The aim of the study was to examine whether school sociocultural context affects culture competence and its relationship to depressive symptoms. As part of the Youth, Culture and Competence study conducted in the Norwegian Institute of Public Health, questionnaire data was collected from 373 immigrant students in two junior high schools within Oslo. The school contexts were represented in terms of proportion of ethnic minority students, 90% versus 60% referred to as the concentrated and balanced context, respectively. Results showed a relatively low level of depressive symptoms and high level of ethnic and host culture competence regardless of context. Ethnic culture competence showed an inverse relationship to depression in both contexts. Host culture competence was also negatively correlated with depression, but only in the balanced context. In the concentrated context this correlation was unsubstantial. Thus, the sociocultural context was found to moderate this correlation. 相似文献
Objective: To test the hypothesis that a Self-Determination Theory (SDT) intervention designed to promote oral health care competence in an autonomy-supportive way would predict change in caries competence relative to standard care. Further, to test the SDT process path-model hypotheses with: (1) the intervention and individual differences in relative autonomous locus of causality (RALOC) predicting increases in caries competence, which in turn would positively predict dental attendance; (2) RALOC negatively predicting dental anxiety, which would negatively predict dental attendance; (3) RALOC and caries disease referred to the dentist after an autonomy-supportive clinical exam directly positively predicting dental attendance; and (4) the intervention moderating the link between RALOC and dental attendance.
Design: A randomised two-group experiment was conducted at a dental clinic with 138 patients (Mage = 23.31 yr., SD = 3.5), with pre- and post-measures in a period of 5.5 months.
Results: The experimental model was supported. The SDT path model fit the data well and supported the hypotheses explaining 63% of the variance in dental attendance.
Conclusions: Patients personality (RALOC) and hygienists promoting oral health care competence in an autonomy-supportive way, performance of autonomy-supportive clinical exams and reductions of anxiety for dental treatment have important practical implications for patients’ dental attendance. 相似文献
Identifying correlates of children's emotional reactions and coping can provide information about developmental processes and identify useful strategies for improving children's adaptation to stress. We investigated associations of social competence with children's responses to standardised, controllable interpersonal stressors. The stressors included bullying, arguing with a parent, and not being picked for a team sport. We expected greater competence to be associated with certain coping responses, and expected that coping would be better explained by also considering emotional reactions. Children (N = 230, Grades 3 to 7) reacted to three videotaped stressors, and children and parents completed questionnaires. Children rated as more competent used active and challenge coping strategies, such as problem solving and support seeking, more than other children, and they also responded with more sadness. Children's competence was associated with fear, but only in bivariate correlations, and was not associated with angry responses. In a structural equation model, emotions were associated with more coping responses, and the emotional reaction of sadness accounted for the link between children's social competence and adaptive (i.e., challenge) coping. Findings suggest that competent children use more adaptive coping, and this is accounted for by their greater feelings of sadness when dealing with controllable interpersonal stressors. 相似文献
Of 1,409 eligible children aged 6-13 years in grades 1 to 7 who were randomly selected from a national sample of Norwegian schools, 858 participated in the present study (60.9%). The sample was stratified by school centrality, region and size of grade cohort. The teachers assessed their children's academic performance, adaptive school functioning, and levels of emotional/behavioral problems using the 2001 version of the Teacher Report Form (TRF). Only one child was randomly selected from each grade cohort. Girls had significantly higher scores than boys in the Working Hard, Appropriate Behavior, Learning, and Total Adaptive Functioning domains. For girls, only the Working Hard domain was of medium effect size. While boys had significantly higher scores than girls on Attention, Thought Problems, Rule-Breaking, Aggression, Externalizing Problems and Total problems, only Attention Problems showed a medium effect size. Significant sex by age interaction effects were also found for Rule-Breaking, Externalizing, Internalizing, Anxious-Depressed and Total Problems. In all these comparisons, 10-13-year-old boys had significantly higher scores than 6-9-year olds, while girls had similar problem levels across age groups. Our mean Total Problems score (17.2) was lower than the grand mean (21.6) reported in a multi-country comparison but higher than in another Norwegian large-scale survey. Overall, our findings indicate that teachers in Scandinavia report, just as do parents, relatively low levels of emotional/behavioral problems among school-aged children. 相似文献
Relationships between passivity in school and shyness, perceived competencies and social support were assessed in a sample
of 501 pupils (241 girls and 240 boys) in grades 8, 9 and 10 from two secondary schools in a city in the southern part of
Norway. The analyses revealed a positive significant association between passivity in school and shyness. Findings also showed
significant negative associations between passivity in school and scores of perceived social competence. Support from school
peers, teachers and parents were also negatively associated with passivity. In addition the interaction between gender and
perceived social competence yielded a significant association with school passivity. 相似文献