Beyond Deficits: Intimate Partner Violence,Maternal Parenting,and Child Behavior Over Time

Exposure to intimate partner violence (IPV) has negative consequences for children’s well-being and behavior. Much of the research on parenting in the context of IPV has focused on whether and how IPV victimization may negatively shape maternal parenting, and how parenting may in turn negatively influence child behavior, resulting in a deficit model of mothering in the context of IPV. However, extant research has yet to untangle the interrelationships among the constructs and test whether the negative effects of IPV on child behavior are indeed attributable to IPV affecting mothers’ parenting. The current study employed path analysis to examine the relationships among IPV, mothers’ parenting practices, and their children’s externalizing behaviors over three waves of data collection among a sample of 160 women with physically abusive partners. Findings indicate that women who reported higher levels of IPV also reported higher levels of behavior problems in their children at the next time point. When parenting practices were examined individually as mediators of the relationship between IPV and child behavior over time, one type of parenting was significant relationship, such that IPV lead to higher authoritative parenting and lower child behavior problems. On the other hand, there was no evidence that higher levels of IPV contributed to more child behavior problems due to maternal parenting. Instead, IPV had a significant cumulative indirect effect on child behavior via the stability of both IPV and behavior over time. Implications for promoting women’s and children’s well-being in the context of IPV are discussed.     

Offending Patterns of Serial Sex Offenders: Escalation,De‐escalation,and Consistency of Sexually Intrusive and Violent Behaviours

A series of stranger sexual assaults poses considerable obstacles for law enforcement officials. One such preoccupation is concerned with whether or not the offender will escalate in the severity of his behaviours with subsequent victims. The current study uses transition matrices to address whether or not the offending patterns of 72 serial stranger sex offenders change from one victim to the next as it pertains to their sexual acts and level of physical force used during the crime. Findings indicate that stability, specifically the offender's intrusive sexual acts and use of physical force, and versatility are present in this sample's offending patterns. To explain changes in offending patterns between victims, multinomial regression analyses indicate that situational factors and modus operandi strategies are important considerations. Implications for investigations are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

Gender‐typing of leadership: Evaluations of real and ideal managers

This research focuses on female underrepresentation in managerial positions. Specifically, two studies examine gender‐typing for managerial roles in Spain using ratings for real and ideal managers. In addition, we analyse the existence of same‐gender bias on evaluations of the behavior of actual leaders. In the first study, 195 Spanish workers evaluate the extent to which gender‐stereotypical traits are important for becoming a successful middle manager in three conditions (female managers, male managers, and managers in general). In the second study, we explore the degree to which the behavior of real Spanish managers is gender‐typed and the existence of same‐gender bias on leadership styles – transformational, transactional and avoidant/passive – and on leadership outcomes – effectiveness, extra effort and satisfaction – from the perspective of subordinates (N = 605). Overall, the results demonstrate that masculine characteristics were rated as more important than feminine characteristics for managerial positions, and they were more often assigned to male managers than to female managers. Unexpectedly, this manager‐male association is stronger among female participants than among male participants. Our findings also demonstrate that women subordinates evaluate their same‐sex supervisors more favorably in transformational leadership, effectiveness, and extra effort. The negative consequences derived from gender‐typing managerial positions are highlighted according to the role congruity theory of prejudice toward female leaders. The positive effects of in‐group female bias on behavior ratings are also noted. The mixed implications of these results for women's advancement to leadership positions are discussed.     

Driving,Pseudo‐reality and the BTK: A Case Study

The significance of occupational choice, in particular those that involve driving, has not yet been studied or investigated in relation to serial murder. This paper, which adopts a case study approach, attempts to shed light on how driving as an occupation may instrumentally influence the offending behaviour of one North American serial murderer—Dennis Rader. Attention is given towards how spending such significant amounts of time driving may have held deep psychological importance for Rader, with regard to the development of his offending‐oriented fantasies. In particular, the “offending space model” is used to examine the relationship between ‘thinking and doing’. In providing this micro‐level analysis, we suggest that transient oriented occupations provide a rich array of practical advantages that may aid serial murderers in avoiding detection, whilst also holding deep psychological influence in the nurturing and development of their fantasies. Copyright © 2015 John Wiley & Sons, Ltd.     

青少年的气质与烟酒使用:交互效应检验

考察气质(意志控制、愤怒挫折、感觉寻求)对青少年烟酒使用的主效应,气质与教养方式(权威、专制、纵容)对烟酒使用的交互效应以及气质间的交互效应.采用随机整群抽样的方法,选取660名青少年为被试,匿名完成气质问卷、教养方式问卷和烟酒使用问卷.结果显示:(1)在控制了性别、年龄、社会经济地位后,气质对青少年烟酒使用具有预测作用,低意志控制、高愤怒挫折、高感觉寻求正向预测烟酒使用;(2)教养方式调节部分气质因素与烟酒使用的关系,具体为:权威和专制教养缓冲感觉寻求的风险作用,符合风险缓冲模型;纵容教养增强感觉寻求的风险作用,符合风险增强模型;(3)气质内部在影响青少年烟酒使用时也存在交互作用,愤怒挫折增强感觉寻求的风险作用,符合风险增强模型.因此,烟酒使用是气质与教养方式及气质间交互作用的产物.     

NR3C1基因多态性及单倍型、父母教养方式对青少年焦虑障碍的影响

NR3C1参与HPA轴调节,与应激相关的身心疾病关系密切。以往针对NR3C1与焦虑障碍的研究基本以成人为考察对象,且大多关注负性生活事件等个体层面环境变量。本研究采用病例-对照设计,以238名青少年为被试(焦虑障碍117人,对照121人),旨在考察NR3C1常见位点rs6191、rs6196、rs41423247的多态性、单倍型以及父母不同类型教养方式对焦虑障碍的影响。结果表明rs6191 GG基因型、rs6196 AA基因型、rs41423247 GG基因型与低焦虑障碍风险相关。父母过多的过度保护与冷漠拒绝、父亲过少的温暖关怀可预测较高的焦虑障碍风险。rs41423247多态性与母亲温暖关怀存在交互作用:rs41423247 GG基因型只在母亲温暖关怀较多时能降低焦虑障碍风险,在母亲温暖关怀较少时与焦虑障碍并无显著相关。此外,rs6191-rs6196-rs41423247构成的单倍型GAG与低焦虑障碍风险显著关联,TGC与高焦虑障碍风险显著关联,且二者与母亲温暖关怀、母亲过度保护分别存在交互作用。未来可采用追踪研究,从表观遗传层面探讨教养方式与NR3C1影响焦虑障碍的内在机制。     

Intergenerational associations linking identity styles and processes in adolescents and their parents

Identity formation is a lifelong task, yet much research focuses on adolescence and emerging adulthood. Little is known about whether parents' identities are related to their adolescent children's identities. The present studies were designed to examine intergenerational associations. Specifically, we focused on identity styles (Study 1 with 191 mother–adolescent and 170 father–adolescent dyads) and exploration and commitment processes (Study 2 with 230 mother–adolescent and 214 father–adolescent dyads). In Study 1, the information-oriented and normative styles, especially among mothers, were positively associated with these same styles among adolescents. Fathers' use of the normative and diffuse-avoidant style was positively associated with adolescents' use of these same styles. In Study 2, parental identification with commitment was positively associated with adolescent commitment making and negatively with adolescent ruminative exploration. Maternal exploration in depth was positively associated with adolescent exploration in depth and ruminative exploration. In sum, parents may function as role models for adolescent identity formation, although longitudinal research is needed to support more authoritative claims.     

A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence

The learning style myth is a commonly held myth that matching instruction to a student's “learning style” will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning exercise about the efficacy of multimodal instruction to investigate the nature of learning styles beliefs. We aimed to: understand how learning style beliefs interact with beliefs about multimodal learning; characterize the potential complexity of learning style beliefs and understand how this short exercise might influence endorsements of learning styles. Many participants who believed in the learning style myth supported the efficacy of multimodal learning, and many were willing to revise their belief in the myth after the exercise. Personal experiences and worldviews were commonly cited as reasons for maintaining beliefs in learning styles. Findings reveal the complexity of learning style beliefs, and how they interact with evidence in previously undocumented ways.