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Cristina Aelenei Céline Darnon Delphine Martinot 《The Journal of social psychology》2017,157(5):556-570
Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers’ judgment regarding the display of these values in school and students’ endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student’s gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys’ school-related outcomes are discussed. 相似文献
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Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level. 相似文献
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Bárbara Nazaré Ana Fonseca Sofia Gameiro Maria Cristina Canavarro Frank M. Dattilio 《Contemporary Family Therapy》2011,33(2):128-142
Due to the risk of fetal anomaly, pregnant women of advanced maternal age are given the option to undergo amniocentesis. In
our study we aimed to describe couples’ decision-making process regarding amniocentesis, and assess whether it is influenced
by marital intimacy and men’s participation in genetic counseling. During pregnancy, 112 couples answered the Personal Assessment
of Intimacy in Relationships questionnaire and scales regarding the decision to undergo amniocentesis. Most couples shared
and reached an agreement regarding this decision. Higher levels of marital engagement and communication, but not men’s participation,
were associated with higher agreement, influence, and decision-sharing. Clinical implications are discussed. 相似文献
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Sofia Gameiro Mariana Moura-Ramos Maria Cristina Canavarro Teresa Almeida Santos Frank M. Dattilio 《Contemporary Family Therapy》2011,33(2):91-106
In this study we examined the congruence between partners’ perceptions of their marital relationship during the transition
to parenthood and the effect of depression during pregnancy on couples’ congruence during the early postpartum period. Thirty-one
couples who conceived spontaneously, along with thirty-five who conceived through assisted reproductive technologies (ART),
provided data on their marital relationship and depression at their 24th pregnancy week and four months after the partum.
All couples reported a decrease in marital congruence. Couples who conceived through ART reported lower marital congruence.
For these subjects, women’s depression was associated with lower congruence. Interventions that focus on strengthening the
marital relationship across the transition to parenthood should assess and promote couples’ congruence. 相似文献
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The purpose of this study was to examine the effectiveness of second tier intervention at-risk readers within the context of a Response to Intervention approach. The study was conducted in the Canary Islands (Spain), directed by research team ¨Dificultades de Aprendizaje, Psicolingüística y Nuevas Tecnologías¨ (DEA&NT) from University of La Laguna, and supported by the Government of the Canary Islands. A sample of 1.123 Spanish children from fourteen schools districts were given the Spanish adaptation of The Hong Kong Specific Learning Difficulties Behavior Checklist and children who scored at or above the 75th percentile on the test were classified as "at risk" for early reading difficulties. Half of the students were randomly assigned to a project-based intervention condition where they received small group supplementary intervention for 30 minutes daily using the Prevención de las Dificultades Específicas de Aprendizaje (PREDEA) curriculum from mid to late December and continued until mid June. The other half received whatever remedial services were available at their schools. Results indicated that children who received the PREDEA curriculum had higher scores on the Early Grade Reading Assessment Test (EGRA) on initial sound identification, listening comprehension, letter sound knowledge and oral reading fluency compared to the control group. 相似文献
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What is considered to be fair depends on context‐dependent expectations. Using a modified version of the Ultimatum Game, we demonstrate that both fair behavior and perceptions of fairness depend upon beliefs about what one ought to do in a situation—that is, upon normative expectations. We manipulate such expectations by creating informational asymmetries about the offer choices available to the Proposer, and find that behavior varies accordingly. Proposers and Responders show a remarkable degree of agreement in their beliefs about which choices are considered fair. We discuss how these results fit into a theory of social norms. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献