The post-high school transition period is believed to be associated with considerable changes in social networks, yet longitudinal studies documenting these changes are scarce. To address this gap, the current research explored 3 relevant issues. First, changes in participants' relationship characteristics during the transition from high school were examined. Second, the roles of personality traits as antecedents of these changes were studied. Third, the association between change in relationship characteristics and personality during the transition was explored. A sample of over 2,000 German emerging adults, surveyed before leaving school and then 2 years after the transition from high school, was assessed on personality traits and a multidimensional assessment of the quality of their relationships. Findings indicated that participants experienced mostly positive changes in relationship quality during the transition from high school and that antecedent personality at school was an important predictor of the nature of this change. Finally, change in relationship quality was found to be associated with personality change during the post-school transition. Findings indicated that personality traits may influence transition success and that change in relationships during this transition may influence personality development. The implications of the research for post-school transition success are discussed. 相似文献
Over the past 20 years or so, a small but growing literature has emerged with the aim of modeling agents who are unaware of certain things. In this paper we compare two different approaches to modeling unawareness: the object-based approach of Board and Chung (Object-based unawareness: theory and applications. University of Minnesota, Mimeo, 2008) and the subjective-state-space approach of Heifetz et al. (J Econ Theory 130:78–94, 2006). In particular, we show that subjective-state-space models (henceforth HMS structures) can be embedded within object-based models (henceforth OBU structures), demonstrating that the latter are at least as expressive. As long as certain restrictions are imposed on the form of the OBU structure, the embedding can also go the other way. A generalization of HMS structures (relaxing the partitional properties of knowledge) gives us a full converse. 相似文献
Happiness is frequently posited as an important outcome of quality of life and characteristic of well-adjusted and functioning individuals. Happy individuals are less likely to report adverse mental health. Understanding the importance that individuals place on happiness is less clearly articulated and inconsistent. Valuing or placing higher importance of happiness appear to confer both benefits and risk for mental health outcomes. The primary aim of this study was to examine the relationship between the importance of happiness and mental health outcomes and whether the relationship between happiness and mental health is moderated by the importance individuals place on happiness. We utilised data from two studies, a university student sample (n = 413) and a community sample (n = 248) to examine the study aims. Mental health was operationalised in terms of psychological distress and symptoms of depression and anxiety. Happiness and the level of importance individuals ascribed to happiness were associated with adverse mental health outcomes. In multi-variate analyses, level of happiness was more strongly related to mental health. Interactions between happiness and the importance of happiness revealed that the effect of happiness was moderated by the importance that individuals placed on happiness. Overall happiness and to a lesser extent, the importance of happiness, are significantly associated with mental health outcomes. Happiness was most strongly related to mental health amongst those who rated the importance of happiness more highly.
This study examines the impact of a brief booster treatment administered 3 years after the delivery of an acute treatment in a group (n?=?118) of clinically referred boys and girls (ages 6 to 11) originally diagnosed with Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD). At the conclusion of the acute treatment and three-year follow-up period (i.e., study month 42), the sample was re-randomized into Booster treatment or Enhanced Usual Care and then assessed at four later timepoints (i.e., post-booster, and 6-, 12- and 24-month booster follow-up). Booster treatment was directed towards addressing individualized problems and some unique developmental issues of adolescence based on the same original protocol content and treatment setting, whereas the Enhanced Usual Care condition involved providing clinical recommendations based on the assessment and an outside referral for services. HLM analyses identified no significant group differences and few time effects across child, parent, and teacher reports on a broad range of child functioning and impairment outcomes. Analyses examining the role of putative moderators or predictors (e.g., severity of externalizing behavior, dose of treatment) were likewise non-significant. We discuss the nature and implications of these novel findings regarding the role and timing of booster treatment to address the continuity of DBD over time. 相似文献
Increasing numbers of children raised by grandparents are students in schools. Their substitute family structure and precursors to the emergence of this family structure have implications for the children's school performance. Research suggests teachers view these children as at risk for difficult school functioning. The aforementioned judgment is problematic because teacher expectations, attributions, and biases are associated with stereotype threat that impacts student performance adversely. The author compares children raised by grandparents with children raised by parents and foster parents. The author examines the children's perceptions of their teachers' views of their school performance. He also examines the children's general feelings about school. Participants in the study were 6,550 students in Grades 6–8 from the nationally representative Health Behaviour in School-aged Children survey. Nonparametric statistical analyses reveal children raised by grandparents believe teachers' view their school performance negatively when compared with children living with both parents. Strategies are described to improve the children's performance in school and to foster favorable teacher perceptions. 相似文献
ABSTRACTThis paper presents two studies focusing on the link between psychological functioning and self-compassion as measured by the Self-Compassion Scale (SCS), especially in terms of SCS components that represent increased compassionate and reduced uncompassionate behavior. Study One examined this association in seven domains – psychopathology, positive psychological health, emotional intelligence, self-concept, body image, motivation, and interpersonal functioning – and found that while reduced negative self-responding had a stronger link to negative emotionality and self-evaluation than positive self-responding, they were roughly equivalent predictors in other domains. Study Two examined the association of compassionate and reduced uncompassionate behavior with sympathetic nervous system and inflammatory activity after stress, and found they equally predicted salivary alpha amylase and interleukin-6 levels in individuals after a stressful situation. Overall, results suggest that both compassionate and reduced uncompassionate self-responding are central to self-compassion and that both help to explain its link to healthy psychological functioning. 相似文献