父母协同教养与初中生学校适应:教养投入和亲子依恋的作用及父母差异

基于协同教养生态模型,采用问卷调查1370名初中生,探讨协同教养与学校适应之间的关系,检验其中的中介机制及父母差异。结果表明:团结行为与亲社会能力的相关关系最大,团结负向作用反社会行为,冲突与贬低行为正向作用反社会行为;团结与学校适应的关系主要通过链式中介作用,冲突、贬低与学校适应的关系主要通过亲子依恋的中介作用;父亲比母亲的一致行为与亲社会能力的相关关系更大,母亲链式中介团结与亲社会行为的效应大于父亲,其他中介效应的父母差异均表现为父亲显著地大于母亲。本研究提示了提高父母协同教养在家庭水平上的互动、改善亲子依恋关系的重要性。     

家庭作业与学业成绩的关系

家庭作业不仅是一种被广泛采用的教学手段,也是学生课后最为重要的学习活动。本文从家庭作业特征、家庭作业完成过程、家庭作业中父母参与和家庭作业对学习效果影响的机制几个方面探讨了家庭作业与学业成绩的关系。最后指出了家庭作业学习效果研究的实践价值和未来研究方向。     

Support for an expanded tripartite influence model with gay men

This study investigated whether an expanded tripartite influence model would represent gay men's experiences. This model was extended by adding partners and gay community involvement as sources of social influence and considering dual body image pathways (muscularity and body fat dissatisfaction) to muscularity enhancement and disordered eating behaviors. Latent variable structural equation modeling analyses upheld this model for 346 gay men. Dual body image pathways to body change behaviors were supported, although three unanticipated interrelationships emerged, suggesting that muscularity and body fat concerns and behaviors may be more integrated for gay men. Internalization of the mesomorphic ideal, appearance comparison, muscularity dissatisfaction, and body fat dissatisfaction were key mediators in the model. Of the sources of social influence, friend and media pressure to be lean, gay community involvement, and partner, friend, media, and family pressures to be muscular made incremental contributions. Unexpectedly, certain sources were directly connected to body change behaviors.     

Emotional context, maternal behavior and emotion regulation

This study investigated the importance of emotion-eliciting context (positive and negative) and mother's behaviors (constrained and involved) on toddlers’ emotion regulation behavioral strategies, emotional expressiveness and intensity, during three episodes eliciting fear, frustration/anger and positive affect. Fifty-five children between 18 and 26 months of age and their mothers participated in the study. Toddlers’ regulatory strategies varied as function of emotion-eliciting context (children exhibited behavioral strategies more frequently during positive affect and frustration/anger episodes and less frequently during fear episodes) and maternal involvement. Toddlers’ expression of emotion varied as function of emotion-eliciting context (children exhibited more emotional expressions, both negative and positive during fear and frustration/anger episodes compared to positive affect episodes). Toddlers’ expression of emotion was not strongly related to maternal involvement, however, the intensity of emotional expression was related to the interaction of context and maternal involvement.     

Parental involvement and mental health among school-going adolescents in five Caribbean countries

The aim of this study was to assess the association between parental involvement and mental health among adolescents in five Caribbean countries: Antigua and Barbuda, Bahamas, Saint Kitts and Nevis, Jamaica and Trinidad, and Tobago. Data were from the cross-sectional Global School-Based Student Health Survey (GSHS) which sampled 10 063 adolescents (mean age 14.3 years, SD = 1.3) from 2009 to 2013. In multivariable logistic regression analyses (adjusted for age, sex, and socioeconomic status), bullied, having close friends and peer support, and higher levels of parental involvement were negatively associated with loneliness, anxiety, and suicidal ideation in all five countries. In Jamaica, parental involvement was not associated with suicide attempt. Parental involvement interventions for improving mental health among the Caribbean adolescents should consider peer influences.     

A comparison of self‐report of criminal involvement and official arrest records

Self‐reports of arrests and official arrest records were compared for 250 male and 80 female participants in the ongoing Hyperactivity Follow‐Up Study of Young Adults at University of California at Berkeley. For males, kappa coefficients indicated good statistical agreement between arrest records and self‐report measures for 7 of the 12 types of crimes. Statistical agreement, however, may not be the most meaningful yardstick to judge concordance. Additional analyses reveal that for almost all of the crimes examined, one third or more of those with an arrest record for the crime failed to reveal this information on the self‐report measure. Arrests for both some high‐frequency, less serious crimes and some low‐frequency, more serious crimes were not revealed in the subjects’ self‐reports. An examination of the unique information gained from self‐reports found that the subjects most often reported committing public disorder crimes for which they were not caught (over 30%) and were least likely to self‐report crimes against people (less than 10%). Furthermore, subjects with more convictions were more likely to accurately self‐report their criminal involvement. Since both self‐report and official records each contribute unique information and reflect different sources of error, it is proposed that a combination of both types of records is the most inclusive indicator of criminal activity in adulthood. Aggr. Behav. 27:44–54, 2001. © 2001 Wiley‐Liss, Inc.     

Family involvement and empowerment in mental health service provision for children with emotional and behavioral disorders

Involvement of families is a critical component in effective systems of care for children with disabilities and their families. We investigated the sociodemographic correlates of family involvement in mental health services for children who have emotional and behavioral disorders. Further, we investigated the relationship between family involvement and family empowerment. The Family Involvement Scale-Family Version was used to measure involvement of families in the provision of mental services for their children and the Family Empowerment Scale was used to measure pempowerment in families with children who have emotional and behavioral disorders. In additions, demographic data concerming family composition, race, education, incone, membership in a parent support group, and the mental health status of the children were also collected. The results showed that mothers, as well as respondents with less formal education, reported greater involvement in services for their children than fathers and those who were more educated. Further, the knowledge subscale of empowerment was significantly correlated with all, subscales of family involvement and personal empowerment was significantly correlated with the treatment subscale of family involvement.     

Parental attributions and parental involvement

This study examined the existing relation between parental attributions of their child’s achievement, their belief in getting involved in the child’s educational process and their actual behavior regarding this involvement. The participating parents (N = 313) were asked to complete the Parental Attributions Scale and the Parental Involvement Scale. They were also asked to state to what degree they believed that parents in general and they personally as parents should get involved in their children’s educational affairs. Confirmatory factor analysis showed that attributing achievement to internal and controllable factors such as the parent’s own effort influenced positively the strength of the “getting involved” belief. This in turn had a strong effect on actual parental involvement activity.