小学儿童数学焦虑的潜在类别转变及其父母教育卷入效应：3年纵向考察

研究采用潜在转变分析考察小学儿童数学焦虑的类别转变以及父母教育卷入在小学儿童数学焦虑类别转变中的作用。以1720名三、四年级儿童为被试, 对其数学焦虑和感知到的父母教育卷入进行3次追踪, 每次间隔1年。结果表明：(1)小学儿童数学焦虑存在低数学焦虑组、高数学评估焦虑组和高数学获得焦虑组3种不同类别; (2)随时间的推移, 高数学评估焦虑组倾向于向低数学焦虑组转变, 高数学获得焦虑组倾向于向高数学评估焦虑组转变, 而低数学焦虑组稳定性较强; (3)父亲/母亲教育卷入对儿童数学焦虑类别转变的预测作用, 因不同的数学焦虑类别而异。上述发现为深入理解数学焦虑的形成机制以及干预措施的制定提供了重要参考。     

Un mineur peut-il consentir à un parcours de transition médicale?

As hundreds of so-called transgender children and teenagers enter “medical transition” processes with serious consequences, the relevance of the application of the rules of the Public Health Code relating to patient information and consent must be questioned : to what extent are these young minors capable of understanding the information provided and giving free and informed consent to these programmes?The medical controversies that have arisen concerning the consequences of the medical transition processes, the experimental nature of which has been pointed out, raise serious doubts about the quality, reliability and fairness of the information given. Furthermore, is the complexity of the information communicated to minors who have no life experience, the eagerness of young patients, the influence of social networks, and the censure attached to possible therapeutic alternatives compatible with the capacity to give free and informed consent?Finally, if it is not a question of treating a pathology but of “concretising the right to self-determination”, can we still claim the application of rules specific to the medical field? If there is no medical necessity or very serious medical reason, is it legitimate to accede to a minor's request to irreversibly damage his or her body?In the UK, a thousand families are reportedly preparing to take legal action for medical negligence, alleging that their vulnerable children have been misdiagnosed and placed on a damaging medical transition course. Yet these minors had been found to be ‘consenting’.It is time to weigh up the relevance of the sacredness of the minor's consent.     

Longitudinal Changes of Planned Happenstance Skills by Gender,Community Types,and Employment Status in a Sample of College Students in School‐to‐Work Transition

This study examined the characteristics of college students who are transitioning from school to work by measuring their mean differences on planned happenstance skills subscales at 3 separate time points. The results indicated that the mean of planned happenstance skills changed across the 3 time points and are somewhat different through demographic factors, such as gender, community types, and employment status. In addition, 2‐way and 3‐way multivariate analysis of variance results showed that the interaction effects of 3 demographic variables on 5 planned happenstance skills were not significant. Practical implications for career counselors are discussed.