Thinking styles, self-esteem, and socio-economic status

The present study aimed at examining the nature of thinking styles. Six hundred and ninety-four students (ages ranging from 17–45) from the University of Hong Kong participated in the study. The participants responded to the Thinking Styles Inventory and the Self-Esteem Inventory (Adult Form) and provided a range of socio-economic status (SES) indicators. It was found that when age was controlled, thinking styles and self-esteem overlap. Furthermore, regardless of age, those students who reported using thinking styles that are creativity-generating and more complex, and those who reported higher self-esteem tend to be students from higher SES families. Discussion was made in relation to these findings' practical implications for teachers.     

初中生家庭社会经济地位、积极品质对中考成绩的预测作用

以442名初中生为被试,采用历时20个月的纵向研究考察家庭社会经济地位（socioeconomic status, SES）和积极品质对中考成绩的预测作用。结果发现：（1）家庭SES、积极品质整体发展水平可以同时显著正向预测初中生在20个月后的中考成绩;（2）积极品质整体发展水平在家庭SES与中考成绩之间存在中介作用,即家庭SES越高,初中生的积极品质整体水平越高,其中考成绩越好。研究结果提示积极品质可以补偿低家庭SES对学生中考成绩的不良影响。     

入学过渡期高中新生大五人格与主观社会地位变化轨迹的关系：基于潜变量增长模型的分析

为了考察入学过渡期高中新生主观社会地位（subjective social status, SSS）的变化轨迹及人格在其中的作用,本研究对546名高一新生进行了历时4个月的4次追踪测试。基于潜变量增长模型的分析结果显示：（1）SSS呈阶段化线性增长,且个体间差异显著;（2）人格中的外倾性、宜人性、责任心和开放性均能显著预测SSS的初始水平;（3）外倾性、宜人性和神经质对SSS的第一阶段变化速度有显著预测作用。结果表明,SSS会在新生入学后1个月内初步形成,且人格与其变化轨迹有关。     

Age differences in and correlates of identity status from college through middle adulthood

Adults ranging from 20 to 42 years of age were compared on the Extended Objective Measure of Identity Statuses, a questionnaire measure of identity statuses in the domains of ideological and interpersonal development. As hypothesized, compared to current college students, men and women over 30 years of age showed patterns of more mature identity development in both domains with the exception of foreclosure scores in the interpersonal domain that remained stable. Relationships between life commitments and identity statuses were analyzed separately for adults in their 30s compared to those in their 40s, revealing complex interactions with gender and normative cohort expectations. As hypothesized, relationships between identity statuses and adult commitments were more generally observed for the younger adult cohort, for whom individual differences in psychosocial development rather than age-related expectations might be expected to serve as determinants of early life choices.     

Psychological distress and well-being in advanced cancer: The effects of optimism and coping

This study examined the relations among optimism, coping, functional status, and psychological adjustment in 75 adults diagnosed with cancer. Both the positive and the negative aspects of psychological adjustment were assessed. All participants had been diagnosed with advanced stages of cancer (i.e., Stages II, III, and IV). Participants completed three assessments across a 4-month time period. Both optimism and coping were associated with psychological adjustment, even after controlling for functional status and prior adjustment. Additionally, optimism and coping were differentially related to distress and well-being. Optimism was strongly and positively associated with well-being and inversely related to distress. Escape-Avoidance coping was positively associated with distress and Accepting Responsibility coping was negatively associated with well-being. Comparisons between the current and prior studies indicated that individuals who are diagnosed with more advanced stages of cancer or who have survived bone marrow transplantation exhibit higher levels of optimism than do healthy individuals and individuals with early-stage disease.     

Jeopardy Not Bonus Status for African American Women in the Work Force: Why Does the Myth of Advantage Persist?

African American women in the United States have a long history of employment outside of their homes. Their experiences are unique from other groups of majority and minority men and women due to the interaction of race, gender, and class. Despite long-standing and continuing struggles against discrimination, harassment, low pay, tokenism, and stereotypes, a myth that African American women enjoy a bonus or advantaged status in the work force has developed and persisted. In this article, Black women's work force experiences are examined from a social constructionist framework, misperceptions of Black women are critiqued, explanations are developed that explain the unique status of African American women and recommendations are proposed to eradicate the discrimination and marginal status that Black women have endured in the work force.     

TEACHER POPULARITY AND CONTRAST EFFECTS IN A CLASSROOM TOKEN ECONOMY

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive “side effects” on teacher popularity.     

家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用

为了考察在中国背景下,家长参与在家庭社会经济地位与高中生学习品质之间的中介作用,以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试,采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质;（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用;（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节;（4）因家庭社会经济地位不同造成的学生学习品质的差异,在一定程度上会受到师生关系的弥补作用。     

家庭社会经济地位对幼儿良好行为习惯的影响:父母教养方式与幼儿心理素质的中介作用

幼儿时期是培养个体良好行为习惯的重要关键期。以814名幼儿及其家长为研究对象,探讨家庭社会经济地位与幼儿良好行为习惯的关系,以及父母教养方式和幼儿心理素质的中介作用。结果表明：（1）家庭社会经济地位与幼儿良好行为习惯显著正相关;（2）父母教养方式与幼儿心理素质在家庭社会经济地位和良好行为习惯间起连续中介作用,且权威型教养方式与心理素质的链式中介作用显著高于专制型教养方式与心理素质的链式中介作用。因此,要促进幼儿养成良好行为习惯,应注重父母教养方式的选择与幼儿心理素质的培养。