school performance, role models, and activities and hobbies. It was found that protective factors, specifically personal characteristics, familial conditions, and peer selection, differentiated nonrepeat offenders and repeat offenders. The present body of findings supports the adaptive model of resiliency and reinforces the importance of enhancing protective factors in youth offenders as a means of deterring delinquent behavior.     

School connection through engagement associated with grade scores and emotions of adolescents: four factors to build engagement in schools

Social Psychology of Education - This study investigated school connectedness, student engagement, academic grades, and student affect. Factor analyses of 331 adolescent students (Years 7, 9, and...     

Gender differences in psychosocial risk factors among Slovenian adolescents

This study investigated psychosocial risk factors in adolescents and assessed gender differences in the frequency of their occurrence. A specially designed questionnaire, which included validated scales for the evaluation of depression (Zung Self-rating Depression Scale) and self-esteem (Rosenberg Self-Esteem Scale), was administered to a representative sample of Slovenian adolescents. The final sample consisted of 4,590 high school students of both sexes, aged 14 to 19 years. Data analysis revealed several significant gender differences. Girls more often than boys reported family conflict, personal problems, physical inactivity, attempts to control body weight, use of psychoactive drugs, suicidal ideation, and suicide attempts. Their level of depression was higher and self-esteem lower when compared with their male counterparts. Boys more often than girls indicated that they watched a great deal of television, were the victims of peer violence, and drank alcohol.     

Future time orientation predicts academic engagement among first‐year university students

Background. Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under‐researched factor that may significantly influence student engagement. Aims. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Sample. Participants (N=347) were first‐year undergraduate students who had completed one semester of study and re‐enrolled for a further semester of study at an Australian university. Methods. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation ( McInnis, James, & Hartley, 2000 ), Time Perspective ( Zimbardo & Boyd, 1999 ), the shortened version of the Study Process Questionnaire ( Fox, McManus, & Winder, 2001 ) and hours spent preparing for class. Results. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Conclusions. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.     

The academic achievement of African American students during early adolescence: an examination of multiple risk,promotive, and protective factors

This study examined the effects of multiple risk, promotive, and protective factors on three achievement-related measures (i.e., grade point average, number of absences, and math achievement test scores) for African American 7th-grade students (n = 837). There were 3 main findings. First, adolescents had lower grade point averages, more absences, and lower achievement test scores as their exposure to risk factors increased. Second, different promotive and protective factors emerged as significant contributors depending on the nature of the achievement-related outcome that was being assessed. Third, protective factors were identified whose effects were magnified in the presence of multiple risks. Results were discussed in light of the developmental tasks facing adolescents and the contexts in which youth exposed to multiple risks and their families live.     

Risk and protective factors for urban African-American youth

The present study investigated risk and resilience processes in a sample of urban African-American youth. Risk and protective factors were assessed across ecological levels including individual, family and community. Both externalizing and internalizing symptomatology were included as measures of child adjustment. Youth and parental reports as well as various methods, such as the Experience Sampling Method, were used to capture the daily experiences of the adolescents from different perspectives. Poverty, hassles, and exposure to violence predicted higher rates of externalizing and internalizing symptoms. Individual and family protective variables emerged as powerful sources of resilience. An inner sense of confidence and helpful family support were associated with reductions in the deleterious effects of community poverty. Two main patterns, protective-stabilizing and overwhelming-risk, seemed to characterize most of the risk by protective factor interactions. The present findings are important for understanding the complex experiences of urban youth and furthering the literature on sources of risk and protection for African-Americans.     

Gender,creativity, depression,and attributional style in adolescents with high academic ability

The present study examined the relationship among gender, creativity, depression, and attributional style among high-achieving adolescents. One hundred twenty-eight eighth-and ninth-grade high-achieving students completed the Torrance Test of Creative Thinking (TTCT), the Children's Depression Inventory (CDI), and the Children's Attribution Style Questionnaire — Revised (KASTAN-R CASQ). The results indicate that there were gender differences only on the verbal component of the TTCT, with females scoring significantly higher. For both sexes, there was a significant relationship between figurai creativity and a depressogenic attributional style. However, for females, high verbal creativity was associated with low levels of depression and a positive attributional style.The authors wish to acknowledge Monica Harris and Mike Nietzel for their helpful comments, and the Fayette County Public School System, especially Ben Oldham, for their cooperation and assistance.     

Risk factors for infant attrition and low engagement in experiments and free-play

Forty-three 2-month-old infants participated with their mothers in a laboratory study of factors associated with variations in infants' attrition and levels of attention/engagement in a cognitive-perceptual experiment, and in free-play with their mothers. Increased risk of attrition from the experiment was strongly associated with analgesic medication having been administered during labor and with more restricted maternal perceptions of infants' capacities. Attrition rates and levels of engagement varied independently, showing different patterns of association with explanatory variables. Infants' levels of engagement in the experiment and in free-play were correlated across settings and low levels were associated with a lack of maternal identification with the foetus during early pregnancy and more limited maternal perceptions of their infants' capacities, but were not associated with analgesic medication during labor.     

Risk factors for drug use in urban adolescents: Identification and cross-validation

Examined the relationship between 26 dichotomous risk factors and drug use in derivation (N = 1,352) and cross-validation (N = 1,309) samples of seventh graders in the public school system of a large southeastern city. The majority of students was African American, many came from low-income, single parent families. A total of 20 risk factors representing a variety of variables was significantly related to at least one category of drug use in both samples. Regression analyses identified a subset of 11 risk factors with minimum overlap. The simple sum of these 11 risk factors was significantly associated with prevalence of use for cigarettes, beer and wine, hard liquor, marijuana, and other drugs. The total number of risk factors also showed a curvilinear relationship with the frequency of 30-day use for each category of drug. Theoretical and practical implications of these findings are discussed.     

The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement

Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed.