The objective of the current study was to investigate the role of perceived parental support as a moderator in the association between adolescents’ expectations in romantic relations and their psychological well-being. The sample consisted of 647 adolescents (boys = 285, girls = 362). Their age ranged from 16 to 18 years (M = 17.19 years, SD = .77) and they were regular students in different colleges of Islamabad and Rawalpindi. They completed the Perceived Parental Support Scale, the Well-being Questionnaire-W-BQ12 and the Romantic Relations Scale for Adolescents. The results showed that there were significant gender differences on expectations in romantic relations and psychological well-being with girls scoring higher than boys on expectations in romantic relations while boys scoring higher than girls on psychological well-being. The results also indicated that there was a significant negative association between expectations in romantic relations and psychological well-being. Findings of the moderation analysis showed that perceived parental support moderated the association. Simple slope analysis indicated that there was a significant negative slope for low and medium levels of perceived parental support while the slope was non-significant for high levels of perceived parental support. These results indicated that perceived parental support counters the negative effect of expectations in romantic relations on psychological well-being during adolescence. It is suggested that perceived parental support is important in planning interventions to improve the well-being of adolescents. 相似文献
Despite Greta Thunberg's popularity, research has yet to investigate her impact on the public's willingness to take collective action on climate change. Using cross-sectional data from a nationally representative survey of U.S. adults (N = 1,303), we investigate the “Greta Thunberg Effect,” or whether exposure to Greta Thunberg predicts collective efficacy and intentions to engage in collective action. We find that those who are more familiar with Greta Thunberg have higher intentions of taking collective actions to reduce global warming and that stronger collective efficacy beliefs mediate this relationship. This association between familiarity with Greta Thunberg, collective efficacy beliefs, and collective action intentions is present even after accounting for respondents’ overall support for climate activism. Moderated mediation models testing age and political ideology as moderators of the “Greta Thunberg Effect” indicate that although the indirect effect of familiarity with Greta Thunberg via collective efficacy is present across all age-groups, and across the political spectrum, it may be stronger among those who identify as more liberal (than conservative). Our findings suggest that young public figures like Greta Thunberg may motivate collective action across the U.S. public, but their effect may be stronger among those with a shared political ideology. Implications for future research and for broadening climate activists’ appeals across the political spectrum are discussed. 相似文献
International Journal of Hindu Studies - The classical traditions of Vedānta in India explored the problem of why an omnipotent being like God would permit sentient beings to suffer in His... 相似文献
Neuropsychology Review - The thalamus, a significant part of the diencephalon, is a symmetrical and bilateral central brain structure. The thalamus is subdivided into three major groups of nuclei... 相似文献
Current Psychology - Individuals with a history of non-suicidal self-injury (NSSI) tend to have altered pain perception and difficulty in regulating their emotions. Previous work on NSSI has relied... 相似文献
Prompting procedures are effective for teaching skills, but limited comparative data exist to guide practitioners to select the best procedures for individuals. This study compared efficiency of two prompting procedures—constant time delay (CTD) and system of least prompts (SLP)—to teach expressive identification of 32 targets to 10 preschoolers with and without disabilities. To assess efficiency differences between conditions and analyze changes in learning over time, we used adapted alternating treatments designs in the measurement context of cumulative records. CTD was more efficient for five children, SLP was more efficient for three children, and results were inconclusive for two children. We measured children’s choices between procedures via simultaneous treatments designs, to assess child preference and whether preferences and efficiency aligned. Preference outcomes were mixed and did not consistently align with efficiency. We used exploratory analyses to assess whether child characteristics moderated outcomes. Children for whom CTD was more efficient had significantly fewer sessions to mastery, non-significantly fewer errors, and non-significantly higher developmental assessment scores, compared to children for whom SLP was more efficient.
Clinical Child and Family Psychology Review - In recent years, there has been a proliferation of research regarding transgender and gender nonconforming (TGNC) people. The stigma and legal... 相似文献
This study aimed to examine the role of positive relationships and academic achievement in predicting student well-being, i.e. subjective happiness. This study employed a longitudinal design with two waves of data collection on a sample of 786 primary school students in Hong Kong. Students completed questionnaires on parent-child relationship, teacher-student relationship, peer relationship, academic achievement, and happiness at the beginning and end of the school year. Path analysis was used for data analysis. The results indicated that Time 1 parent-child relationship and peer relationship were associated with Time 2 academic achievement, after controlling for Time 1 academic achievement. However, only Time 1 parent-child relationship was predictive of Time 2 happiness. Time 2 academic achievement was a mediator between Time 1 parent-child relationship and peer relationship and Time 2 happiness. Furthermore, girls reported higher levels of academic achievement when they perceived better peer relationship than did boys, and girls were happier when they had higher levels of academic achievement than were boys. The results suggested the need to put in place strategies to enhance parent-child relationship, peer relationship, and a harmonious classroom.