ASSESS: Adjustment Scales for Sociometric Evaluation of Secondary-School Students

The Adjustment Scales for Sociometric Evaluation of Secondary-School Students (ASSESS) was designed to assess peer ratings of the behavior of male and female adolescents. Five scales were developed and crossvalidated: Aggression-Disruptiveness, Withdrawal, Anxiety, Social Competence, and Academic Difficulty. Evidence of adequate internal consistency and testretest reliability was presented. Evaluations by male and female classmates were highly correlated. Sex and age differences accounted for only a small proportion of the total variance.This research was supported by Grant MH-21145 from the National Institute of Mental Health and funds from W. T. Grant Foundation. We wish to acknowledge the assistance of Ronda Brooks, Lina Jandorf, and Jean Sullivan in conducting the data collection, as well as the many school districts that have cooperated.     

The Role of Consumption Emotions in the Satisfaction Response

We report 2 studies that served to clarify the role of consumption emotions in the satisfaction response. In the 1st study, we examined the role of consumption emotions within the expectancy‐disconfirmation model of consumer satisfaction and investigated whether consumption emotions are a result of product performance or disconfirmation. The findings show that both positive and negative emotions are primarily a function of product performance and influence satisfaction even when the effects of expectations, performance, and disconfirmation are controlled. In the 2nd study, we proposed and tested an alternative framework for understanding the role of consumption emotions in the satisfaction response for situations in which consumers use more of an experiential perspective to anticipate and experience consumption. According to this model, consumers form affective expectations about how consumption of the product will make them feel, experience positive or negative emotions as a result of these expectations and product consumption, and evaluate the discrepancy between experienced and anticipated emotions. All 3 variables, then, impact satisfaction. The results empirically support many of the relations in the new model of the experiential satisfaction response but also raise several interesting avenues for future research.     

藏传佛教寺院"羌姆"神舞面具艺术探秘

文章对藏传佛教寺院"羌姆"神舞面具的缘起、发展源流、种类型制、表现的内容与象征内涵、审美寄托、艺术风格特色、制作的形式美等作了较全面的探讨.     

An inner face advantage in children's recognition of familiar peers

Children’s recognition of familiar own-age peers was investigated. Chinese children (4-, 8-, and 14-year-olds) were asked to identify their classmates from photographs showing the entire face, the internal facial features only, the external facial features only, or the eyes, nose, or mouth only. Participants from all age groups were familiar with the faces used as stimuli for 1 academic year. The results showed that children from all age groups demonstrated an advantage for recognition of the internal facial features relative to their recognition of the external facial features. Thus, previous observations of a shift in reliance from external to internal facial features can be attributed to experience with faces rather than to age-related changes in face processing.     

Can ingroup affirmation relieve outgroup derogation?

Intergroup hostilities are an important social concern in multicultural societies and the global community. Individuals with dispositionally high Personal Need for Structure (PNS) are particularly inclined toward outgroup derogation [Schaller, M., Boyd, C., Yohannes, J., O’Brien, M. (1995). The prejudiced personality revisited: Personal need for structure and formation of erroneous group stereotypes. Journal of Personality and Social Psychology, 68, 544-555]. The present research demonstrates that ingroup affirmation can eliminate high PNS individuals’ tendency toward outgroup derogation. Spontaneous (Study 1) and experimentally manipulated affirmations (Study 2) of consensual, positive ingroups eliminated the high PNS tendency to derogate outgroup targets. Study 3 experimentally manipulated the two key elements that are presumably bolstered by ingroup affirmations—self-certainty and self-worth—independent of the group context. The high PNS tendency to derogate outgroups was relieved only in the combined certainty and worth affirmation condition, just as it had been relieved in Study 2 by the ingroup affirmation. Results suggest a paradoxical strategy for relieving derogation of outgroups by affirming ingroups.     

Promoting Science-based Approaches to Teen Pregnancy Prevention: Proactively Engaging the Three Systems of the Interactive Systems Framework

In the field of teen pregnancy prevention many efficacious prevention programs are available but adoption of these programs is slow at the community level. In this article, we present a multi-site, capacity-building effort called the Promoting Science-based Approaches to Teen Pregnancy Prevention project (PSBA) as a case example of a proactive application of the Interactive System Framework (ISF) for dissemination and implementation. The ISF is a multi-system model leading to dissemination and implementation of science-based prevention programming through the work of three interactive systems: The "Prevention Delivery," "Prevention Support," and "Prevention Synthesis & Translation" Systems. This article describes the proactive use of the ISF to conceptualize and bolster the PSBA program's goal of assisting local prevention partners in the use of science-based approaches (SBA) to prevent teen pregnancy. PSBA uses all three systems of the ISF to facilitate practice improvements and offers valuable research opportunities to investigate factors related to dissemination and implementation processes across these systems. Describing our application of this framework highlights the feasibility of actively using the ISF to build prevention infrastructure and to guide large-scale prevention promotion strategies in the area of teen pregnancy prevention. The program's ongoing evaluation is presented as an example of early efforts to develop an evidence base around the ISF. Research implications are discussed.     

Arousal, processing, and risk taking: consequences of intergroup anger

Intergroup emotions theory (IET) posits that when social categorization is salient, individuals feel the same emotions as others who share their group membership. Extensive research supporting this proposition has relied heavily on self-reports of group-based emotions. In three experiments, the authors provide converging evidence that group-based anger has subtle and less explicitly controlled consequences for information processing, using measures that do not rely on self-reported emotional experience. Specifically, the authors show that intergroup anger involves arousal (Experiment 1), reduces systematic processing of persuasive messages (Experiment 2), is moderated by group identification (Experiment 2, posttest), and compared to intergroup fear, increases risk taking (Experiment 3). These findings provide converging evidence that consistent with IET, emotions triggered by social categorization have psychologically consequential effects and are not evident solely in self-reports.     

Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families

This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior.