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Choi Kristen R. Stewart Tatum Davies Jewel D. Naureckas Sara Venegas-Murillo Angela McCreary Michael Kenan Kristen N. Zima Bonnie T. 《Journal of child and family studies》2021,30(9):2108-2116
Journal of Child and Family Studies - The purpose of this study was to describe exposure to within-household and community adverse childhood experiences (ACEs) and to identify child- and... 相似文献
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Evan Weingarten Kristen Duke Wendy Liu Rebecca W. Hamilton On Amir Gil Appel Moran Cerf Joseph K. Goodman Andrea C. Morales Ed O’Brien Jordi Quoidbach Monic Sun 《Journal of Consumer Psychology》2023,33(1):97-106
Extant literature suggests that consumers derive more happiness from experiences (e.g., vacations) than from material possessions (e.g., furniture). However, this literature typically pits material against experiential consumption, treating them as a single bipolar construct of their relative dominance: more material or more experiential. This focus on relative dominance leaves unanswered questions regarding how different levels of material and experiential qualities each contribute to happiness. Four preregistered studies (N = 3,288), using hundreds of product categories, measured levels of material and experiential qualities using two unipolar items. These studies investigate recalled, evoked, and anticipated happiness. Results show a more nuanced view of the experiential advantage that is critical for future research and consumer theory: material and experiential qualities both have positive relationships with happiness. Further, there is no inherent trade-off between experiential and material qualities: consumers can enjoy consumption that is high on both (e.g., swimming pools and home improvements). 相似文献
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Anna Kate Edgemon John T. Rapp Kristen M. Brogan Sarah M. Richling Sally A. Hamrick Rachel J. Peters Soracha A. O'Rourke 《Journal of applied behavior analysis》2020,53(4):2303-2318
Some studies suggest that acquiring employment following release from prison may reduce recidivism; however, few studies have evaluated procedures for teaching job-related skills to adolescents in residential detention facilities. Stocco et al. (2017) used behavioral skills training (BST) to improve interview skills of college students. The current study used a nonconcurrent multiple baseline design across participants to evaluate the extent to which BST improved interview skills for 7 adolescents who had been adjudicated for sexual offenses. Results show that BST increased appropriate responses to interview questions for 4 students and BST plus modifications (i.e., stimulus and response prompts) increased correct responding to questions for the other 3. In addition, BST increased appropriate questions, correct posture, and smiling, and decreased fidgeting for all 7 students. We briefly discuss the social implications of teaching interview skills to adjudicated adolescents, as well as the limitations of the findings. 相似文献
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Jeanine M. D. Baartmans Francisca J. A. van Steensel Lynn Mobach Tessa A. M. Lansu Geraly Bijsterbosch Iris Verpaalen Ronald M. Rapee Natasha Magson Susan M. Bögels Mike Rinck Anke M. Klein 《The British journal of developmental psychology》2020,38(2):319-336
The current study aimed to investigate the discrepancy between self-reported and peer-reported likeability among children, and the relation with social anxiety, depression, and social support. In total, 532 children between 7 and 12 years completed questionnaires about social anxiety symptoms, depressive symptoms, and social support, estimated their own likeability, and indicated how much they liked their classmates. Children with higher levels of social anxiety or depression overestimated their likeability less or even underestimated their likeability. Social anxiety symptoms, but not depressive symptoms, were significant predictors of the discrepancy. Social support was positively related to likeability and negatively related to social anxiety, but did not moderate the association between social anxiety symptoms and perception accuracy of likeability. These results are in line with cognitive theories of childhood social anxiety, and they stress the importance of using multi-informant measures when studying the relation between social anxiety and social functioning in children. 相似文献