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741.
The purpose of this study was to test tenets of both minority stress and lesbian feminist/sexual identity development theories by examining the potential moderating and mediating roles of individual coping styles (i.e., problem-solving and avoidant coping) in the relationship between internalized heterosexism and lesbian and bisexual (sexual minority) women's psychological distress. Participants included 323 sexual minority women who completed an Internet survey. Results revealed that avoidant coping partially mediated the relationship between internalized heterosexism and psychological distress. No support was found for the mediating role of problem-solving coping or for the moderating roles of problem-solving and avoidant coping in the link between internalized heterosexism and psychological distress. Feminist strategies that may be useful for clinicians working with clients to reduce internalized heterosexism are provided. 相似文献
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Paul E. Carlson 《Reading Psychology》2013,34(3-4):251-265
Single subject designs, developed in clinical settings, are currently being used for diagnosis and instruction in schools. Three of these designs are useful in diagnosing student problems and in measuring the effectiveness of specific interventions. The designs can be used to graph individual or small group progress. Moreover, each is selected on the basis of the type of learning task that the teacher deems appropriate. If the rules of each design are followed, the teacher can obtain instructionally relevant information and keep precise records. These designs present substantial evidence that can be used in assessment, instruction, and evaluation of individual students, intervention strategies, and curricula. 相似文献
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Stable same‐sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children 下载免费PDF全文
Dawn DeLay Brett Laursen Noona Kiuru Anna‐Maija Poikkeus Kaisa Aunola Jari‐Erik Nurmi 《The British journal of developmental psychology》2015,33(4):519-532
This study was designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same‐sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and 1 year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal actor‐partner interdependence model) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning. 相似文献
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E. Carlson 《The Journal of value inquiry》2001,35(4):535-539