The Willingness of Military Members to Seek Help: The Role of Social Involvement and Social Responsibility

Anchored in the social organization theory of action and change, we use data from a large sample of active‐duty Air Force members to examine the direct and indirect influence of social involvement and social responsibility on willingness to seek help in times of need via trust in formal systems and informal supports. Group comparisons are conducted between junior male, junior female, senior male, and senior female service members. The key mediational path in the model for all groups is the connection between social involvement and willingness to seek help via trust in formal systems. These results can inform both unit‐ and community‐level interventions intended to increase the likelihood that active‐duty AF members will seek help in times of need.     

Validation du Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS) chez des parents d’élèves du primaire en contexte défavorisé et pluriethnique

IntroductionThe effect of parental school involvement on children's academic success has a long-standing basis in research. However, few validated measures of parental involvement exist.ObjectiveThis study aims to assess the validity of the Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS), an instrument developed from a synthesis of existing parental involvement models in the literature.MethodThe validation sample included 711 parents of elementary students who mostly present an immigrant background. This sample was collected in five schools located in disadvantaged areas. This study includes two time points collected over 2 consecutive school years.ResultsThe QIPSS has good construct validity and satisfactory predictive validity. Exploratory and confirmatory factor analyses allowed us to generate a model of parental involvement comprising five dimensions, some of which predicting students’ academic performance a year later.ConclusionFindings are discussed in light of previous parental involvement studies. The QIPSS is proved to be a good tool to account for parental involvement in a research context. Nonetheless, children's outcomes other than academic success should be taken into account in future studies.     

父母卷入在家庭社会经济地位与学业成就间的中介作用:元分析结构方程模型

以22项实证研究(25个独立样本,79665个被试)为对象,综合使用元分析和结构方程模型,以家庭投资模型和家庭压力模型为理论基础,探讨了家庭社会经济地位对学业成就的影响及内在机制。结果发现:(1)家庭社会经济地位能显著地正向预测学业成就(r=0.32);(2)家庭社会经济地位测量方式的调节效应显著;(3)父母卷入在家庭社会经济地位与学业成就间起着部分中介作用;(4)父母卷入的中介效应只存在于小学及以下群体,在中学群体中介效应不显著。结论,家庭社会经济地位与学业成就之间存在显著正相关,在小学和幼儿园阶段时父母卷入在家庭社会经济地位和学业成就间起着部分中介作用。     

Religious Involvement and Health Over Time: Predictive Effects in a National Sample of African Americans

In this study, two telephone interviews that assessed both religious involvement and health‐related quality of life were conducted approximately 2.5 years apart in a national sample of 290 African Americans. Religious involvement was assessed with an instrument that measured both personal religious beliefs (e.g., having a personal relationship with God) and more public religious behaviors (e.g., attending church services). Health‐related quality of life was measured with version 2 of the Medical Outcomes Study 12‐item short form (SF‐12v2). Structural equation models indicated that higher religious beliefs at baseline predicted better physical and mental health 2.5 years later. Higher religious behaviors at baseline contributed smaller, complementary suppression effects. Physical and mental health indicators from the SF‐12v2 at baseline did not predict changes in either religious beliefs or religious behaviors over time. These findings indicate that, for African Americans, personal religious beliefs lead to beneficial health effects over time, whereas individual differences in health do not appear to predict changes in religious involvement.     

Trust and Involvement as Higher-Order Factors of General Attitudes Towards Politics. Testing a Structural Model Across 26 Democracies

Interindividual differences in how people think and feel about politics have been investigated for decades. However, the great number of attitudinal concepts that has been developed to describe these differences is likely to distract from their conceptual overlap and dimensional structure. In addition, not much is known about the cross-cultural invariance of their interrelation. We propose that attitudes towards politics can be structured by two broad higher-order factors, a factor of general political involvement and a factor of general political trust. In two studies (N₁ = 767; N₂ = 29,018), including representative samples from 26 democracies, we first conduct several confirmatory factor analyses (CFA) to show that the higher-order model is a well-fitting and parsimonious alternative to a baseline model without higher-order factors in most samples. Second, we present evidence from multigroup CFA that the overall patterns of factor loadings are the same across all 26 countries. We interpret this structural equivalence across different democracies as support for the assumption that general political involvement and general political trust reflect basic orientations towards politics that are based on (1) demands of democratic political systems and (2) universal principles in human trait structure.     

父母教育卷入与小学儿童数学焦虑的纵向联系:数学态度的中介作用

为探讨父母教育卷入与学龄期儿童数学焦虑之间的纵向联系及内在作用机制,从山东省聊城市两所普通小学选取1734名三、四年级学生,对其进行为期一年的追踪研究。结果发现：（1）T1父母教育卷入能够显著负向预测T2儿童数学焦虑,但T1儿童数学焦虑对T2父母教育卷入的预测不显著;（2）在同一时间点上,儿童数学态度在父母教育卷入与儿童数学焦虑之间发挥显著中介作用;（3）在不同时间点上,儿童数学态度的中介作用仍然成立,表明儿童数学态度的中介作用具有跨时间的稳定性。该结果强调了父母教育卷入对学龄期儿童数学焦虑变化的重要作用,亦为从父母教育卷入和数学态度角度降低儿童的数学焦虑水平提供了初步有力证据。     

从父母教育卷入到学业成就:自主支持与自主学习力的链式中介

家长教育卷入是为了提升学生的学业成就,但能否支持学生的自主学习从而提升其自主学习力,可能是提升学业成就的关键环节。研究将与自主学习相关的多种个人内部因素整合为自主学习力,对12万余名中小学生及其家长进行了大规模调查,建构了一个链式中介模型,分析显示父母教育卷入对学生学业成就的影响体现为两条路径:(1)父母主导路径:父母投入通过其自我报告的自主支持对学生学业成就产生显著影响;(2)学生发展路径:学生通过其所感知的父母自主支持提升其自主学习力,进而自主地促进其学业发展。研究提示,如何提高家长对学生“自主学习”的认识和支持能力,是家校协同促进学业发展的一个重要话题,也是保障“双减”不降学业成绩的一项关键举措。     

父母教养投入对青少年情绪和行为适应的影响差异:亲子依恋的中介作用

为比较同一家庭父亲与母亲教养投入对青少年情绪和行为适应的影响及作用机制差异,采用问卷对1155名中小学生进行调查。结果表明:(1)父亲教养投入显著预测青少年情绪适应,母亲教养投入显著预测青少年行为适应;(2)父亲教养投入仅通过父子依恋的完全中介作用影响青少年的情绪和行为适应; 母亲教养投入既通过母子依恋的部分中介作用影响青少年的消极行为适应,也通过父子依恋的部分中介作用影响青少年的情绪和行为适应。结论表明:父亲与母亲教养投入对青少年情绪和行为适应的直接影响存在适应领域的特异性,其作用机制也存在差异。本研究精准地区分出父亲与母亲教养投入影响青少年适应性的特定范围及不同的作用机制,这对于同一家庭内的父亲与母亲教养投入的精准干预提供了新的视角。     

The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.