Environmental differences within the family and adjustment differences within pairs of adolescent siblings

To what extent do siblings in the same family experience different parental treatment, sibling interaction, and peer relationships? Are such within-family experiential differences related to differences in the siblings' emotional adjustment? The present study explored these questions concerning within-family environment using data from 348 families that each included 2 siblings 11-17 years of age. The results indicate that siblings in the same family experience different environments, as reported by parents and to a larger extent by the siblings themselves. The results also demonstrate that within-family environmental differences are related to differences in development between siblings. Both the parent and sibling reports of the environment converge on the finding that the sibling who is more psychologically well adjusted (as reported by parents, siblings, and teachers) also experiences more maternal closeness, more sibling friendliness, more peer friendliness, more say in family decision making, and more parental chore expectations as compared to the other sibling.     

Meta-analysis on the relation between acculturation and academic performance: Testing the immigrant paradox

This meta-analysis is designed to test the immigrant paradox hypothesis, which argues that first-generation immigrant students tend to outperform their more acculturated peers. We aim to unpack the complex relation between acculturation and academic performance among immigrant-origin students with attention to methodological and demographic moderators. The review includes 79 independent samples generated from 54 studies, representing 89,827 students (M = 646.24, SD = 862.93) with a mean age of 13.26 (SD = 5.16). We found an overall main effect of 0.04, (p < .001), suggesting a significant, positive correlation between acculturation and academic performance. However, given the significant variation among studies, focused moderator analyses revealed the importance of critical methodological (e.g., type of acculturation measure used, type of academic indicator used, and type of publication) and demographic (e.g., developmental stage, race/ethnicity, urbanicity) factors that moderate the relation between acculturation and school achievement. These results suggest the opposite of the immigrant paradox, that is second-generation (or more acculturated) students seem to perform better than their first-generation (or less acculturated) peers. Moderation analysis, however, revealed that acculturation seems to have no effect on grades, while having a positive effect on test scores. Finally, we found a positive relation between acculturation and academic performance in studies conducted with children and adolescents, but not for young adults.     

外来工与城市居民家庭父母养育方式的调查研究

本研究采用父母养育方式评价量表(EMBU)对1767名小学四年级至初中三年级的外来工与城市居民子女进行调查,发现不同社会环境下父母养育方式存在显著差异,这些差异表现在子女的年龄发展、对子女的性别期待等方面.     

Family interdependence and academic adjustment in college: youth from immigrant and U.S.-born families

This study is an examination of family interdependence and its implications for academic adjustment among late adolescents and young adults in college (18 to 25 years). Survey data and university records were collected on 998 American youth with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. Results indicate that Asian Pacific Americans placed more importance on family interdependence than did European Americans. Across all panethnic groups, youth with immigrant parents placed greater emphasis on family interdependence than did youth with U.S.-born parents. The study distinguished between family interdependence attitudes and behaviors and found that they had counteracting influences on academic adjustment: Family obligation attitudes contributed to greater academic motivation among youth from immigrant as compared with U.S.-born families, but greater behavioral demands detracted from achievement.     

School achievement differences among Chinese and Filipino American students: acculturation and the family

The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed.     

汉英翻译中汉语句子隐含逻辑关系的分析及显性转换

从汉英语言对比的角度探讨翻译仍是翻译研究中极为重要的途径之一。汉语意合和英语形合的特征具有深层民族心理和哲学思维方面的成因;由于汉语重意合,语法呈隐性,重以神驭形,而英语重形合,语法呈显性,重以形驭神,在汉英翻译中须对汉语的意合句句内和句间的隐含逻辑关系进行分析,进而转换成显性的形合句,以符合英语的表达习惯,符合翻译的内在要求。     

Urban schools and immigrant families: Teacher perspectives

Teachers of two urban senior high schools talk about barriers and bridges in communicating with English as Second Language (ESL) minority students and their parents. The paper focuses on student, parent, and school characteristics with respect to intercultural communication. The typical ESL student is characterized to be alienated, displaced, and in denial of other cultures. Typical parents are distrustful of Western ways, resistant to adopting new values, patriarchal, yet dependent on their children. The school system is characterized as ethnocentric and uncommitted to providing equal services to all students including ESL students. The paper then focuses on student, parent, and school needs to enhance intercultural communication effectiveness. ESL students need to feel connected at many levels of society and to develop social communication skiils, self-empowerment, and greater sensitivity to other cultural minorities. Parents need a greater connection with the school system, a greater understanding of the tensions between their culture and the mainstream culture, greater collaboration skills, and less dependency upon their children as interpreters. Members of schools systems need to develop policies that reflect a greater awareness of intercultural problems and a greater commitment to equal educational opportunities.This study is partially supported by the Alberta Advisory Committee for Educational Studies (AACES). A version of this paper was originally presented at the Annual Meeting of the American Educational Research Association in San Francisco, April 1992.     

Chinese international students in the United States: demographic trends,motivations, acculturation features and adjustment challenges

Asia Pacific Education Review - To date, few studies have focused solely upon understanding the unique characteristics of Chinese international students in the United States. This inquiry examines...     

英汉句式结构对比

英汉句式结构有其共同点,也有其不同点。本文拟从基本句型,主干结构及句子扩展三方面对英汉句式的差异性进行探讨。通过对比分析加深学习者对英汉两种语言的理解,从而更有效地运用外语。     

马克思主义与中国传统文化的关系

中国人民之所以能够欣然接受马克思主义并将其理论付诸实践,除了马克思主义理论的科学性、指导性之外,一个十分重要的原因是：马克思主义与中国传统文化之间,具有许多相似相通之处。这些相似之处主要表现在唯物主义、辩证法、和谐思想、“天下为公”的社会理想等方面。     

推广普通话与语文现代化的关系及任务

语文现代化原来叫文字改革,现在称语言文字工作.语言文字规范化是语文现代化的基础,信息化是语文现代化的手段,国际化是语文现代化的目的,其实质是主体化与多样性统一,构建和谐的社会语言生活.推普工作在学校称"普及普通话",对社会称"推广普通话",因而语言规范标准应该科学、适用、稳妥、动态,分为指令性的和指导性的.     

中西方民族性格差异刍议

随着中西方交流的不断增加,民族性格差异成为跨文化交流与合作的重要影响因素。中西方民族性格差异表现在静与动、内向与外向、面子与实惠等三个方面。     

刍议英汉两种语言中的文化差异

从打招呼、谚语、比喻、颜色、典故五个方面详细阐述了英汉两种语言文化的差异,以期帮助英语学习者了解所学语言国家的文化,达到正确理解、恰当使用的目的.     

中西文化差异在英汉语言中的体现

由于英汉两个民族的历史发展、风俗习惯、生活环境以及宗教信仰有所差异,这些差异必然反映在两种不同文化的语言交际活动中,本文从英汉语言中词汇的语义、称呼、成语谚语习语、语用等方面解析中西文化差异。     

英汉语言中文化差异探析

语言与文化关系密切,不同语言的表现形式反映了不同民族的文化特点。文章论述了英汉语言中文化之间的差异及造成这种文化差异的根源和表现形式。     

Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families

The goal of this research was to explore the generality of developmental processes related to intergenerational value discrepancies across 701 families from immigrant and non-immigrant groups. In a study involving 471 immigrant families (197 Armenian, 103 Vietnamese, and 171 Mexican) and 230 non-immigrant families (95 African American and 135 European American), adolescents and parents reported their endorsement of values pertaining to family obligations. We examined similarities and differences at three levels of analysis, from the general to the group-specific. Results provide evidence for general developmental processes (family obligations were endorsed more by parents than by adolescents in all groups), processes associated with immigration (the intergenerational value discrepancy generally increased with time in the United States), and processes that are unique to each ethnic group.     

中西方礼貌原则的语用差异

不同的民族具有不同的文化,因此礼貌用语也截然不同。本文探讨了中西方文化中的礼貌原则差异,并阐述了日常生活中礼貌用语的具体区别。     

中古道经与近代汉语语词溯源

由于书面语料记录语言的随机性,要更全面深入了解近代汉语的语言现象,有必要发掘更多中古文献中的语言事实。文章在讨论不同类型语料在语言研究中价值略有侧重的基础上,以齐梁陶弘景纂修的《真诰》为例,从一般语词和专门语词两方面论述了中古道经在近代汉语语词溯源方面的作用：中古道经在一般语词溯源上作用巨大;而在专门语词研究上,则应当成为主要的依托材料。