Gender Conceptualizations in Female High School Seniors: Relationships with Global Self-Worth and Multiple Measures of Body Image

This study was conducted to determine if gender-role conceptualizations in adolescent girls were related to their global self-worth and several dimensions of their body image. Self-report surveys were administered to 335 predominantly Caucasian Grade 12 girls from religiously-based high schools in the midwestern part of the United States. It was hypothesized that adolescent females?? gender-typing of themselves as well as their gender-related attitudes towards others would be significantly, and possibly divergently, related to their perceptions of themselves and their physical bodies. Obtained data were analyzed using multivariate canonical correlation procedures. The results of these analyses revealed support for the predicted overall relationship between gender conceptualizations and self-perceptions, but also indicated some differences in the way in which the two dimensions of gender-role conceptualizations (personal and attitudes towards others) were associated with adolescents?? perceptions of themselves. Specifically, girls exhibiting more egalitarian gender-related attitudes towards others scored higher on global self-worth and lower in body appearance orientation. In addition, higher self-endorsement on the masculine subscales was linked with higher global self-worth, lower social physique anxiety, and higher use of competence to evaluate the physical body. In contrast, high self-endorsement on the feminine subscales exhibited mixed links to the set of self-perceptual variables.     

Timing and force control in boys with attention deficit hyperactivity disorder: subtype differences and the effect of comorbid developmental coordination disorder

This study examined the motor and performance outcomes of boys with subtypes of attention deficit hyperactivity disorder (ADHD) (DSM-IV, [American Psychiatric Association, Diagnostic and statistical manual of mental disorders, 4th ed., Washington, DC, 1994]). It also examined the differences between boys with a single diagnosis of ADHD versus those who have the dual categorisation of ADHD and developmental coordination disorder (DCD). The participants were 157 boys, aged 7.70-12.98 years recruited from a community sample. Parent report was used to classify 143 boys into either a comparison group or one of the three DSM-IV ADHD subtypes. Participants were given a battery of tests that included the Movement Assessment Battery for Children [Movement Assessment Battery for Children, Psychological Corporation/Harcourt Brace-Jovanovich, New York, 1992], the Wechsler Intelligence Scales for Children--Third Edition [Manual for the Wechsler Intelligence Scale for Children, Psychological Corporation, New York, 1992] and a finger tapping task targeting motor processing, preparation, and execution. Boys with subtypes that included inattentive symptomatology had significant difficulties with timing, force output and showed greater variability in motor outcomes. Boys with the comorbid condition (i.e., ADHD and DCD) had particular difficulty with force control. These outcomes identify a need for increased recognition of the clinical and research implications of the relationship between ADHD and motor dysfunction. This potentially impacts on assessment, intervention, theoretical modelling and the general interpretation of cognitive abilities research with children with ADHD.     

Comparability of slosson and S-B estimates of intelligence

The Slosson Intelligence Test and the Stanford-Binet Intelligence Scale (Form L-M) were administered to 44 children. The Slosson Intelligence Test (SIT) correlated .92 with the Stanford-Binet (SB), suggesting agreement in the ordering of individuals. A comparison of measured IQs indicated that the Slosson Intelligence Test overestimated IQ, when compared with the Stanford-Binet, for 39 of the 44 children. The results of the study also suggest that although a high degree of correlation was attained with the Stanford-Binet, the Slosson Intelligence Test does not produce comparable IQs for certain chronological age and intellectual functioning levels.     

Everything Has Changed: An Interview With Judy Jordan

Judy Jordan is one of the founding scholars of relational‐cultural theory (RCT). In this interview, Judy (a) gives historical and personal insight into the development of RCT, (b) describes how the theory has been received both in the United States and internationally, and (c) discusses possible future directions for RCT scholarship.