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921.
Schwartz SJ Weisskirch RS Hurley EA Zamboanga BL Park IJ Kim SY Umaña-Taylor A Castillo LG Brown E Greene AD 《Cultural diversity & ethnic minority psychology》2010,16(4):548-560
The present studies examined the extent to which (a) communalism, familism, and filial piety would pattern onto a single family/relationship primacy construct; (b) this construct would be closely related to indices of collectivism; and (c) this construct would be related to positive psychosocial functioning and psychological distress. In Study 1, 1,773 students from nine colleges and universities around the United States completed measures of communalism, familism, and filial piety, as well as of individualistic and collectivistic values. Results indicated that communalism, familism, and filial piety clustered onto a single factor. This factor, to which we refer as family/relationship primacy, was closely and positively related to collectivism but only weakly and positively related to individualism and independence. In Study 2, 10,491 students from 30 colleges and universities in 20 U.S. states completed measures of communalism, familism, and filial piety, as well as of positive psychosocial functioning and psychological distress. The family/relationship primacy factor again emerged and was positively associated with both positive psychosocial functioning and psychological distress. Clinical implications and future directions for the study of cultural values are discussed. 相似文献
922.
923.
Rubin KH Wojslawowicz JC Rose-Krasnor L Booth-LaForce C Burgess KB 《Journal of abnormal child psychology》2006,34(2):139-153
The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors. 相似文献
924.
Charlotte R. Pennington Linda K. Kaye Adam W. Qureshi Derek Heim 《Journal of applied social psychology》2021,51(1):3-16
Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes. 相似文献
925.
Modifiable behavioral risk factors such as cigarette smoking, physical inactivity, and obesity contribute to over 40 % of premature deaths in the USA. Advances in digital and information technology are creating unprecedented opportunities for behavior analysts to assess and modify these risk factors. Technological advances include mobile devices, wearable sensors, biomarker detectors, and real-time access to therapeutic support via information technology. Integrating these advances with behavioral technology in the form of conceptually systematic principles and procedures could usher in a new generation of effective and scalable behavioral interventions targeting health behavior. In this selective review of the literature, we discuss how technological tools can assess and modify a range of antecedents and consequences of healthy and unhealthy behavior. We also describe practical, methodological, and conceptual advantages for behavior analysts that stem from the use of technology to assess and treat health behavior. 相似文献
926.
927.
THE PRENATAL PARENTAL REFLECTIVE FUNCTIONING QUESTIONNAIRE: EXPLORING FACTOR STRUCTURE AND CONSTRUCT VALIDITY OF A NEW MEASURE IN THE FINN BRAIN BIRTH COHORT PILOT STUDY 下载免费PDF全文
928.
Do words cue children's visual attention, and if so, what are the relevant mechanisms? Across four experiments, 3‐year‐old children (N = 163) were tested in visual search tasks in which targets were cued with only a visual preview versus a visual preview and a spoken name. The experiments were designed to determine whether labels facilitated search times and to examine one route through which labels could have their effect: By influencing the visual working memory representation of the target. The targets and distractors were pictures of instances of basic‐level known categories and the labels were the common name for the target category. We predicted that the label would enhance the visual working memory representation of the target object, guiding attention to objects that better matched the target representation. Experiments 1 and 2 used conjunctive search tasks, and Experiment 3 varied shape discriminability between targets and distractors. Experiment 4 compared the effects of labels to repeated presentations of the visual target, which should also influence the working memory representation of the target. The overall pattern fits contemporary theories of how the contents of visual working memory interact with visual search and attention, and shows that even in very young children heard words affect the processing of visual information. 相似文献
929.
John P. Phillips Caitlin Cole John P. Gluck Jody M. Shoemaker Linda E. Petree Deborah L. Helitzer 《Ethics & behavior》2015,25(4):332-350
How far does a researcher’s responsibility extend when an incidental finding is identified? Balancing pertinent ethical principles such as beneficence, respect for persons, and duty to rescue is not always straightforward, particularly in neuroimaging research where empirical data that might help guide decision making are lacking. We conducted a systematic survey of perceptions and preferences of 396 investigators, research participants, and Institutional Review Board members at our institution. Using the partial entrustment model as described by Richardson, we argue that our data supports universal reading by a neuroradiologist of all research MRI scans for incidental findings and providing full disclosure to all participants. 相似文献
930.
Parentification,Stress, and Problem Behavior of Adolescents who have a Parent with Mental Health Problems 下载免费PDF全文
Linda M. A. Van Loon Monique O. M. Van de Ven Karin T. M. Van Doesum Clemens M. H. Hosman Cilia L. M. Witteman 《Family process》2017,56(1):141-153
When adolescents live with a parent with mental illness, they often partly take over the parental role. Little is known about the consequences of this so‐called parentification on the adolescents' internalizing and externalizing problems. This survey study examined this effect cross‐sectionally and longitudinally in a sample of 118 adolescents living with a parent suffering from mental health problems. In addition, the study examined a possible indirect effect via perceived stress. Path analyses were used to examine the direct associations between parentification and problem behavior as well as the indirect relations via perceived stress. The results showed that parentification was associated with both internalizing and externalizing problems cross‐sectionally, but it predicted only internalizing problems 1 year later. An indirect effect of parentification on adolescent internalizing and externalizing problems via perceived stress was found, albeit only cross‐sectionally. These findings imply that parentification can be stressful for adolescents who live with a parent with mental health problems, and that a greater awareness of parentification is needed to prevent adolescents from developing internalizing problems. 相似文献