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141.
This article explored the association between economic activity and the contribution to domestic labor in a Middle Eastern society. Analyses were carried out on cross-sectional survey data from 5,998 individuals, aged between 18 and 64 years, in three poor communities in the suburbs of Beirut, Lebanon. Domestic labor was evaluated with a composite index that takes into account both the type of task performed and the level of involvement. Housework categories included core household chores, care giving, financial management, home management, and home/car maintenance. Results showed that women continue to do most of the domestic labor in the three communities. However, women’s load of domestic labor decreased as they joined the labor market, whereas men’s contribution to domestic labor increased with involvement in paid work. Relatively speaking, the difference in contribution to housework between house members engaged and not engaged in paid labor was much higher for women than it was for men. 相似文献
142.
Bias at school: Perceptions of racial/ethnic discrimination among Latino and European American children 总被引:1,自引:0,他引:1
Latino and White/European American children (N = 99; 5–11 years of age) participated in a study designed to examine their perceptions of racial/ethnic discrimination in educational settings. Children heard scenarios involving two children of different races/ethnicities, one who received a more positive outcome from a teacher than the other. Children were then asked about the reasons for the differential outcomes. The role of (a) situational information (i.e., the race/ethnicity of the children and teacher in the story, and information about the teacher's past choices); (b) social-cognitive abilities (i.e., theory of mind); and (c) child characteristics (i.e., child's race/ethnicity and racial/ethnic attitudes) in facilitating children's attributions to discrimination was assessed. Results indicated that children most frequently attributed differential outcomes to the quality of work or the ability of students. Children were most likely to make an attribution to discrimination when the teacher rewarded a same-race/ethnicity child and had a history of similar behavior. Children's attention to situational information was moderated, however, by their social-cognitive abilities. Children's own race/ethnicity and ethnic attitudes also affected their perceptions of discrimination. 相似文献
143.
Jonathan Sutton 《Studies in East European Thought》2006,58(2):107-135
This is an examination of two essays on minimal religion by Mikhail Epstein (1982 and 1999), assessing the usefulness of the
term ‘minimal religion’ for the analysis of religion in contemporary Russia.
An adapted version of a paper delivered at the School of Slavonic and East European Studies (SSEES), University of London,
on 8 December, 2003. Note regarding Mikhail Epstein’s use of the words ‘religion’, ‘religiosity’ and ‘spirituality’: Epstein
uses the word ‘religion’ to signify ‘mainstream’, church-based manifestations of religion and also the institutional, hierarchical
structures related to those. Although in English usage the word ‘religiosity’ has negative connotations – signifying either
a superficially felt religious sentiment or a somehow false and insincere expression of religious feeling, intended for outward
show – Epstein appears to use the term entirely neutrally. For him it simply serves as a synonym for the word ‘spirituality’.
In the two essays examined in the present article the word ‘spirituality’ signifies the whole inner spiritual life and aspirations
of the individual and her/his reflection on an ethical way of living, whether the person concerned is a committed, church-going
believer, or someone engaged in a personal spiritual or philosophical quest for meaning, or else someone who has experienced
what Epstein refers to as ‘the wilderness’ of the Soviet years and has learnt of a spiritual dimension to life through that
formative experience. 相似文献
144.
145.
青少年学生的人际信任度与家庭因素的相关研究 总被引:7,自引:0,他引:7
该文对青少年学生的人际信任度与家庭因素的关系进行研究,结果表明:1)青少年学生人际信任度的性别差异不显著;2)青少年学生人际信任度的年级差异显著:大学生的人际信任水平最低,初中生的最高,职业中专学生的与大学生的相近;3)青少年学生的人际信任度与其家庭环境的相关不显著。 相似文献
146.
Ruth Spinks Stephan Arndt Kristin Caspers Rebecca Yucuis L. William McKirgan Christopher Pfalzgraf Elijah Waterman 《Intelligence》2007,35(6):563-567
The relationship between measures of IQ and standardized school achievement tests is well established at around r ≈ 0.5 when the two are measured in close proximity. The current paper examined the stability of this correlation when comparing elementary school achievement (grades 3–8) and midlife IQ. Iowa Adoption Study participants who had standardized school achievement measures (ITBS) on file were given the WAIS-III. Mean age at IQ testing was 44.01 years (SD 6.65 years). The correlation between school achievement and WAIS-III FSIQ was r = 0.64, suggesting substantial life span stability in this relationship. Furthermore, elementary school achievement was substantially correlated with occupational status and household income at midlife. These findings suggest that standardized school achievement data is a useful measure of premorbid IQ. 相似文献
147.
It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother–child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children. 相似文献
148.
Ray W. Christner Elizabeth Forrest Jessica Morley Elana Weinstein 《Journal of Contemporary Psychotherapy》2007,37(3):175-183
This paper offers an overview using cognitive-behavior therapy (CBT) within a school system. In addition to providing services
to individual students, this article provides an overview of implementing CBT into a system of school-wide mental health services.
Interventions are discussed at three levels—universal school-wide interventions, target interventions with at-risk students,
and intensive interventions with students in need. Examples of specific programs or intervention are given for each level. 相似文献
149.
Margaret O’Brien Caughy Saundra M. Nettles Patricia J. O’Campo 《Journal of child and family studies》2007,16(6):819-836
We examined the impact of neighborhood characteristics both directly and indirectly as mediated by parent coaching and the
parent/child affective relationship on behavioral and school adjustment in a sample of urban dwelling first graders. We used
structural equations modeling to assess model fit and estimate direct, indirect, and total effects of neighborhood structural
and social characteristics on parenting behavior and child outcomes. Observed physical incivilities in the neighborhood were
associated with lower levels of parent eliciting behavior and higher levels of child behavior problems. The effects of neighborhood
structural characteristics were mediated partially through neighborhood community involvement with children, which had a direct
significant impact on parent eliciting behavior and an indirect effect on child behavior problems. Neighborhood community
involvement with children was associated with higher levels of parent eliciting behavior and lower levels of child behavior
problems. Observed physical incivilities had a significant indirect association with poor school adjustment and a marginally
significant association with positive school adjustment to first grade. Neighborhood community involvement with children was
more strongly associated with positive school adjustment than poor school adjustment. 相似文献
150.
Ethical guidelines require school psychologists to ensure that their assessment practices are nondiscriminatory, but typical discussions on this topic neglect the possible discriminatory effects of cultural stereotypes on assessment results. Recent research on stereotype threat shows that students' knowledge of stereotype-based negative expectations about their test performance can depress their actual test performance. This paper discusses the range of conditions that promote stereotype threat and identifies important moderators and mediators of the phenomenon. Several practical suggestions are offered for school psychologists to consider when interviewing students, interpreting assessment results, and developing programs to increase schoolwide achievement. 相似文献