Relations between social comparison orientation and adjustment in Chinese adolescents: Moderating effects of initial adjustment status

This 1‐year longitudinal study examined relations between social comparison orientation (SCO) and socioemotional adjustment and academic achievement. A sample of Grades 7 and 8 students (N = 336, initial M age = 14.08 years) in China participated in the study. Data were collected from self‐reports, peer assessments and school records. It was found that early SCO positively contributed to later academic achievement. Moreover, the relations between early SCO and later socioemotional adjustment were moderated by the initial status of adolescents. Specifically, SCO was positively associated with social competence and negatively associated with depression in initially competent and well‐adjusted adolescents, but the pattern of the associations was opposite in initially incompetent and poorly adjusted adolescents. The results indicate that whereas SCO may contribute directly to academic achievement, its contributions to socioemotional development might depend on adolescents' initial status in adjustment.     

An Ecological View of School Counselor Ratios and Student Academic Outcomes: A National Investigation

The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.     

Perfectionism and School Counselors: Differences in Stress,Coping, and Burnout

The authors examined perfectionism and its association with perceived stress, coping processes, and burnout in a sample of 298 practicing school counselors. Latent profile analysis based on measures of perfectionism supported a 3‐class model made up of adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Among these groups, the authors found significant differences in perceived stress, coping processes, and burnout. Implications for the school counseling profession are discussed.     

Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students

The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity. Implications for multicultural counseling in schools are discussed. Los autores evaluaron un programa de carreras sanitarias en una escuela secundaria pública de Estados Unidos. Tras la eliminación de pequeños subgrupos de la muestra original, los participantes incluyeron 162 estudiantes Asiático‐Americanos e Isleños del Pacífico. Los análisis de covarianza indicaron que, comparado con el grupo de comparación, el grupo de tratamiento expresó unos niveles significativamente mayores de apoyo social, participación escolar, interés en el aprendizaje, expectativas vocacionales e identidad étnica. Se discuten las implicaciones para la consejería multicultural en escuelas.     

Eating Issues in Schools: Detection,Management, and Consultation With Allied Professionals

School counselors play a crucial role in the prevention, assessment, treatment, and overall management of eating‐related problems among children and adolescents. This article provides a framework for conceptualizing these difficulties on a continuum of severity and includes recommendations at each level for intervention and consultation. Collaboration with other professionals is encouraged when confronted with these multifaceted issues. Efforts by school counselors are vital to prevention and recovery from eating disorders.     

中学生消费决策风格的特点及其与家庭理财教育方式的关系

该研究以377名中学生为被试,探讨了中学生消费决策风格的特点及其与家庭理财教育方式的关系。结果表明:(1)中学生消费决策风格部分符合Shim(1996)提出的二阶模型(包括质量导向、非理性导向、享乐导向和价格导向等四个二阶因子);(2)中学生消费决策风格的年级差异不显著,性别差异显著,男生在品牌导向上高于女生,在流行导向和娱乐导向上低于女生;(3)中学生消费决策风格可划分为决策随意型、决策紊乱型、决策理智型和决策实惠型;(4)父母消极的理财教育方式会导致中学生形成非理性导向或享乐导向的消费决策风格,而积极的教育引导则能在一定程度上减弱中学生的非理性决策风格,促进其形成质量导向的决策风格。     

Affective responses to movie posters: differences between adolescents and young adults

Although the link between cognition and affect in the advertising context has been demonstrated in several studies, no research to date has considered adolescents’ affective responses to movie posters and their attitudes to negative and positive images. A 2 (between subjects) × 4 (within subjects) mixed‐factorial experiment design comprising two groups of subjects (80 adolescents and 80 young adults) and four advertising stimuli (two highly positive images and two highly negative images) was used to test the differences in the subjects’ attitudes to advertising, positive and negative affect, and viewing intentions. Although the adolescents, compared to the young adults, did not appear to have significantly stronger attitudes to emotional advertisements (ads), they showed a similar level of intensity of affective response when exposed to negative and positive images.     

Belief in a just world and wellbeing in Indian schools

This study investigates the meaning of belief in just world (BJW) for students' subjective justice experiences with their parents and teachers and for students' subjective well-being. The hypotheses tested were that the more strongly students endorse BJW, the less the distress at school and depressive symptoms they experience. Two dimensions of BJW were assessed: personal BJW, reflecting the belief that events in one's own life are generally just, and general BJW, reflecting the belief that the world is basically a just place. The participants were 278 Indian students attending ten 10th grade classes at two private English-medium schools. The results showed that only the personal BJW, not the general BJW, was important in explaining justice experiences and wellbeing. The more the students endorsed the belief in personal just world, the more they felt treated justly by their teachers and their parents alike, and the less distress at school and depressive symptoms they experienced. In addition, teacher justice, but not parent justice, explained distress at school. Finally, the effect of personal BJW on depressive symptoms was partly mediated by both teacher and parent justice. This pattern of results persisted when class effects were controlled. Overall, this pattern of results emphasizes the importance of the individual and subjective experience of justice of the teacher behavior for adolescent wellbeing. Implications for further studies on BJW and wellbeing at school are discussed.