Ethnic Differences in Health Behaviors Among College Students

Ethnic minority groups in the U.S. show significant health disparities, likely arising in part from psychosocial influences on health behaviors. This study explores how ethnicity and acculturation relate to health behaviors among 521 college students. Participants completed a questionnaire assessing eating habits (eating vegetables, fruits, and salads vs. French fries and hamburgers), preventative health behaviors (physical exams, dental visits, exercise), and health-harming behaviors (smoking, drinking), as well as a modified acculturation scale ( Marin et al., 1987 ). Results showed that ethnicity and acculturation likely have both positive and negative effects on health behaviors. Despite equality of education, conceptually meaningful group differences in health behaviors were revealed, pointing toward future research on modifying the psychosocial aspects of ethnic health disparities.     

Assertiveness and Personality: Cross-Cultural Differences in Indian and Serbian Male Students

The present study investigates the differences in assertiveness and the ability to discriminate assertiveness from aggressive and defensive/passive behaviour and the relation among them across Indian and Serbian cultures, besides exploring the relationship between personality and assertiveness in both the cultures. Measures of assertiveness, scale of discrimination among assertive, aggressive and passive behaviour and Big-Five personality inventory were administered on Indian (N = 108) and Serbian (N = 116) engineering students. Results indicated significant difference in the assertive behaviour of Indian and Serbian samples apart from significant relationship between personality and assertiveness.     

Learning Styles of Mexican American and Anglo-American Elementary School Students

The learning style characteristics of Mexican American and Anglo-American elementary school children are identified and the implications for counseling and learning are discussed.     

A Mixed-Methodological Evaluation of a Subjective Well-Being Intervention Program With Elementary-Age Students

An embedded mixed-methods design was implemented with 34 elementary-age students (mean age = 10.15 years, SD = 0.65) to evaluate salient experiences and improvements in protective factors and life satisfaction associated with a subjective well-being intervention program (SWIP). Analyses resulted in a model of participant experiences in which thematic experiences with SWIP participation (improved emotional expression, enhanced self-discovery, and increased empathy) promoted the emergence of protective factors (self-concept and self-confidence) that contributed to life satisfaction.     

Learning Styles,Gender and Age as Influential Issues amongst Students of Theology

In order to determine whether men and women's learning styles differ, two samples of students undertaking formal theological educational programmes completed a questionnaire focusing on contextualised examples of global and analytic learning styles. This was followed by selective interviews. Whilst no significant correlation was found between learning styles and gender, a significant correlation was unexpectedly found between learning styles and age.     

Dimensions of On-the-Job Learning Styles

The aim of this study is to identify dimensions of on‐the‐job learning styles that can create an awareness among employees and offer them opportunities for the improvement of their on‐the‐job learning. In order to be able to select relevant dimensions, we propose four criteria: dimensions should: (a) concern activities and behaviour; (b) be changeable by learners; (c) be applicable to the workplace context; and (d) be uni‐dimensional. After reviewing the literature in light of these criteria, we conclude that employees need to be aware of four core dimensions of on‐the‐job learning styles: (a) whether they are reproductive or developmental learners; (b) whether they tend to learn alone, from others, or with others; (c) whether they are holistic or analytical learners; and (d) how they engage in reflection (e.g. the depth of reflection). Le but de cette étude est d’identifier les dimensions composant des styles d’apprentissage sur le tas et plus particulièrement la création d’une conscience parmi les salariés et l’opportunité d’accroître les possibilités d’apprentissage sur le tas. Afin de sélectionner des dimensions appropriées, nous proposons 4 critères: les dimensions doivent a) concerner des activités et le comportement, b) être variables selon les apprenants, c) être applicable dans un contexte de travail et d) être uni‐dimensionnel. Une revue de la littérature à la lumière de ces critères montre que les salariés ont besoin d’être conscients de 4 dimensions fondamentales des styles d’apprentissage sur le tas: a) Sont‐ils des apprenants “passifs” ou “actifs” ? b) Tendent‐ils à apprendre seul, avec d’autres ou d’autres personnes ? c) Sont‐ils des apprenants holistiques ou analytiques ? et d) Quelle est la façon dont ils s’engagent dans une réflexion (e.g. la profondeur de la réflexion)?     

Examining Cross-Cultural Differences in Academic Faking in 41 Nations

This study examines cross-cultural differences in students’ academic faking (indicated by claiming to have impossible knowledge about mathematical concepts) by relating data from the Programme for International Student Assessment (PISA) to the comprehensive cultural framework of the Global Leadership and Organizational Behavior Effectiveness (GLOBE) project. Data of N = 233,428 students from 41 countries showed a substantial amount of variance in academic faking between cultures. Students’ academic faking was positively related to the cultural dimensions of gender egalitarianism, humane orientation, and in-group collectivism. Additionally, the similarity between female and male students’ academic faking was slightly greater in more gender-egalitarian cultures than in less gender-egalitarian cultures. Thus, educational stakeholders (e.g., teachers, principals, and policy-makers) should be made aware of cross-cultural differences in academic faking because faking gives fakers an unfair advantage.     

Predicting College Achievement of Students from Farm Backgrounds

Academic achievement in various types of colleges was studied for a statewide population of college freshmen from farm backgrounds. As a group, farm freshmen obtained lower scholastic aptitude test scores, had achieved higher grades in high school, and continued to achieve higher grades in college than did freshmen from other backgrounds. They did not appear to be handicapped by their lower verbal test scores. Patterns of academic achievement among farm students did not differ in most of the different types of colleges studied. Differing patterns were found among those farm students who attended certain colleges at the state university.     

Effects of White Noise on Off-Task Behavior and Sleep for Elementary-Age Students with ADHD

Abstract

Children with ADHD were administered 75?dB of continuous white noise during independent seat work in the classroom and during bedtime in their homes. Compared to baseline all three students exhibited decreases in off-task behavior. Off-task behavior returned to original baseline levels when white noise was removed and decreased again when reintroduced in classrooms. White noise also decreased bedtime sleep latency and spontaneous night wakings at home. Both sleep latencies and night wakings increased during return-to-baseline conditions. Surprisingly, when white noise was reintroduced only in the classrooms sleep improved a second time. White noise in classrooms with or without simultaneous treatment during sleep at night resulted in lower levels of off-task classroom behavior as well as less disruptive sleep. Results were independent of whether children were on ADHD medication. Children, teachers, and parents all rated white noise favorably.     

初中生认识论信念及其与学习方式、学业成就的关系

该研究采用自编的初中生认识论信念问卷、R-LPQ-2F问卷等工具,对557名初中生一般领域的认识论信念、学习方式、学业成就之间关系进行调查研究。结果表明:1)不同类型学校、年级、性别的初中生在认识论信念的某些维度上存在差异,学校与年级两个变量在接受-建构信念上存在交互效应,学校与性别两个变量在零散-联系信念上存在显著的交互效应;2)认识论信念对学业成就既有直接作用,又有间接作用;3)学习方式在认识论信念对学业成就的影响中发挥着中介作用。     

学习方式的变革:提取促进学习

提取练习效应是指在学习与最终测验之间,等长时间的提取练习与重复学习相比,前者更能促进长时记忆的保持,也称为测试效应。大量研究表明提取测试是一种高效的学习策略,师生却对此认识不足,认为测试只是检测学习效果的评估工具,并不能改变或促进学习。本文主要从提取练习促进学习的认知神经加工机制、提取练习在实践应用中的特点、提高提取练习效应的方法及其在教学实践中的局限四方面梳理了相关研究,为提取练习广泛应用于教学实践提供支持,同时也为师生正确高效利用这一策略提供了参考,使学生获得更高效和持久的学习。     

创伤后应激障碍的民族差异问题

创伤后应激障碍(PTSD)的民族差异主要体现在少数民族PTSD的发生率较高和症状反应与症状结构的差异。以美国代表的西方国家的研究表明, 这些差异主要是源于暴露水平、少数民族的社会地位以及不同的文化背景。汶川地震后, 有研究也发现羌族PTSD发生率高于汉族, 然而对于羌汉民族间症状反应的具体差异及其原因, 还并不十分明确。因此, 有必要在中国进行PTSD民族差异系统深入的研究, 这既有助于灾后心理援助工作更加有针对性的开展, 也能够为从东方文化视角下理解PTSD提供理论依据。     

Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United Kingdom, and the United States. The findings indicate a strong relationship with reading proficiency accounting for up to 43% of the variance in mathematics and up to 79% in science. In all comparisons, ELB students either outperformed NELB students or performed at the same level. However, when statistical adjustments were made for reading proficiency, in both mathematics and science, the score gap between the groups became statistically non-significant in three out of the four countries. These findings point to differences in score meaning in mathematics and science assessments and limitations in comparing performances of ELB and NELB.     

Ethnic Differences in the Developmental Significance of Parentification

Using an ecological framework, this 2‐wave longitudinal study examined the effects of parentification on youth adjustment across the transition to adolescence in a high‐risk, low‐income sample of African American (58%) and European American (42%) mother–child dyads (T1 M_age = 10.17 years, T2 M_age = 14.89 years; 52.4% female). Children's provision of family caregiving was moderately stable from early to late adolescence. Emotional and instrumental parentification evidenced distinct long‐term effects on adolescents' psychopathology and the quality of the parent–child relationship. Ethnicity moderated these relations. Emotional and instrumental parentification behaviors were associated with predominantly negative outcomes among European American youth in the form of increased externalizing behavior problems and decreased parent–child relationship quality, whereas emotional parentification was associated with positive outcomes among African American youth in the form of increased parent–child relationship quality, and instrumental parentification was neutral. These findings support a multidimensional view of parentification as a set of culturally embedded phenomena whose effects can only be understood in consideration of the context in which they occur.     

父母教养方式与中学生学业倦怠的关系:自我概念的中介作用

以社会认知理论为基础,使用父母教养方式、自我描述问卷和学业倦怠问卷对1201名中学生进行施测,探讨了中学生父母教养方式、自我概念和学业倦怠之间的关系。研究发现:(1)积极的父母教养方式与学业倦怠及其三维度呈显著负相关,与学业、非学业自我概念呈显著正相关;消极的父母教养方式与学业倦怠呈现显著正相关,与学业、非学业自我概念显著负相关;学业、非学业自我概念与学业倦怠及其三维度都具有显著负相关;(2)学业自我概念与非学业自我概念在积极、消极父母教养方式与学业倦怠关系间起部分中介作用。