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1.
Alcohol use and its associated problems among university students have attracted empirical investigation by researchers and
scholars. While many of these studies have reported a very high level of alcohol consumption and highlighted the various problems
this portends, alcohol-related perceptions of this vulnerable population, which could be germane to intervention aimed at
curtailing the problem, have remained largely under-researched. This cross-sectional survey examined the use and perceptions
of alcohol by student-patrons (n = 1,705) of beer parlours or ‘joints’ in three university communities in Southwest Nigeria. Respondents were interviewed
using AUDIT, a socio-demographic prototype and an open-ended section on alcohol-related perceptions of the students. Findings
indicated that overall, 72% of the respondents perceived that alcohol is good for socializing, 68% perceived that alcohol
is good in the aspect of stress reduction, 58% believed that alcohol consumption is indicative of maturity, 36% perceived
that alcohol enhances their sexual performance while 39% perceived that alcohol serves to enhance alertness/concentration.
Results also showed that gender (β = −. 23; p < .05), paternal alcohol use (β = .36; p < .01), parental socio-economic status (β = .33; p < .01), and residential status of university of respondents (β = .21; p < .05) significantly predicted alcohol use. The study concluded that perceptions about alcohol are very germane to understanding
students’ alcohol use and should be reckoned with in designing intervention programmes. The need to adopt a ‘client-centered’
approach to the problem of student drinking behaviour was emphasized. 相似文献
2.
3.
We used a national database (Educational Longitudinal Study) to investigate the effects of parent’s gender, child’s gender,
and parental involvement in school on the academic achievement of adolescents in single-parent families. A three way 2 × 2 × 2
(parent’s gender × child’s gender × parental involvement) MANCOVA was conducted with four student academic achievement indicators
as dependent variables and SES as a covariate. The results indicated that parent gender and child gender interact with parent
involvement to affect adolescents’ academic achievement differentially. Specifically, daughters who lived with highly involved
single-fathers performed better academically than the other groups did. These findings suggest that researchers who study
single-parents’ involvement in their adolescents’ academic achievement need to pay more attention to gender-specific effects. 相似文献
4.
Vandana Shashi Matcheri Keshavan Jessica Kaczorowski Kelly Schoch Kathryn E. Lewandowski Allyn McConkie-Rosell Stephen R. Hooper Thomas R. Kwapil 《Journal of genetic counseling》2010,19(5):535-544
The purpose of this study is to examine the association between parental socio-economic status (SES) and childhood neurocognition
and behavior in children with chromosome 22q11.2 deletion syndrome (22q11DS). Although undoubtedly, the deletion of genes
in the 22q11.2 interval is primarily responsible for the psychological manifestations, little is known about the role of the
environment in either mitigating or contributing to these problems. We examined the association of parental socio-economic
status (SES) with cognition and behavior in children with 22q11DS (n = 65) and matched healthy control subjects (n = 52), since SES is a component of family resources. We found that in children with 22q11DS, higher SES correlated with better
overall functioning (p < .01) and social skills (p < .01), and less frequent oppositional defiant behavior (p < .001). These findings were in contrast to the control subjects in whom SES correlated with cognition and achievement, but
not behavior. Our results indicate that environmental factors influence the behavioral phenotype in children with 22q11DS,
providing a framework for developing appropriate interventions. As such, genetic counseling for families with 22q11DS may
include consideration of family resources and inclusion of other health professionals, such as social workers, to explore
with the family available social supports and resources. 相似文献
5.
The main goal of the study was to explore the relationship between passion, grit and mindset in a group of football players in Norway. The sample had 49 participants. In two different groups in relation to age and level. Sogndal elite team (N = 22) (Elite) and Sogndal Junior team (N = 27) (Junior). To assess the level of passion the passion scale was used, an eight-item scale. To measure grit the Grit-S scale was used. The scale has 8 items. Mindset was measured with the Theories of Intelligence Scale (TIS). The scale has 8-items. To measure harmonious and obsessive passion The Passion scale was used. The results show that the elite team did have the highest score in four out of five factors. Significant difference between elite and Junior was, however, not found. The results indicate significant correlations between the variables; passion - grit (r = 0.418, p < .01), passion - harmonious passion (r = 0.624, p < .01), grit-mindset (r = 0.309, p < .05) and grit - harmonious passion (r = 0.473, p < .01). Elite: a significant correlation for the variables passion - harmonious passion (r = 0.558, p < .01), grit and harmonious passion (r = 0.440, p < .05) and harmonious - obsessive passion (r = . 608, p < .01). Junior: a significant correlation for the variables passion - grit (r = 0.647, p < .01), passion - harmonious passion (r = . 702, p < .01), and grit - harmonious passion (r = 0.558, p < .01). Fischer r-to-z transformation indicate significant difference between elite and junior group for the correlation passion-grit (p = .04) and harmonious - obsessive passion (p = .01). The findings are discussed in relation to previous research exploring the relationships between passion, grit and mindset in achievement contexts. Consequently, the differences found in association between passion and grit, might imply that different personality traits may be characteristic for football players at different levels. 相似文献
6.
Srinivasan Venkatesan 《Psychological studies》2011,56(2):206-215
This cross-sectional survey on a sample of parent, teacher and child respondents (n = 195) elicited their perceptions on or
about the ‘reasons/causes’ for academic problems in school students. A semi-structured ‘Demographic Data Sheet’ and another
open ended exploratory ‘Causes of Academic Problems Interview Schedule’ (CAPIS) exclusively developed for this study was used.
A classification of the ‘causes’ for academic problems into four categories by two independent observers revealed preponderance
of ‘child-centered’ causes (N: 937), followed by ‘teacher-centered’ causes (N: 751), ‘parent-centered’ (N: 643) and ‘environment
centered’ causes (N: 362). Analysis of trends show significant statistical differences in reported perceptions between the
three respondents (p: < 0.04); with highest disparity between ‘teacher-centered’ causative perceptions (p: < 0.001). Concordance
rates as measured by Cohen’s Kappa Coefficient is reflected by greater agreements on or about the reasons for academic problems
between parent-teacher respondents (0.34) and least for child-teacher reports (−0.08). The results suggest an attitudinal
triangulation on or about the reasons attributed for academic problems between parents, teachers and the children. This opens
up the need for stepping up measures to de-triangulate or harmonize these varying inter personal perceptions for optimum benefit
of such children. 相似文献
7.
This study examines differences in thinking styles among tribal (n = 272) and non-tribal (n = 229) secondary school students,
and their relationship with academic performance. Based on Sternberg’s (1997) theory of mental self government, MANOVA results indicated that thinking style of tribal and non-tribal students differed.
Regression results revealed that hierarchic and local thinking styles contributed positively while legislative, monarchic,
anarchic and global thinking styles contributed negatively to academic achievement of the students. 相似文献
8.
Elisa Kern de Castro Bernardo Moreno Jiménez 《Journal of clinical psychology in medical settings》2008,15(2):154-162
This study assessed the influence of clinical and socio-demographic variables on the psychological adaptation of transplanted
adolescents. Twenty-six transplanted adolescents and 25 healthy adolescents, aged 13–17, and their parents participated in
the study. The following domains were measured: social competence, emotional/behavioral problems, self-concept, self-esteem
and subjective well-being. The findings revealed that transplanted boys presented significantly less social competence (U = 26,000, p < .05) and more externalizing problems (U = 25,000, p < .05), social problems (U = 25,000, p < .05) and attention problems (U = 17,500, p < .01) than healthy boys. In contrast, transplanted girls displayed significantly more internalizing problems (U = 47,000, p < .05) and lower physical self-concept (U = 49,500, p < .05) than healthy girls. Hierarchical regression analysis showed clinical variables, especially waiting-list time, significantly
predicted attention problems (β = .364, p < .05) and negative affect (β = .632, p < .05) in transplanted adolescents. Also, male (β = −0.554, p < .01) and younger (β = −0.444, p < .01) transplanted adolescents were at risk for attention problems. Our data suggest the importance of the waiting-list time
for transplanted adolescents. Efforts to reduce the pretransplant phase would help adolescents achieve better psychological
adaptation at long-term posttransplant. 相似文献
9.
Karine St-Jean Teresa Kus Gilles Dupuis Karine Lévesque Bernard Thibault Peter G. Guerra Reginald Nadeau Bianca D’Antono 《Applied research in quality of life》2008,3(4):235-249
Health-related quality of life (QoL) is reduced in patients with recurrent vasovagal (VVS) or unexplained (US) syncope. Little
is known regarding these patients’ QoL as pertains to their capacity to attain their life goals. Factors influencing QoL,
such as sex, syncope type and illness representations have not been studied. Our objective is to examine the relationship
between illness representations and QoL, as well as possible sex and syncope type differences. One hundred and four patients
undergoing tilt-table testing (TTT) for recurrent syncope were interviewed one month before TTT, using questionnaires. Data
were analysed using ANCOVAs, a-priori Helmert contrasts for illness representations, and regressions. Patients with US had
a poor QoL compared to those with VVS [F(1, 91) = 10.46; p < 0.01], particularly in men (p < 0.01). Patients with higher perceived syncope severity showed an impoverished QoL relative to those with less severe perceptions
[F(1, 91) = 5.47; p < 0.05]. A hierarchical regression revealed that illness representations mediate the impact of lifetime number of syncope
on QoL. In conclusion, QoL is reduced in these patients, and is influenced by illness representations. Helping patients change their
perceptions about their syncope may be an efficient way to promote QoL. 相似文献
10.
Many studies concur that students’ perceptions of their home and school environments, such as relationships with parents and
teachers, are related to their academic self-concept (for example, Chang et al., Int J of Behav Dev 27(2):182–189, 2003; Ireson and Hallam, Br J Educ Psychol 75:297–311, 2005; Jang, J Kor Home Econ, 39:101–114, 2001; Lau and Leung, Br J Educ Psychol, 62:193–202, 1992; Lau and Pun, Social Behav Pers, 27(6):639–650, 1999; Masche and Barber, “Connectedness and separation in parent-adolescent relationships: Indicators of
a successful identity development.” Paper presented at the SRCD Biennial Meeting, Minneapolis, MN, April 19–22, 2001; Sanders,
“School–family–community partnerships and the academic achievement of African American, urban adolescents.” Report No. 7.
EDRS. ED 402404, 1996). Nonetheless, little is known about whether the strength of the relationships is comparable for students
of different ability streams, or if the predictors of variance of their academic self-concept are similar. To fill the empirical
gap, a 3-year longitudinal study was conducted with Secondary One students (approximate age 13) from three government schools
in Singapore. Pearson product–moment correlation and Fisher’s z
r transformation showed that there were significant differences in the strength of the relationships between higher- and lower-ability
stream students’ academic self-concept and their perceived home environment and classroom climate. In addition, stepwise multiple
linear regressions established that lower-ability stream students’ perceived teachers’ expectations had more consistent and
substantial impact on their confidence level than that of their higher-ability stream counterparts. In comparison, higher-ability
stream students’ perceived parental academic support had more consistent impact on their academic self-concept than that of
their lower-ability stream peers. 相似文献
11.
We examined state evaluation anxiety, trait evaluation anxiety, and neuroticism in relation to New Zealand first-year university students’ (n = 234) task performance on either a... 相似文献
12.
Mark Baetz Lucia Zivcakova Eileen Wood Amanda Nosko Domenica De Pasquale Karin Archer 《Journal of Academic Ethics》2011,9(3):217-234
The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that
employed quoted material from previous students as launching points for discussion. In total, 15 business classes (n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component
of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and
factors contributing to misconduct were examined along with perceptions about the presentation. Discussion sessions revealed
that academic misconduct is a complex issue. For example, knowledge of what constitutes misconduct was not consistent across
domains (e.g. exam contexts versus group work), penalties were not wholly known, and there was variation in perceived responsibility
for reporting and representing academic integrity. Survey measures revealed that self-reported academic misconduct was more
prevalent than expected with only 7.5% of students indicating they had never cheated in any way. Furthermore, results showed
gender and year of study as predictive factors for issues related to academic misconduct. In general, students were receptive
to this form of presentation. The implications of such instructional interventions for enhancing ethical behaviors in higher
education classrooms are discussed. 相似文献
13.
Francesca Shipp G. Leonard Burns Chris Desmul 《Journal of psychopathology and behavioral assessment》2010,32(4):557-564
Confirmatory factor analysis was used to test the construct validity of an attention-deficit/hyperactivity disorder-inattention,
attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic
and social competence factor model with teacher ratings of Thai adolescents (n = 872) with the Child and Adolescent Disruptive Behavior Inventory. The five-factor model resulted in an adequate fit in
an absolute sense (i.e., CFI = .960; TLI = .985; RMSEA = .065; and WRMR = .883). All the items had significant and substantial
loadings on their respective factors (i.e., > .78) with the five-factors showing discriminant validity. The five-factor model
also resulted in similar results for boys and girls separately as well as younger and older adolescents. The current findings
with the teacher version of the measure in conjunction with earlier research with mothers’ and fathers’ ratings of Brazilian,
Thai, and American children (Burns et al., Psychological Assessment, 20, 121-130, 2008) and Thai adolescents (Burns et al., Psychological Assessment, 21, 635-641, 2009) provide increasing support for the construct validity of Child and Adolescent Disruptive Behavior Inventory within multiple
cultures. Procedures are also outlined to improve the content validity as well as test the construct validity of forthcoming
parent and teacher DSM-V ADHD/ODD rating scales. 相似文献
14.
Little research has examined the association between life satisfaction, self-rated health (SRH), and physical activity concurrently
for middle school students. A convenience sample of 245 students in grades 7 and 8 was surveyed about physical activity, life
satisfaction, and SRH using the U.S. Centers for Disease Control and Prevention (CDC) 2005 Middle School Youth Risk Behavior Survey. ANOVA analyses revealed significantly reduced life satisfaction for females who
reported not engaging in vigorous physical activity during the past 7 days [p < .01, effect size (ES) = .75]. Significantly reduced life satisfaction was detected for both males (p < .001, ES = .66) and females (p < .0001, ES = .80) who reported not playing on sports teams. Additionally, logistic regression analyses showed the odds of
reporting fair/poor SRH increased 5.4 times for males (CI = 1.30–22.39, p < .05) and 30.9 times for females (CI = 3.74–255.43, p < .001) who reported not playing on sports teams. Preliminary findings suggest physical activity and sports participation
is associated with improved life satisfaction and SRH for middle school students. In addition, although some gender differences
were observed, consistent findings for sports participation suggest sports participation may carry multiple social, mental,
and physical benefits for youth. 相似文献
15.
Jesse M. Crosby Scott C. Bates Michael P. Twohig 《Current psychology (New Brunswick, N.J.)》2011,30(2):117-129
A relationship between perfectionism and religiosity has been suggested in the literature, and this relationship is clarified
further when the adaptive and maladaptive dimensions of both constructs are compared. Literature in both areas implicates
the idea of a rigid and inflexible personality style that may explain why well meaning high standards can be associated with
negative outcomes such as perfectionism. This investigation examined the relationship of perfectionism and religiosity, using
adaptive and maladaptive dimensions, as mediated by psychological inflexibility. Validated measures of perfectionism, religiosity,
and psychological inflexibility were given to 376 undergraduate college students in an anonymous online survey. Adaptive perfectionism
(high standards) was found to be significantly correlated (r = .26, p < .01, two-tailed) with adaptive religiosity (intrinsic orientation). Maladaptive perfectionism (discrepancy) was found to
be significantly correlated (r = .13, p < .05, two-tailed) with maladaptive religiosity (extrinsic orientation). Psychological inflexibility was found to be significantly
correlated with the maladaptive dimensions of both perfectionism and religiosity. It was also shown to mediate the relationship
between maladaptive (extrinsic) religiosity and maladaptive (discrepancy) perfectionism. Implications and future directions
are discussed. 相似文献
16.
Vujanovic AA Bonn-Miller MO Potter CM Marshall EC Zvolensky MJ 《Journal of psychopathology and behavioral assessment》2011,33(1):129-135
The present investigation examined the incremental associations between distress tolerance, or the perceived capacity to tolerate
emotional distress, and global posttraumatic stress symptom severity as well as symptom cluster severity, beyond the variance
accounted for by number of trauma exposure types and negative affectivity. The sample consisted of 140 adults (72 women; M
age = 25.9, SD = 11.1) who endorsed exposure to traumatic life events, as defined by posttraumatic stress disorder diagnostic criterion
A (American Psychiatric Association 2000). Participants did not meet diagnostic criteria for current axis I psychopathology. Distress tolerance demonstrated significant
incremental associations with global posttraumatic stress symptom severity (p < .01) as well as re-experiencing (p < .05), avoidance (p = .05), and hyperarousal (p < .001) symptom cluster severity. Given the cross-sectional study design, causation cannot be inferred. Theoretical implications
and future directions for better understanding associations between distress tolerance and posttraumatic stress are discussed. 相似文献
17.
Akinleye I Roberts JS Royal CD Linnenbringer E Obisesan TO Fasaye GA Green RC 《Journal of genetic counseling》2011,20(6):650-659
Genetic susceptibility testing for common diseases is expanding, but little is known about race group differences in test
perceptions. The purpose of this study was to examine differences between African Americans and Whites in knowledge, attitudes,
and motivations regarding genetic susceptibility testing for Alzheimer’s disease (AD). Before enrolling in an AD genetic testing
research trial, 313 first-degree relatives of AD patients (20% African American; 71% female; mean age = 58 years) were surveyed
regarding: (1) knowledge about genetics and AD risk; (2) concerns about developing AD; and (3) reasons for seeking testing.
In comparison to Whites, African Americans were less knowledgeable about genetics and AD risk (p < .01) and less concerned about developing AD (p < .05), with lower levels of perceived disease risk (p = .04). The results suggest that African Americans and Whites differ notably in their knowledge, beliefs, and attitudes regarding
genetic testing for AD. Additional research with more representative samples is needed to better understand these differences. 相似文献
18.
The aim of this exploratory study was to examine middle school students’ (N = 88) perceptions of bullying, school climate and social support and coping. Data were collected using online surveys (n = 80) and face-to-face interviews (n = 8). Quantitative analyses revealed that prevalence of teasing, victimization, and bullying experiences significantly predicted perceptions of school climate. Qualitative findings provided further insight into student perceptions of bullying indicating several overlapping themes, when examining victimization, verbal and social bullying, causes of bullying, coping, and frustration with school resources dealing with aggressive behavior. Recommendations for addressing potential detrimental outcomes of bullying behavior and for improving perceptions of school climate are provided. 相似文献
19.
Perceived control and emotions: interactive effects on performance in achievement settings 总被引:3,自引:1,他引:2
Joelle C. Ruthig Raymond P. Perry Steven Hladkyj Nathan C. Hall Reinhard Pekrun Judith G. Chipperfield 《Social Psychology of Education》2008,11(2):161-180
Individual differences in cognitions and emotions play a critical role in difficult academic situations, such as the transition
into college, a period infused with uncertainty. Perceived academic control (low vs. high) and emotions (course boredom, anxiety,
and enjoyment) were examined to determine how they jointly predicted 620 first-year students’ achievement and attrition over
an entire academic year. It was expected that students’ emotions would moderate the effects of high perceived control on achievement
(final psychology grade, cumulative GPA) and attrition (overall course credits dropped). Regression results revealed several
Perceived Control × Emotion interactions that supported this moderation hypothesis: negative emotions impeded the benefits
of high control (i.e., boredom and anxiety predicted worse performance in high-control students); positive emotions enhanced
the benefits of high control (i.e., enjoyment predicted better performance in high-control students). Conversely, achievement
emotions did not predict performance among low-control students. Together, these findings indicate that for a high level of
perceived control to enhance students’ academic achievement and inhibit attrition, “adaptive” levels of emotions (lower boredom,
lower anxiety, or higher enjoyment) are required. Implications for maximizing academic success among both low- and high-control
students are discussed.
相似文献
Joelle C. RuthigEmail: |
20.
Jody L. Davis Jeni L. Burnette Scott T. Allison Heather Stone 《Social Psychology of Education》2011,14(3):331-346
An implicit theory of ability approach to motivation argues that students who believe traits to be malleable (incremental
theorists), relative to those who believe traits to be fixed (entity theorists), cope more effectively when academic challenges
arise. In the current work, we integrated the implicit theory literature with research on top dog and underdog status to predict
self-efficacy in an academic context. To examine our predictions, we assessed college students’ (N = 165) implicit theories of mathematical ability and manipulated their underdog versus top dog status in a math competition.
We hypothesized that holding an incremental (vs. entity) theory would interact with competition status (underdog vs. top dog)
to predict mathematical self-efficacy. When in an underdog position, incremental (vs. entity) theories boosted students’ mathematical
self-efficacy. Moreover, a mediated moderation model revealed that the experience of less helplessness accounted for greater
self-efficacy in mathematical ability among academic underdogs with incremental (vs. entity) theories. Implications for teaching
practices are discussed. 相似文献