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41.
Victoria Seitz Nancy H. Apfel Laurie K. Rosenbaum 《American journal of community psychology》1991,19(6):911-930
Examined postpartum effects of a school-based intervention program for pregnant adolescents. Interviews were conducted with 102 innercity black, low-income, school-aged mothers who had attended the program, and their academic and medical records were reviewed. For teenagers who had been poor students prior to becoming pregnant, a strong linear effect was found for duration of program attendance: with sufficient time in the program, poorer students became indistinguishable from better students in educational success. Most of the better students were educationally successful at 2 years postpartum, independent of their length of time in the program. For all students, longer durations of postnatal intervention were predictive of lower likelihood of subsequent childbearing. Numerous academic, medical, social, and demographic variables were ruled out as possible confounding factors that might have produced the positive educational outcomes for poorer students. The results suggest that adolescents who appear to have minimal academic promise prior to their pregnancy are nevertheless very responsive to school-based intervention. 相似文献
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Alfimova Margarita V. Lezheiko Tatyana Plakunova Victoria Golimbet Vera 《Motivation and emotion》2021,45(5):649-660
Motivation and Emotion - Deficient anticipatory and preserved consummatory pleasure are hypothesized in schizophrenia-spectrum conditions. However, corresponding findings regarding schizotypy are... 相似文献