Concern is often expressed that mass media contribute to the early sexualization of young girls; however, few empirical studies have explored the topic. Using paper dolls, we examined self-sexualization among sixty 6–9?year-old girls from the Midwestern United States; specifically self-identification, preference, and attributions regarding sexualized dress. Based on simultaneous maternal reports, we also investigated potential risk factors (media consumption hours, maternal self-objectification) and potential protective factors (maternal television mediation, maternal religiosity) for young girls’ sexualization. Findings support social cognitive theory/social learning theory and reveal nuanced moderated effects in addition to linear main effects. Girls overwhelmingly chose the sexualized doll over the non-sexualized doll for their ideal self and as popular; however, dance studio enrollment, maternal instructive TV mediation, and maternal religiosity reduced those odds. Surprisingly, the mere quantity of girls’ media consumption (tv and movies) was unrelated to their self-sexualization for the most part; rather, maternal self-objectification and maternal personal religiosity moderated its effects. 相似文献
This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high. 相似文献
The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting. 相似文献
In a recent critique Boles and Barth (2011) argue that their prior study investigating asymmetry/performance relationships (Boles, Barth, & Merrill, 2008) uncovered the “true” association (i.e., negative correlation) between lateralization of visual lexical processes and word recognition performance. They contend that our study reporting positive correlations of lexical asymmetry and reading performance (Chiarello et al., 2009) was flawed and hence inconclusive. In this response we address the two major objections raised by Boles and Barth (2011) regarding our selection of tasks and asymmetry measures. We conclude that the Boles and Barth principle of task purity is not relevant to the stated aims of our investigation, and that our linear regression method of measuring asymmetry is valid given the high level of accuracy for the tasks we reported. Because the aims of each investigation differed, we argue that it is unwise to attempt to fit each study into the framework favored by Boles and Barth (2011). 相似文献
Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of teacher expectation bias across high-, medium-, and low-expectation teacher groups across all teachers and in the curriculum areas of mathematics, Chinese, and English. Our analyses were based on two-year longitudinal data with four time points from 567 Chinese senior high school students and their 50 teachers. The results showed that across all teachers, teacher expectation bias at the individual student level was dynamic over time. That is, teachers seemed to adjust their initial expectation bias in the first few months but then maintained the adjusted expectation bias afterwards. However, when students moved from Grade 11 to Grade 12 (the last year of high school), teachers seemed to change their expectation bias again. The evidence from HLM analyses further supported these results. That is, all the high- and low-expectation teachers alleviated their initial expectation bias significantly in the first six months and then adhered to their adjusted expectation bias. However, when students moved to the last year of high school, some high- and low-expectation teachers’ expectation biases were volatile again. Nevertheless, most high- and low-expectation teachers (except for Chinese low-expectation teachers) tended to either over-estimate or under-estimate their students across two school years. Further, compared to Chinese and mathematics teachers, English teachers’ biases seemed to be even more stable. Our findings suggested that some teachers consistently over- or under-estimated their students over an extended time period and this could have implications for student outcomes.
Fundamentalism is consistently related to racial prejudice (Hall, Matz, & Wood, 2010), yet the mechanisms for this relationship are unclear. We identify two core values of fundamentalism, authoritarianism and traditionalism, that independently contribute to the fundamentalism‐racial prejudice relationship. We also contextualize the fundamentalism‐racial prejudice relationship by suggesting that fundamentalists may show prejudice based on conceptions of African Americans as violating values but show tolerance when prejudice is less justifiable. These ideas are tested and confirmed using three data sets from the American National Election Studies. Across all three samples, fundamentalism is related to increases in symbolic racism but decreases in negative affect towards African Americans, and these relationships are mediated by both authoritarianism and traditionalism. 相似文献
This study examined the association of familialism, a cultural value that emphasizes close family relationships, with social support, stress, pregnancy anxiety, and infant birth weight. Foreign-born Latina (n = 31), U.S.-born Latina (n = 68), and European American (n = 166) women living in the United States participated in a prospective study of pregnancy in which they completed measures of familialism, social support, stress, and pregnancy anxiety during their second trimester. As expected, Latinas scored higher on familialism than European Americans. Familialism was positively correlated with social support and negatively correlated with stress and pregnancy anxiety in the overall sample. As predicted, however, the associations of familialism with social support and stress were significantly stronger among Latinas than European Americans. Moreover, higher social support was associated with higher infant birth weight among foreign-born Latinas only. Implications of cultural values for relationships and health are discussed. 相似文献