Young people assess their risk of sexually transmissible diseases

Abstract

Perception of risk of ten diseases — five STDs and five non-STDs — along with participant beliefs about disease commonness, seriousness, personal control over contraction, extent to which the disease was likely to happen to a particular type of person, and personal knowledge of a sufferer, were assessed in a sample of 477 undergraduate college students ranging in age from 17 to 20 years (mean age 18.6 years). Participant attitudes to and perceived knowledge of each disease were also investigated. Results showed that young people confess to being ignorant about STDs, consider them dirty and disgusting, do not feel confident about being able to avoid contraction, and may underestimate their vulnerability, especially to STDs other than AIDS. Perceived vulnerability to disease was predicted by perceived disease commonness, and in some cases, by knowledge of a sufferer, beliefs about lack of control over contraction, and low stereotyping of a typical disease ‘victim’.     

Beliefs of teachers versus non-teachers about people who stutter

PurposeAlthough prior research has investigated teachers’ beliefs about people who stutter (PWS), this work has not indicated how these beliefs compare with those of the general public or taken into account key demographic variables that may be related to these beliefs. The main purpose of this study was to evaluate whether beliefs about PWS in teachers are different from those in the general public. The second purpose of this study was to examine whether gender is related to beliefs about PWS for teachers, who are more frequently women.MethodsAnalyses were based on questionnaire responses regarding beliefs about PWS from 269 teachers and 1388 non-teachers in the United States. Due to their potential link to beliefs about PWS, familiarity with PWS and sociodemographic variables were included in the statistical model for this study.ResultsTeachers’ beliefs about PWS are no different than those of people in non-teaching professions. Findings also indicated that, regardless of whether respondents were teachers, women had more accurate beliefs about PWS than men. The statistical model tested indicated that beliefs about PWS were more accurate when the respondents were older, had more education, and had familiarity with a PWS.ConclusionIn the first study to compare teachers’ beliefs about PWS to the general public, findings indicated that teachers are no more accurate than the public in their beliefs about PWS. Associations found between these beliefs and several variables may indicate some promising mechanisms for improving beliefs, such as increased familiarity with individuals who stutter.Educational Objectives: Readers should be able to: (a) describe stuttering's potential effects on children's participation in the school setting; (b) identify actions teachers can take to improve the school experience of their students who stutter; (c) summarize findings regarding teachers’ beliefs about people who stutter (PWS); (d) identify key variables that are associated with beliefs about PWS.     

A functional approach to understanding attitudes toward AIDS victims.

Attitudes toward victims of AIDS were conceptualized as serving three possible functions: a value-expressive function (e.g., stigmatization), an ego-defensive function (e.g., homosexual prejudice), or a knowledge function (e.g., victim derogation). These functions were evaluated by having a sample of U.S. undergraduates respond to a victim who had contracted AIDS by one of three different means: a blood transfusion, a sexual encounter of a homosexual nature, or intravenous drug use. Subjects then indicated their beliefs about the victim's responsibility for the disease, feelings toward the victim, and likely behavioral interactions with the victim. The findings provided most support for the knowledge function of attitudes toward AIDS victims.     

Knowledge of drug-related health problems among injecting drug users: Implications for the transmission of HIV infection

Abstract

In a project that investigated the HIV-related risk behaviour of injecting drug users, respondents were categorized along dimensions of expertness in HIV/AIDS knowledge and knowledge about drug-related health problems. Knowledge about drug-related health problems was found to be significantly associated with sharing. Better informed respondents were less likely to share injecting equipment and to predict they would share in future. They were more likely to adopt consistent injecting hygiene, seek information about AIDS, and perceive themselves as in control of their lives. No significant relationships were observed between sharing and HIV/AIDS knowledge. The data have relevance for AIDS educational strategies, since knowledge about AIDS and HIV transmission appears to be insufficient to induce behavioural change. Greater emphasis on the health problems that afflict most injectors may be a way of encouraging general harm minimization.     

Mental-rotation performance in middle and high-school age: influence of stimulus material,gender stereotype beliefs,and perceived ability of gendered activities

ABSTRACT

In psychometric mental-rotation tests, males mostly outperform females. The stimulus material and stereotype beliefs could partly be responsible for these differences. This was investigated in an experimental study administering traditional cube figures (C-MRT) and structurally similar pellet figures (P-MRT) to middle- and high-school aged children. 168 participants either solved the C-MRT or the P-MRT and filled out a questionnaire about their perceived ability of stereotypically masculine and feminine activities and about their gender stereotype beliefs. Overall, boys outperformed girls and all children who solved the C-MRT were better than those who solved the P-MRT. Only boys' mental-rotation performance increased with age while girls' perceived ability of stereotypically masculine activities decreased. A regression analysis identified children’s gender, their perceived ability of stereotypically masculine activities and their female gender stereotype beliefs as predictors of mental-rotation performance. Results are discussed with a focus on stereotype threat effects and gender differences in mental-rotation strategies.     

Children's Beliefs About Gender Differences in the Academic and Social Domains

Children's beliefs about gender differences were investigated among a sample of younger and older elementary school students (total N = 120). Beliefs about gender differences in math, spelling, physical aggression, relational aggression, and prosocial tendencies were assessed using 3 methods that varied in the extent to which gender was referenced overtly. Children who made systematic gender distinctions tended to associate prosocial tendencies and success in spelling with girls and physical and relational aggression with boys. Perceived gender differences were minimal for math, and those that were seen were consistent with same-sex biases. Children who associated positive characteristics with girls tended to associate negative characteristics with boys. Although results were generally consistent across measures, children were more likely to show same-sex preferences when they were asked to compare boys and girls explicitly.     

Factor Analysis of Physique-Stereotyped Traits

Abstract

The prevalence of rape myths contributes to victims' reluctance to report rapes. Black (n = 30) and White (n = 96) U.S. college students responded to the Rape Myth Scale (Burt, 1980) and read a scenario of an acquaintance rape; the race of the perpetrator and victim (Black or White) were varied. The respondents assessed the victim's and perpetrator's responsibility and evaluated the incident. As hypothesized, the respondents with strong beliefs in rape myths were more tolerant of the rapist and less tolerant of the victim than were those with weaker beliefs. There was limited support for the myth of the Black rapist and White victim; however, the myth of the Black rapist appeared particularly strong among the Black respondents. The women responded more negatively to the rapist and more positively to the victim than the men did. Such biases in attitudes toward rape could keep women from reporting rapes and accused rapists from receiving fair trials.     

The social context as a determinant of teacher motivational strategies in physical education

ObjectivesThe purpose of the study was to provide an in-depth analysis of how the Physical Education (PE) teaching context influences teachers' motivational strategies towards students.DesignQualitative semi-structured interviewsMethodsUsing Self-determination theory (Deci, E. L., & Ryan, R. M. (2000). Psychological Enquiry, 11, 227-268) as a guiding framework, semi-structured interviews of 22 PE teachers were examined using categorical content analysis.ResultsThe teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons often compelled them to use teaching strategies which conflicted with their beliefs about the most appropriate ways to motivate students. The teachers' own performance evaluations and pressure to conform to other teachers' methods also influenced the teachers' motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs. Finally, the influence of the teachers' perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies.ConclusionsIt is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies.     

Age-related differences in physical activity and depressive symptoms among 10−19-year-old adolescents: A population based study

ObjectivesThe aim of this study was to examine age- and gender-related patterns of PA and depressive symptoms among students through their adolescent years.DesignData from three population-based surveys were analysed to determine levels of moderate- to vigorous-intensity PA (MVPA), participation in organized sports and depressive symptoms among 10−19-year-old adolescents.MethodQuestionnaires assessing PA and depressive symptoms were administered to 32 860 students in compulsory and upper-secondary schools in Iceland.ResultsAs age increased, depressive symptoms increased and PA decreased with over half of the adolescents in upper-secondary schools not achieving recommended daily PA. There were gender differences in PA and depressive symptoms with girls being less active and reporting higher levels of depressive symptoms than boys. MVPA was associated with lower levels of depressive symptoms among both genders while organized sports had more impact on depressive symptoms among girls.ConclusionsTo our knowledge, this study is the first to simultaneously examine patterns of PA and depressive symptoms among students through their adolescent years. Our findings show that the decrease in PA and increase in depressive symptoms is most pronounced around the transition from compulsory to upper-secondary school, or around the age of 15–16. Thus the findings provide important information about when to tailor public health efforts to reduce the burden of depressive symptoms among adolescents, for example by employing PA interventions.     

General Versus Specific Victim Blaming

Abstract

The authors investigated (a) whether victim blaming is a general variable in a person's make-up or (b) whether the extent of blaming depends on the kind of victim considered. The authors evaluated scales for blaming (a) victims in general, (b) society in general, (c) a specific kind of victim (i.e., AIDS), and (d) the society in which AIDS victims live. The general and specific scales had favorable psychometric properties, including reliability. General and specific victim blaming were significantly and positively correlated, whereas victim blaming and society blaming were not significantly correlated. Multiple regression analyses provided evidence of construct validity for the scales. All blaming variables were significantly related in the hypothesized directions to social distance, social responsibility, and discrimination (regarding persons with AIDS). The general and specific scales made significant and unique contributions. Implications for attribution theory and research are specified.     

Book review

Long-standing beliefs about one's self-efficacy and learning ability accumulate over the school years. Attributions, or causal perceptions and interpretations, of behavioural outcomes are also based on a person's learning history. And, it is evident from research on attributional bias and self-esteem that the perceived causes of success and failure have consequences for academic success. An important perspective on attributions, frequently neglected in educational research, pertains to content-specific beliefs about one's competence. We set up a field study in which students from the first form of secondary education were asked to report their causal attributions of regular school examinations in three school subjects: history, native language, and mathematics. The results suggest that students generate different causal attributions for successful or unsuccessful examinations, belonging to different school-subjects. Perception of specific examination conditions may or may not urge students to generate specific attributions. There is evidence for both school-subject specificity and examination-specificity in the observed causal attributions. But, the effect of school-subject seems to be more pronounced than the effect of examination. Information at the momentary level (examination conditions) interacts with information at the middle level (school-subject). Closer analyses of the observed causal attributions vis-à-vis perceived success and failure in the three school-subjects displayed marked differences, especially in relation to the effort attributions.     

Perceptions and Attitudes Toward Bullying in Middle School Youth

ABSTRACT

We examined middle school students' attitudes and perceptions of bullying during their middle school years. Participants were categorized along the bully/victim continuum as bullies, victims, bully-victims, and no-status students based on their self-nomination from a survey that queries students about their experiences with bullying (either as a bully, victim, or both), their observations of bullying, and their attitudes toward bullying. The majority of participants were classified as bullies, victims, and bully-victims as 70% of the participants reported involvement with bullying and/or victimization during their middle school years. Participants' perceptions about bullying and attitudes toward bullying were examined at three points in time. Participants' attitudes toward bullying became more supportive of bullying as students progressed through middle school. Additionally, external attributes for bullying were cited across all four status groups as reasons for involvement in bullying. Implications for prevention and intervention programs that address bullying are discussed.     

Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization

A multilevel design was used to test a model in which teachers' attitudes (beliefs) about bullying (e.g., it is normative; assertive children do not get bullied; children wouldn't be bullied if they avoided mean kids) were hypothesized to influence if and how they intervene in bullying interactions. In turn, it was hypothesized that teachers' strategies would influence how their students cope with victimization and the frequency of victimization reported by their students. Data were gathered on 34 2nd and 4th grade teachers and 363 ethnically-diverse students (188 boys; 175 girls; M age = 9 years 2 months). Results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervene if they held either assertion or avoidant beliefs. Moreover, avoidant beliefs were predictive of separating students which was then associated both directly and indirectly (via reduced revenge seeking) with lower levels of peer victimization. No grade differences emerged for teachers' views or management strategies; however, minor sex differences were detected which will be discussed.     

Teacher and Parent Perceptions of Relational and Physical Aggression During Early Childhood

Although links have been found between parents’ and teachers’ (caregivers’) attitudes about aggressive behavior, their responses to aggressive behaviour in children, and those children’s own use of aggressive behaviour, most research has focused on primary and secondary school contexts and has examined the influence of parents and teachers separately. The current study explored both parents’ and teachers’ beliefs and intervention strategies for relational and physical aggression in early childhood settings. Teachers (N?=?18; Mage?=?34.8 years) and parents (N?=?68; Mage?=?32.2 years) were presented with vignettes portraying relational and physical aggression. Following each vignette, their perceptions of the seriousness of the act, empathy for the victim, likelihood to intervene, and intervention strategies used to respond to each vignette were assessed. Teachers were also interviewed about examples of aggression that have been seen in preschool age children. Results indicated that caregivers viewed relational compared to physical aggression as more normative, and had less empathy for, and were less likely to intervene in instances of relationally aggressive behaviour. They also recommended more passive intervention strategies towards relationally aggressive children and more direct strategies towards physically aggressive children. Interview responses indicated that teachers perceived the primary cause of aggression to be related to developmental characteristics of the child. Implications for how these findings about adult–child interactions impact the development of relational and physical aggression are discussed.     

Sex differences in the original thinking of preschool and elementary school children

Abstract:

The purpose of this study was to assess the development of sex differences in the creative potential of preschool and early elementary school children. Preschool, first‐, and third‐grade children (N = 188) received the Multidimensional Stimulus Fluency Measure (MSFM). The MSFM assesses creative potential in terms of popular and original responses (ideational fluency). Comparisons of the three groups of children indicated that sex differences emerged throughout early elementary school. No sex differences were found within the preschool sample; but by third‐grade, boys were found to score significantly higher than girls on both popular and original responses. These findings were discussed with regard to evaluation, conformity, assimilative strategies, and the environmental factors which might affect creative potential.     

Preschool Children’s Beliefs about Gender Differences in Academic Skills

Evidence from different Latin American countries shows a gap in the academic achievement of girls and boys. Chilean children’s achievement is a case in point, with the gender gap being especially large for mathematics achievement. These differences can be explained partly from the viewpoint of beliefs and implicit theories. Research in this field has focused mainly on elementary and secondary students, and there is no relevant data on preschool children. This study examines Chilean kindergarten children’s beliefs about differences in the academicals skills of girls and boys. Eighty-one preschool children (34 girls, mean age 5 years and 11 months) were recruited from schools serving a middle SES population from downtown Santiago. An instrument to test children’s implicit beliefs about gender differences in academic ability was adapted from previous research. Results support the hypothesis that boys and girls at the age of 5 already hold stereotypical expectations about boys’ and girls’ academic achievement. When asked about which school subject a character liked more, was better at, and found easier, participants showed no preference between math and language when reasoning about a male character, but they indicated that a female character would find math harder, perform worse at it, and like it less than language. These responses did not differ according to the gender of the participating children. Implications of these findings are addressed and limitations and future research are discussed.     

Peer Victimization in Middle School

ABSTRACT

African American (n = 350) and Latino (n = 435) 6th grade students from eight middle schools completed self-report measures of peer victimization and psychological adjustment (i.e., self-esteem, anxiety, loneliness, depression, and physical symptoms). Peer nomination procedures were used to determine which students had reputations as victims and which students were accepted, rejected, and perceived as most «cool.» In addition, homeroom teachers rated participating students on social behavior and academic engagement and students' grades were collected from school records. We created four victim groups based on self-and peer perceptions. «True» victims (agreement between self and peer) experienced the worst outcomes on all of the adjustment variables examined. However, different adjustment difficulties were reported for victim groups where there was disagreement between self-and peer views. Self-perceived victimization was predictive of psychological maladjustment, whereas the reputational measure was more related to peer rejection and negative teacher ratings. The implications of the findings for both accurate identification of victims of harassment and targeted intervention strategies were discussed.     

Changes in health status after one year for persons at-risk for and with HIV infection

Abstract

Health status is an important component of the evaluation of patient outcome in HIV infection where disease is chronic, progressive, and debilitating. This paper compares patient self-report for 9 dimensions of health status for patients followed in ATHOS (AIDS Time-Oriented Health Outcome Study). We compared changes in functioning after 12 months for 1, 524 patients with varying HIV disease severity: 238 asymptomatic, 447 symptomatic, 441 AIDS, and 398 HIV-negative individuals who are at-risk for infection.

Declines in health status were observed for all HIV-infected persons, including also asymptomatic patients. Individuals with symptomatic disease or AIDS had significant declines (p < 0.001) in physical functioning, energy, global health, pain, and increased disease symptoms, but no significant declines in health distress, cognition, or mental health. Persons with AIDS had greater declines than those with symptomatic disease. All HIV-infected individuals reported significantly fewer hours at work and more disability days than HIV-negative patients from similar risk pools. The adverse impact that HIV infection has on the health status of HIV-positive asymptomatic individuals is striking; HIV-negative individuals are more similar to HIV-positive individuals than to the general population.     

Parental Psychological Control and Children’s Relational Aggression: Examining the Roles of Gender and Normative Beliefs about Relational Aggression

Abstract

Drawing on the information processing model for the development of aggression, children’s acquisition of aggressive responses could be associated with parenting that communicated norms favoring aggression. Extending this view, the present study examined the mediating role of children’s normative beliefs about relational aggression (NBRA) on the association between psychologically controlling parenting and children’s relational aggression (RA), and further explored whether this possible indirect effect would be contingent on the child’s gender. 341 upper elementary school students (174 boys and 166 girls) reported perceived paternal psychological control (PPC) and maternal psychological control (MPC) during their fifth-grade fall semester, rated their NBRA during their sixth-grade fall semester, and assessed RA through a peer-nomination procedure during their sixth-grade spring semester. Results demonstrated that the indirect effects of perceived PPC and MPC on children’s RA via their NBRA were both significant among the entire sample. However, by means of conditional process analysis, we found that whereas perceived PPC positively predicted boys’ and girls’ NBRA, perceived MPC positively predicted boys’ but not girls’ NBRA. In addition, children’s NBRA was only positively predictive of RA for girls. As such, the indirect effect was exclusively significant for perceived PPC among girls.     

When Sibling Becomes Competitor: A Qualitative Investigation of Same-Sex Sibling Competition in Elite Sport

Abstract

The effects of performance strategies, goal setting, and self-evaluative recording on the acquisition of a novel motoric skill were studied with 90 high school girls. It was hypothesized that greater acquisition would occur when (a) an analytic strategy was used instead of imaginal strategy, (b) practice goals were shifted dynamically during learning instead of remaining unchanging or fixed, and (c) self-evaluative recording of strategic performance processes was present rather than absent. Support for all three hypotheses was found. In addition to improving motoric skill acquisition, these same self-regulatory processes significantly enhanced three sources of learners' motivation: self-efficacy beliefs, self-satisfaction, and intrinsic interest. Additional analyses revealed that self-evaluative recording enhanced strategy attributions during learning which were predictive of improved self-efficacy, self-satisfaction, and intrinsic interest during posttesting. Self-efficacy was highly predictive of subsequent dart-skill performance. The results were discussed in terms of a strategic cycle view of self-regulation of motoric learning.