Knowledge and perceived risk of major diseases in middle-aged and older women.

Women's (N = 200; 41-95 years) knowledge of mortality risks and their perceived general risk, personal risk, control, and preventability of coronary heart disease (CHD) and breast, colon, and lung cancer were examined. Middle-aged (MA) women were more accurate in their mortality knowledge for MA men than for MA women and were more accurate for MA than for older (OA) men and women. OA women, in contrast, were least accurate in their mortality knowledge for OA women compared with all other target groups; only 34% knew that CHD is the leading cause of death in OA women. Participants also overestimated a woman's risk of death from breast cancer and underestimated the risk from lung and colon cancer. Ratings of perceived risk, control, and preventability varied as a function of disease. OA women in particular appear to lack knowledge regarding women's risk of major diseases. Results have implications for women's health behaviors and medical decisions.     

Childhood Abuse,Nonsuicidal Self‐Injury,and Suicide Attempts: An Exploration of Gender Differences in Incarcerated Adults

The relationship between types of childhood abuse, suicide attempts, and nonsuicidal self‐injury (NSSI) was examined in a sample of 415 incarcerated adults (268 men, 147 women). Men and women were equally likely to experience childhood abuse, although women were more likely to report sexual abuse and men were more likely to report emotional neglect. Sexual abuse was the only type of abuse found to predict NSSI and suicide attempts in women. For men, physical abuse and physical neglect were significant predictors of NSSI and suicide attempts, respectively. Gender differences exist and should be examined in future research in this area.     

SELF-PERCEPTION IN WRITING: THE EFFECTS OF WRITING WORKSHOP AND TRADITIONAL INSTRUCTION ON INTERMEDIATE GRADE STUDENTS

This study compared the self-perception - specifically in terms of writing - of fourth- and fifth-grade students whose teachers used a writingworkshop approach with those whose teachers used a traditional approach. The measure used was the Writer Self-Perception Scale (Bottomley, Henk, & Melnick, 1997/1998). No significant differences were found between the scores of students who had been taught by the two teaching approaches. The findings of this study suggest that individual teachers are more important than strategies or approaches in affecting the writer self-perception of intermediate-grade children.     

Moral reasoning and emotion attributions of adolescent bullies,victims, and bully‐victims

This study investigated different facets of moral development in bullies, victims, and bully‐victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents’ morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12–18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully‐victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non‐involved students. Bully‐victims more frequently indicated that violating moral rules is right. Victims produced more victim‐oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective.     

Institutional Productivity Ratings and Publishing Trends in Nine Literacy Journals: 1972–2012

This study examined the productivity of faculty members who published in nine leading literacy professional journals from 1972–2012. Those universities with the greatest number of articles written by literacy faculty members are listed. This listing was also adjusted according to number of literacy faculty members at each institution, resulting in a productivity index that shows the average number of articles published per faculty member. Results from this study extend the work of four previous studies on institutional productivity in literacy journals.