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Francesca Adler‐Baeder Chelsea Garneau Brian Vaughn Julianne McGill Kate Taylor Harcourt Scott Ketring Thomas Smith 《Family process》2018,57(1):113-130
Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed. 相似文献
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Lori E. James Brittany N. Chambers Chelsea L. Placzek 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2018,25(4):520-534
We compared young and older adults’ speech during an error detection task, with some pictures containing visual errors and anomalies and other pictures error-free. We analyzed three disfluency types: mid-phrase speech fillers (e.g., It’s a little, um, girl), repetitions (e.g., He’s trying to catch the- the birds), and repairs (e.g., She- you can see her legs). Older adults produced more mid-phrase fillers than young adults only when describing pictures containing errors. These often reflect word retrieval problems and represent clear disruptions to fluency, so this interaction indicates that the need to form and maintain representations of novel information can specifically compromise older adults’ speech fluency. Overall, older adults produced more repetitions and repairs than young adults, regardless of picture type, indicating general age-related increases in these disfluencies. The obtained patterns are discussed in the context of the Transmission Deficit Hypothesis and other approaches to age-related changes in speech fluency. 相似文献
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The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell in J Indiv Diff 101(4): 982, 2009; Singleton-Jackson et al. in Innov Higher Educ, 2010. doi: 10.1007/s10755-010-9151-y). Academic entitlement is a pervasive problem in today’s university environment (Twenge and Campbell in The narcissism epidemic: living in the age of entitlement. Simon and Schuster, New York, 2009), making it important to understand risk factors for academic entitlement. Previous research on academic entitlement has reported a relation between personality factors and academic entitlement (Chowning and Campbell 2009), and between academic entitlement and self-regulated learning (Achacoso 2002). The current study explores the relations among these three constructs from a multivariate perspective using canonical correlation analysis. Results suggested two significant canonical correlations that accounted for approximately 48% of the variance in the academic entitlement subscales. 相似文献
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Recent research has examined the positive relationship between religious faith and both physical and mental health. The current study investigated the association between strength of religious faith and the ability to cope with daily stress over a 7-day period. The participants consisted of 68 students and 64 faculty or staff from a Catholic, liberal arts university. Measures included the Santa Clara Strength of Religious Faith Questionnaire, the Marlowe-Crowne Social Desirability Scale, the Symptom Check List-90-Revised, the Weinberger Low Self Esteem Scale, and a 10-point daily stress, coping, and strength of faith scale. Results suggest that religious faith was not associated with coping with daily stress. 相似文献
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Analogies help organize, communicate and reveal scientific phenomena. Vision may be the best analogy for understanding moral judgment. Although moral psychology has long noted similarities between seeing and judging, we systematically review the “morality is like vision” analogy through three elements: experience, variability and mechanism. Both vision and morality are experienced as automatic, durable and objective. However, despite feelings of objectivity, both vision and morality show substantial variability across biology, culture and situation. The paradox of objective experience and cultural subjectivity is best understood through constructionism, as both vision and morality involve the flexible combination of more basic ingredients. Specifically, both vision and morality involve a mechanism that demonstrates Gestalt, combination and coherence. The “morality is like vision” analogy not only provides intuitive organization and compelling communication for moral psychology but also speaks to debates in the field, such as intuition versus reason, pluralism versus universalism and modularity versus constructionism. 相似文献