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221.
During emerging adulthood, lesbian and gay (LG) adults must develop an identity within the social context of heterosexist
discrimination. Our specific aims were to examine differences by sexual orientation in depressive symptomatology and self-esteem
and explore the role of personal resources in explaining these aspects of psychological well-being. Data were analyzed on
306 participants in emerging adulthood who completed an online survey. LG individuals experienced higher depressive symptomatology
and lower self-esteem than heterosexuals, and variations in well-being were explained by personal mastery and social support.
The instability which characterizes emerging adulthood is likely compounded by the developmental challenges posed by heterosexism.
The formation of social relationships, coupled with personal mastery, appear to serve as protective resources during emerging
adulthood. 相似文献
222.
A culturally relevant career‐development needs assessment survey was administered to 227 international college students. Factor analysis indicated that the participants' vocational needs centered on obtaining work experience, overcoming interview barriers, and developing job‐search skills. Overall, the vocational needs of international students were oriented toward the American job market. Implications for cross‐cultural counseling are discussed. 相似文献
223.
The impact of two cooperative learning techniques, Student Teams-Achievement Divisions and Teams-Games-Tournaments, on classroom climate among students was compared to a traditional whole-class format. Thirty-five student teachers were randomly assigned to one of the three classroom structures. Their pupils were 864 second-through sixth-grade students, including 288 non-Anglo (black and Mexican American) students. A new measure of classroom climate, the Classroom Attitudes Scale, was developed that produced two attitude factors: Social Relations and School-work Cooperative techniques generally produced a slightly more favorable climate on both dimensions, and especially for females on Social Relations. Of the cooperative methods, Teams-Games-Tournament produced a significantly more favorable climate for Anglo-American students. The results support the conclusion that choice of classroom structure can bias classroom climate in favor of or against different ethnic groups. 相似文献
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Emiko Yoshida Jennifer M. Peach Mark P. Zanna Steven J. Spencer 《Journal of experimental social psychology》2012,48(3):694-706
We propose a new construct (implicit normative evaluations) that purports to measure automatic associations about societal evaluations. We develop a new measure of this construct based on a modification of the Implicit Association Test (IAT) and describe how it is related to but not redundant with implicit attitudes and explicit normative evaluations. Study 1 provided evidence that implicit normative evaluations and implicit attitudes uniquely predicted evaluations measured by the traditional IAT. Study 2 demonstrated that Asian-Canadian immigrants' implicit normative evaluations toward older people became more negative the longer they were in Canada. Study 3 found that engineering students' (both men and women) implicit normative evaluations toward female engineers became more negative as they were exposed to engineering and that for women these negative normative evaluations predicted their intention to drop out of engineering. Study 4 demonstrated that implicit normative evaluations predicted the speed at which participants decide to “shoot” an African Canadian target on a shooter bias task (Correll, Park, Judd, & Wittenbrink, 2002). Finally, in Study 5, an experimental manipulation of an audience's reaction to racist jokes targeting people from the Middle East affected implicit normative evaluations about this group and that these implicit normative evaluations in turn affected discrimination. The implications of these results for the importance of social influence and culture in shaping thoughts and behavior are discussed. 相似文献
228.
This study conducts an exploratory factor analysis on Wickman’s (2004) Pastors at Risk Inventory that measures the likelihood of whether clergy may face forced or unforced resignation. An online
survey was administered to 285 evangelical pastors containing 42 Likert-type items developed from 20 years of qualitative
practitioner ministry among clergy. The two factors identified—vision conflict and compassion fatigue—are discussed in relation
to the extant literature and in their unique function with clergy. Results indicate that varying levels of disparity typically
exist between expected ministry outcomes and actual ministry experiences, and that vision conflict and compassion fatigue
are more likely among clergy who lack a support team and/or whose church has recently plateaued or declined in attendance. 相似文献
229.
Althea Spencer Miller 《Teaching Theology & Religion》2012,15(4):384-385
230.