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331.
The purpose of the study was to investigate male college students in the southeastern United States to identify factors associated
with consumer masculinity behavior. The variables of self-esteem and media significance were tested as possible predictors
of consumer masculinity behavior. A total of 219 surveys were used as the sample for this study. Pearson correlation analysis
tested relationships among the variables, and linear regression was used to further test the nature of the relationships identified.
Results indicated that media significance and appearance-related self-esteem were significant predictors of consumer masculinity
behavior. Limitations and implications are discussed. 相似文献
332.
Parents' description of conduct problems in their children - a test of the Eyberg Child Behavior Inventory (ECBI) in a Swedish sample aged 3-10 总被引:1,自引:0,他引:1
The Eyberg Child Behavior Inventory (ECBI) is a widely used 36-item uni-dimensional parent rating scale constructed to measure disruptive behavior problems in children. However, in an American sample a 22-item version, including three subscales, has been suggested in order to increase the usefulness of the ECBI. Two studies were conducted to test the ECBI in a Swedish sample (N = 841). The aims of Study I were (a) examine the psychometric properties of the ECBI (b) to investigate the correspondence between mothers' and fathers' ratings, and (c) to obtain Swedish norms. The aim of Study II was to test the suggested three-factor solution in the Swedish sample using a confirmatory factor analysis (CFA). The ECBI showed good psychometric properties also in the present study, and Swedish normative data is presented. The best-fitting CFA-model was identical to the previously suggested three-factor model, which thus might be a useful alternative to the 36-item version. 相似文献
333.
Massetti GM Lahey BB Pelham WE Loney J Ehrhardt A Lee SS Kipp H 《Journal of abnormal child psychology》2008,36(3):399-410
The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one
setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met
symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence
and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD
in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met
modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type
had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the
inattentive group in this age range suggest either that inattention results in academic underachievement or that some children
in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing
(anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence,
and other predictors. 相似文献
334.
This study examined to what extent bullying behavior of popular adolescents is responsible for whether bullying is more or
less likely to be accepted or rejected by peers (popularity-norm effect) rather than the behavior of all peers (class norm).
Specifically, the mean level of bullying by the whole class (class norm) was split into behavior of popular adolescents (popularity-norm)
and behavior of non-popular adolescents (non-popularity-norm), and examined in its interaction with individual bullying on
peer acceptance and peer rejection. The data stem from a peer-nominations subsample of TRAILS, a large population-based sample
of adolescent boys and girls (N = 3312). The findings of multilevel regression analyses demonstrated that the negative impact of individual bullying on peer
acceptance and the positive impact on peer rejection were particularly weakened by bullying by popular adolescents. These
results place the class-norm effects found in previous person-group dissimilarity studies in a different light, suggesting
that particularly bullying by popular adolescents is related to the social status attached to bullying.
相似文献
Jan Kornelis DijkstraEmail: |
335.
The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development. 相似文献
336.
Declercq M De Houwer J Baeyens F 《Quarterly journal of experimental psychology (2006)》2008,61(12):1803-1812
In most studies on avoidance learning, participants receive an aversive unconditioned stimulus after a warning signal is presented, unless the participant performs a particular response. Lovibond (2006) recently proposed a cognitive theory of avoidance learning, according to which avoidance behaviour is a function of both Pavlovian and instrumental conditioning. In line with this theory, we found that avoidance behaviour was based on an integration of acquired knowledge about, on the one hand, the relation between stimuli and, on the other hand, the relation between behaviour and stimuli. 相似文献
337.
Interactive effects of work group and organizational identification on job satisfaction and extra-role behavior 总被引:2,自引:0,他引:2
Rolf van Dick Daan van Knippenberg Rudolf Kerschreiter Guido Hertel Jan Wieseke 《Journal of Vocational Behavior》2008,72(3):388-399
Past research has focused on the differential relationships of organizational and work group identification with attitudes and behavior. However, no systematic effort has been undertaken yet to explore interactive effects between these foci of identification. We predicted that in cases of positive overlap of identifications (i.e. high work group and organizational identification) identifications are more strongly associated with employee job satisfaction and extra-role behavior than when only one of the identifications is high—that is, the one identification augments the influence of the other. These hypotheses were tested and supported with data from two samples of bank employees (N = 358) and travel agency employees (N = 308). 相似文献
338.
Jan Marten Ivo Klaver 《Heythrop Journal》2008,49(4):685-687
339.
Little is known about processes characterizing therapeutic Internet-chat groups, which offer a novel way of providing group therapy over distances. In this study group processes and group evaluations were examined in a treatment setting where face-to-face inpatient groups are followed by chat aftercare groups. For a sample of 121 patients who participated in both treatment modalities, group processes and group evaluations were modeled using hierarchical linear modeling. The group evaluations followed a consistent upward course from the beginning of therapy until the end of chat aftercare. For the process measures Activity and Emotional Reactivity, the initial scores at the beginning of the chat groups were lower than at the end of the inpatient treatment, but higher than at admission. During chat aftercare, Activity and Emotional Reactivity scores increased less than during the inpatient phase, but on average Activity and Emotional Reactivity were higher during Internet-chat aftercare. The predictive value of the acquaintance of the therapist from inpatient treatment and the course of group evaluations during inpatient treatment on the course of group evaluations during chat aftercare were examined. 相似文献
340.