共查询到20条相似文献,搜索用时 0 毫秒
1.
A series of studies tested whether people underestimate the likelihood that others will comply with their direct requests for help. In the first 3 studies, people underestimated by as much as 50% the likelihood that others would agree to a direct request for help, across a range of requests occurring in both experimental and natural field settings. Studies 4 and 5 demonstrated that experimentally manipulating a person's perspective (as help seeker or potential helper) could elicit this underestimation effect. Finally, in Study 6, the authors explored the source of the bias, finding that help seekers were less willing than potential helpers were to appreciate the social costs of refusing a direct request for help (the costs of saying no), attending instead to the instrumental costs of helping (the costs of saying yes). (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
2.
Men who experience negative consequences of their socialized gender roles--that is, have greater gender role conflict--report less positive attitudes and willingness to seeking counseling. Using structural equation modeling with data from 575 undergraduate men, the authors examined 3 mediators (self-stigma associated with seeking counseling, tendency to disclose distressing information, and attitudes toward seeking counseling) regarding the link between gender role conflict and willingness to seek counseling for psychological and interpersonal concerns. Results indicated that this link was partially mediated by these 3 factors. Men experiencing greater gender role conflict were more likely to self-stigmatize and less likely to self-disclose. High self-stigma and less disclosure then led to less positive attitudes and subsequently to less willingness to seek counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
3.
Zeller Meg; Vannatta Kathryn; Schafer John; Noll Robert B. 《Canadian Metallurgical Quarterly》2003,39(1):129
This study examined the measurement of peer perceptions of behavioral reputation within the contexts of elementary, middle, and high school environments (Grades 2-12, N=2,812) through the systematic evaluation of the psychometric properties of the Revised Class Play (A. S. Masten, P. Morison, & D. S. Pellegrini, 1985). Confirmatory factor analyses demonstrated that the data did not fit A. S. Masten et al.'s original 3-factor structure. Cross-loading of items and different patterns of association between subscales across age groups (elementary, middle, and high school) contributed to the overall poor fit. Exploratory factor analyses revealed an alternative 4-factor structure as a more reliable and valid means of assessing behavioral reputation regardless of the age of the peer group sampled. Both convergent and divergent patterns of associations emerged across developmental levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
4.
Dodge Kenneth A.; Laird Robert; Lochman John E.; Zelli Arnaldo 《Canadian Metallurgical Quarterly》2002,14(1):60
Social information processing (SIP) patterns were conceptualized in orthogonal domains of process and context and measured through responses to hypothetical vignettes in a stratified sample of 387 children (50% boys; 49% minority) from 4 geographical sites followed from kindergarten through 3rd grade. Multidimensional, latent-construct, confirmatory factor analyses supported the within-construct internal consistency, cross-construct discrimination, and multidimensionality of SIP patterns. Contrasts among nested structural equation models indicated that SIP constructs significantly predicted children's aggressive behavior problems as measured by later teacher reports. The findings support the multidimensional construct validity of children's social cognitive patterns and the relevance of SIP patterns in children's aggressive behavior problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
5.
Monahan Kathryn C.; Steinberg Laurence; Cauffman Elizabeth 《Canadian Metallurgical Quarterly》2009,45(6):1520
Developmental theories suggest that affiliation with deviant peers and susceptibility to peer influence are important contributors to adolescent delinquency, but it is unclear how these variables impact antisocial behavior during the transition to adulthood, a period when most delinquent individuals decline in antisocial behavior. Using data from a longitudinal study of 1,354 antisocial youth, the present study examined how individual variation in exposure to deviant peers and resistance to peer influence affect antisocial behavior from middle adolescence into young adulthood (ages 14 to 22 years). Whereas we find evidence that antisocial individuals choose to affiliate with deviant peers, and that affiliating with deviant peers is associated with an individual’s own delinquency, these complementary processes of selection and socialization operate in different developmental periods. In middle adolescence, both selection and socialization serve to make peers similar in antisocial behavior, but from ages 16 to 20 years, only socialization appears to be important. After age 20, the impact of peers on antisocial behavior disappears as individuals become increasingly resistant to peer influence, suggesting that the process of desistance from antisocial behavior may be tied to normative changes in peer relations that occur as individuals mature socially and emotionally. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
6.
The unique effects of peer rejection and unpopularity on student GPAs across the transition from elementary school to middle school were investigated with a sample of 901 students followed longitudinally from 4th grade through 8th grade. Two types of longitudinal models, a cross-lagged panel model and a piecewise growth model, were used, with peer-nominated rejection and unpopularity and GPAs derived from school records. The cross-lagged panel model assessed the over-time directionality of the association between GPAs and peer status. It revealed that peer rejection preceded lower GPAs within 4th grade and across the transition from elementary to middle school, whereas lower GPAs predicted greater peer rejection from 4th to 5th grade. In contrast, unpopularity predicted higher GPAs across the transition from elementary to middle school. The piecewise growth model demonstrated that student GPAs declined in middle school and that peer rejection was associated with lower concurrent GPAs in both school settings, whereas unpopularity was associated with higher concurrent GPAs in middle school. Peer rejection and unpopularity in the last grade of elementary school were also predictive of GPA in the first grade of middle school above and beyond the effects of concurrent rejection and unpopularity. The results demonstrate how 2 forms of low peer status are associated with GPAs during this period of significant change in the social and academic lives of students. (PsycINFO Database Record (c) 2011 APA, all rights reserved) 相似文献
7.
Marsh Herbert W.; Parada Roberto H.; Yeung Alexander Seeshing; Healey Jean 《Canadian Metallurgical Quarterly》2001,93(2):411
Aggressive Troublemaker (getting into physical fights, getting into trouble, being seen as a troublemaker, and being punished for getting into trouble) and Victim (being threatened with harm, not feeling safe) factors were related to 3 components of self-concept (General, Same Sex, and Opposite Sex) based on the large, nationally representative National Education Longitudinal Study of 1988 database. At 8th-, 10th-, and 12th-grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many students were both troublemakers and victims). The Victim factor was negatively correlated with self-concept and had negative effects on subsequent self-concept. Whereas the Troublemaker factor was also correlated somewhat negatively with self-concept, it had small positive effects on subsequent self-concept: Low self-concept may trigger troublemaking behavior in a possibly successful attempt to enhance subsequent self-concept. Although boys had higher Troublemaker and Victim scores than did girls, the effects of these constructs on subsequent self-concepts were similar for boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
8.
Pomerantz Eva M.; Altermatt Ellen Rydell; Saxon Jill L. 《Canadian Metallurgical Quarterly》2002,94(2):396
There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into adolescence. Girls outperformed boys across all 4 subjects but were also more prone to internal distress than boys were. Girls doing poorly in school were the most vulnerable to internal distress. However, even girls doing well in school were more vulnerable than boys were. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
9.
It was proposed that achievement goal theory can be applied to conceptualizing motivation not only for learning but also for teaching. As predicted, responses of 320 teachers to a new self-report measure of goal orientations for teaching yielded 4 factors reflecting distinct mastery, ability-approach, ability-avoidance, and work-avoidance goals. Data from 212 teachers who also completed measures of help seeking confirmed that mastery goals predicted positive perceptions of help seeking, preferences for receiving autonomous help, and frequency of help seeking; ability avoidance predicted negative perceptions and help avoidance; and work avoidance predicted expedient help seeking. Results validate the proposed structure and measure of teacher goal orientations and open new directions for research on teacher cognitions and behaviors, teachers' influences on students, and school influences on teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
10.
August Gerald J.; Realmuto George M.; Hektner Joel M.; Bloomquist Michael L. 《Canadian Metallurgical Quarterly》2001,69(4):614
The Early Risers prevention program aims to alter the developmental trajectory of children with early onset aggressive behavior. The program features 4 CORE components: (a) an annual 6-week summer school program, (b) a teacher consultation and student mentoring program, (c) child social skills groups, and (d) parent education and skills-training groups, all delivered in tandem with a FLEX family support program individually tailored to address the unique needs of families. At baseline, the mean age of the sample was 6.6 years. Following 2 years of intervention, program children showed significant improvement relative to controls in academic achievement and school behaviors. Change on behavioral self-regulation was moderated by level of child aggression, with intervention effects found for only the most severely aggressive children. Parents with high program attendance rates showed improvement in discipline methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
11.
Prinstein Mitchell J.; Borelli Jessica L.; Cheah Charissa S. L.; Simon Valerie A.; Aikins Julie Wargo 《Canadian Metallurgical Quarterly》2005,114(4):676
A transactional, interpersonal framework involving adolescents' reassurance-seeking and peer experiences may be useful for understanding the emergence of gender differences in depression prevalence during the adolescent transition. Sociometric nominations of peer acceptance/rejection and ratings of friendship quality provided by adolescents and their friends were used to measure peer experiences among 6th-8th-grade adolescents (N = 520) over 3 annual time points. After controlling for age and pubertal development, significant but small prospective effects offered mixed support for hypotheses: (a) depressive symptoms and negative peer relations predicted increasing levels of girls' reassurance-seeking; (b) initial levels of reassurance-seeking and depressive symptoms predicted deteriorating friendship quality among girls and low friendship stability, respectively; and (c) reassurance-seeking combined with poor peer experiences predicted increases in girls' depressive symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
12.
This study used observational assessments of 57 2-parent families working and playing together when their eldest child was in kindergarten and again in Grade 4 to identify distinct patterns of family functioning derived from structural family systems theory for (a) cohesive, (b) separate, and (c) triangulated families. Little consistency in family type from early to middle childhood was indicated. No significant mean differences were found in teacher reports of children's externalizing behavior in their Grade 1 classrooms for children in cohesive or triangulated families. Fourth graders in triangulated families were seen as more aggressive at school than were their peers in cohesive or separate families. Changes in observed family functioning across a 4-year period (kindergarten to Grade 4) were also systematically linked to changes in teachers' ratings of children's externalizing behavior from Grades 1 to 4. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
13.
Two studies were conducted to investigate cross-informant measures of children's peer victimization. In Study 1, self- and peer reports of victimization were compared for 197 children from Kindergarten (M age = 5.73) to Grade 4. Before Grade 2, peer reports were less reliable than self-reports and were poor estimators of relational adjustment. In Study 2, single- versus multiple-informant (self, peer, teacher, parent) victimization measures were compared for 392 children across grades 2 (M age = 8.73) to 4. Results indicated that (a) data from the four informants were reliable and increasingly concordant over time, (b) no single-informant measure proved to be the best predictor of relational adjustment, and (c) a multi-informant composite measure yielded better estimates of relational adjustment than any single informant measure. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
14.
Van Horn M. Lee; Atkins-Burnett Sally; Karlin Emilie; Ramey Sharon Landesman; Snyder Scott 《Canadian Metallurgical Quarterly》2007,22(2):162
The assessment of children's social skills is an important task for school psychologists in both applied and research settings. The present study examines the psychometric properties of parent ratings of the Social Skills Rating System (SSRS), in kindergarten through third grades, testing for measurement differences between boys and girls, between African American, Caucasian, and Hispanic children, and across time from kindergarten through third grades. The analyses used a longitudinal sample of 4345 children from over 600 schools in 30 states to examine these questions using multigroup confirmatory factor analysis. Results provide qualified support for the use of the SSRS for kindergarten through 3rd-grade students across these different populations. However, if scored according to the manual, these results indicate that the measure may not be assessing the same construct over time or for all ethnic groups. If corrections to the factor structure and scoring system are incorporated, these results provide a basis for using parent ratings of the SSRS to assess social skills and problem behaviors across time, ethnicity, and sex in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
15.
From 1,092 children in the NICHD Study of Early Child Care and Youth Development, the authors identified 3 trajectory patterns of social withdrawal from teacher reports in Grades 1-6: a normative consistently low group (86%), a decreasing group (5%) with initially high withdrawal that decreased, and an increasing group (9%) with initially low withdrawal that increased. Prediction models supported the role of early dysregulated temperament, insensitive parenting, and attachment. Preschool shy temperament was a specific pathway to decreasing withdrawal, and poor inhibitory control was a specific pathway to increasing withdrawal. Children on the increasing pathway were more lonely, solitary, and were excluded by peers. Results suggest differentiated pathways to varying trajectories of social withdrawal and highlight the importance of identification of longitudinal patterns in relation to risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
16.
This study evaluates the effects of the Coping Power Program with at-risk preadolescent boys at the time of transition from elementary school to middle school. Aggressive boys were randomly assigned to receive only the Coping Power child component, the full Coping Power Program with parent and child components, or a control condition. Results indicated that the Coping Power intervention produced lower rates of covert delinquent behavior and of parent-rated substance use at the 1-year follow-up than did the control cell, and these intervention effects were most apparent for the full Coping Power Program with parent and child components. Boys also displayed teacher-rated behavioral improvements in school during the follow-up year, and these effects appeared to be primarily influenced by the Coping Power child component. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
17.
The specific aims of this study are twofold. First, measure 2007 rates of gambling and underage gambling among public school students. Second, compare rates of gambling, frequent gambling, and underage gambling from 1992 to 2007. The 2007 sample includes 40,605 male and 42,655 female Minnesota public school students enrolled in the 9th and 12th grades and similar sample sizes from 1992, 1995, 1998, 2001, and 2004. Students were administered the Minnesota Student Survey, a 126-item, anonymous, self-administered, paper-and-pencil questionnaire that inquires about multiple health-related content domains, including gambling behavior. In 2007, most students gambled at least once during the past year, however, most did not gamble frequently. Gambling participation has shown a gradual and consistent decline from 1992 to 2007 for both boys and girls. Underage gambling has also shown declines over time. Conversely, rates of frequent gambling (weekly or more often) have remained fairly stable over time. There have been two fluctuations of note, a peak in lottery play in 1998 and a peak in card playing in 2004 with subsequent declines in both. (PsycINFO Database Record (c) 2011 APA, all rights reserved) 相似文献
18.
Ladd Gary W.; Herald-Brown Sarah L.; Andrews Rebecca K. 《Canadian Metallurgical Quarterly》2009,21(3):325
The Child Behavior Scale (CBS) is a teacher-report instrument that was developed over a decade ago as an alternative to more costly methods for assessing children’s behavior and peer relations in school contexts. This investigation was undertaken to clarify how well the CBS achieves its aims with a broader age spectrum of youth (6- to 13-year-olds). Investigative aims were to examine the basic psychometric properties of the CBS and evaluate the construct and criterion-related validity of the CBS’s 6 subscales at each of 8 grade levels (Grades 1–8). These aims were examined in a longitudinal investigation with samples of children and their teachers, classmates, and parents. One sample (n = 396) was followed from 1st through 8th grade, and a second sample (n = 100) was recruited in 5th grade, combined with the initial sample, and followed through 8th grade. Results suggest that the majority of the CBS subscales provide trustworthy data about the behavioral and peer relational constructs that this instrument was designed to measure and that the CBS’s range of application, or developmental purview as an assessment tool, spans the period from early childhood (age 5) through early adolescence (age 13). (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
19.
Davis Larry E.; Ajzen Icek; Saunders Jeanne; Williams Trina 《Canadian Metallurgical Quarterly》2002,94(4):810
A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N=166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R=.71; pR=.50; p 相似文献
20.
Friedel Jeanne M.; Cortina Kai S.; Turner Julianne C.; Midgley Carol 《Canadian Metallurgical Quarterly》2010,102(1):102
This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of teachers (N = 53 elementary and N = 34 middle school teachers). On average, students' efficacy beliefs remained stable and relatively high across the transition. Compared with their elementary school teacher, children reported declines in both perceived teacher mastery and performance goal emphases in middle school. A cross-classified hierarchical linear model was used to estimate the effects of perceived teacher and parent goal emphases during 6th and 7th grades on changes in students' efficacy beliefs. An increase in self-efficacy beliefs from elementary to middle school was predicted by an increase in group-level perceptions of teachers' mastery goal emphasis, even after controlling for parents' goal emphases. These findings underscore the important role that both teachers' and parents' goal emphases play as children develop a sense of efficacy in mathematics. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献