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891.
Scott R. Miller Gene H. Brody Velma M. Murry 《Journal of child and family studies》2010,19(3):298-307
We assessed the extent to which youths’ (n = 231) shyness and social acceptance in preadolescence were associated with parents’ responsive problem solving 1 year later
after controlling for initial levels of parents’ problem solving. Teachers (n = 176) completed assessments of youths’ shyness and social acceptance, and parents (n = 231 married pairs) completed assessments of their responsive problem solving with the child. For shy daughters, higher
levels of social acceptance from peers predicted more responsive problem solving from fathers. Greater social acceptance predicted
marginally less maternal problem solving for sons, but greater social acceptance predicted marginally more maternal problem
solving with daughters. Results suggest the salience of child gender, shyness, and social acceptance when considering typical
levels of parental involvement with youth. Implications for parents include the importance of successful problem solving discussions
with emerging adolescents, especially youth who are shy or excluded by peers. 相似文献
892.
Using experimental, observational and interview-assessment methods, we examined relations among mother–child discussion skills
and suggested strategies for coping with postdivorce interparental conflict in a conflict task, children’s memory for those
strategies in a later recall interview, and children’s self-reported use of coping strategies in response to parental conflict
at home. Participants included 50, 9–12 year-old children (50% female, 11% Mexican-American, 81% Euro-American, 8% other)
and their mothers. Results indicated that the frequency of suggested coping strategies in the conflict task significantly
predicted children’s later recall of the same strategies, and recalled strategies significantly predicted children’s self-reported
use of the same strategies at home. Mothers’ and children’s discussion skills were less robust predictors of coping, except
for secondary control and disengagement coping at-home. Gender and age differences, though few, were consistent with existing
literature. 相似文献
893.
Julia Ipgrave Joyce Miller Paul Hopkins 《Journal of International Migration and Integration》2010,11(1):73-89
This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and pedagogical characteristics and trends in English education influencing the schools’ options and choices. The main body of the article is a comparative analysis of the three schools, focusing on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. As the schools devise strategies and select between options, they provide in microcosm differing models of the inclusion of minority Islam in a western society. 相似文献
894.
895.
Choice behavior researchers (e.g., Bazerman, Loewenstein, & White, 1992 ) have found that individuals tend to choose a more lucrative but disadvantageously unequal payoff (e.g., self—$600/other—$800) over a less profitable but equal one (e.g., self—$500/other—$500); greater profit trumps interpersonal social comparison concerns in the choice setting. We suggest, however, that self‐categorization (e.g., Hogg, 2000 ) can shift interpersonal social comparison concerns to the intergroup level and make trading disadvantageous inequality for greater profit more difficult. Studies 1–3 show that profit maximization diminishes when recipients belong to different social categories (e.g., genders, universities). Study 2 further implicates self‐categorization, as self‐categorized individuals tend to forgo profit whether making a choice for themselves or another ingroup member. Study 3, moreover, reveals that social categorization alone is not sufficient to diminish profit maximization; individuals must self‐categorize and identify with their categorization. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
896.
897.
This study used the following guiding question: Is gender associated with variations in perceptions of supervisory style and the frequency with which spiritual issues are addressed in supervision? Results suggest that spirituality is perceived relevant to numerous aspects of supervision. For example, findings indicate that a relationship exists between two characteristics of supervisory style and the frequency with which spirituality is addressed in supervision. Results also intimate that male therapists viewed male supervisors as addressing spirituality more frequently than female supervisors, and female therapists viewed female supervisors as addressing spirituality more frequently than male supervisors. Overall, these findings highlight the significance of spirituality within the context of supervision and underscore the critical need for attention to gender in the study of spirituality within clinical settings. 相似文献
898.
Programmed Instruction: Construction Responding, Discrimination Responding, and Highlighted Keywords
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials; those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency. 相似文献
899.
Kenneth M. Tyler A. Wade Boykin Oronde Miller Eric Hurley 《Social Psychology of Education》2006,9(4):363-380
The present study examined the presence of specific cultural values within the preferred classroom and home activities of
African-American upper elementary students. Written scenarios were constructed and used to determine whether students preferred
their home and classroom activities carried out under specific cultural terms. Students also reported their perceptions of
teachers and parents’ cultural value-based preferences for classroom and home activities. With analysis of variance techniques,
it was shown that students and their parents have significantly stronger preferences for communal and vervistic activities
at home and at school than for individualistic and competitive activities. Perceived teacher classroom preferences, however,
were significantly higher for individualistic and competitive activities. Such findings underscore the presence of cultural
mismatch in the classroom experiences of African-Americans and illustrate a need to enhance school-based efforts to appreciate
and utilize cultural value variation. 相似文献
900.
Cara N. Soccorso James J. Picano Samuel J. Moncata Caroline D. Miller 《International Journal of Selection & Assessment》2019,27(3):291-295
We studied the predictive effects of psychological hardiness on successful selection in a United States federal tactical law enforcement assessment and selection (A&S) program. Seventy‐one male experienced law enforcement personnel participated in a week‐long, physically and psychologically rigorous A&S course. Dispositional Resilience Scale (DRS‐15) Total Hardiness scores predicted selection in this select sample. Age and cognitive ability moderated the predictive effects of psychological hardiness such that hardiness predicted selection in younger candidates and candidates with higher cognitive ability. Similar findings were obtained for DRS Commitment. DRS‐15 Control facet also differentiated selection in this sample but the predictive effects did not hold when age and cognitive ability were controlled. Findings extend the application of the DRS‐15 to law enforcement personnel selection and highlight the importance of examining moderating effects of psychological hardiness. 相似文献