Gender Discrimination,Perceived School Unfairness,Depressive Symptoms,and Sleep Duration Among Middle School Girls

The current study examines how gender discrimination by adults in school is linked with depressive symptoms and sleep duration over time in middle school. The main goal is to test one psychological mechanism that can account for such associations: perceived school unfairness. Relying on a racially-ethnically diverse sample of girls (N = 2,718, M_age = 13.01, SD_age = 0.39) from 26 middle schools, multilevel mediation analyses revealed that girls who experienced school-based gender discrimination by an adult in seventh grade reported higher levels of perceived school unfairness in eighth grade. Moreover, perceived unfairness, in turn, was associated with more depressive symptoms and shorter sleep durations by eighth grade. Implications of changes in adolescent girls’ sleep and mood related to their experiences of gender discrimination are discussed.     

The Reciprocal Links Between School Engagement,Youth Problem Behaviors,and School Dropout During Adolescence

Drawing on the self‐system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.     

Cultural Socialization and Ethnic Pride Among Mexican‐Origin Adolescents During the Transition to Middle School

The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 fifth‐grade students (50% boys; M_age = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent–child relationship quality is a resource in the transmission of cultural values from parent to child and that parental warmth promotes the child's positive response to cultural socialization. Results showed that mother and father cultural socialization predicted youth ethnic pride and that this relation was stronger when parents were high in warmth. The findings highlight the positive role parent cultural socialization may play in the development of adolescent ethnic pride. Furthermore, findings reveal the role of parent–child relationship quality in this process.     

Links Between School Absenteeism and Child Poverty

This article reports a study, undertaken in London Boroughs, which aimed to explore the link between school absenteeism and child poverty. The writer begins by exploring issues of definitions of child poverty and school absenteeism in the last fifty years. He then goes on to describe the design of this study and to report his findings. His conclusions are that school absenteeism is strongly associated with child poverty, with pupils at primary school being much more likely to be affected by an area's economics and employment deprivation than their counterparts at secondary schools. School absentees normally start the habit of non–attendance when they are at primary school, with child poverty as a main associated factor. Addressing family welfare issues early is seen as a key intervention.     

Family Routines and School Readiness During the Transition to Kindergarten

Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.     

汉羌彝中学生负面身体自我和应对方式与主观幸福感的关系

采用问卷调查的方法,对900名初一至高三学生的负面身体自我和应对方式特点及其与主观幸福感的关系进行了研究.结果表明：（1）羌族中学生在负面身体自我量表总分及其负整体特征、相貌、胖三个维度和消极应对显著高于汉族或彝族中学生,而瘦的维度得分显著低于汉族中学生;学习成绩为优、良的中学生在负面身体自我量表总分及其整体特征、相貌两个维度和消极应对方式上评分显著低于学习成绩为中、差的中学生;父亲职业为工人或知识分子的中学生在负面身体自我量表总分及其矮、瘦、胖维度和消极应对上明显高于父亲职业为农民的中学生,同样母亲职业为工人或知识分子的中学生在瘦、胖两个维度和消极应对上得分明显高于父亲职业为农民的中学生.（2）中学生的瘦和积极应对方式与主观幸福感的各维度（除环境满意度）呈显著正相关,负面身体自我的其他各维度和消极应对方式与主观幸福感的各维度（除环境满意度）呈显著负相关.（3）多元回归分析表明,对于生活满意度和正性情感,整体特征为负向预测,积极应对为正向预测;相貌对生活满意度是负性预测,对正性情感则是正性预测.对于负性情感,整体特征、相貌、胖和消极应对为负向预测,积极应为正向预测.     

Boys and Girls Together: A Case for Creating Gender-Friendly Middle School Classrooms

In many states, the rapidly increasing number of English language learners (ELLs) presents new challenges for undergraduate education programs. In addition, because areas with the most rapid growth generally have little history of educating the ELL population, there may be a corresponding lack of understanding of and empathy for ELLs. The author describes a language shock class that develops empathy for ELLs among preservice teachers, develops strategies for teaching ELLs, and promotes understanding of second language acquisition. Analysis of preservice teachers' reactions to the shock class helped them brainstorm strategies for working effectively with ELLs.     

Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces

We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/2013–6/2016. The overall disengagement probability from faces to distractors was not related to maternal depressive symptoms, but fear bias was heightened in infants whose mothers reported decreasing or increasing depressive symptoms. Exacerbated attention to fearful faces in infants of mothers with depressive symptoms may be independent of the timing of the symptoms in the pre- and postnatal stages.     

论中小学教师继续教育培训迁移结果成因与策略

教师继续教育培训的迁移结果指受训教师在类似或不同于培训活动情境的工作情境中实际应用培训所学而产生的结果。基础教育阶段的中小学教师继续教育培训的迁移结果是受训教师专业发展学习结果的组成部分。影响中小学教师继续教育培训迁移结果的主要因素包括受训教师特征、培训迁移生态及培训迁移设计。因应策略有反"客"为"主"、设计广告、游戏学习、"网络"链接、色彩编码、分级温习、合作与表达、共享课堂笔记等。     

中学生情绪智力性别比较研究的元分析

针对国内中学生情绪智力研究存在的性别差异不一致的现象,使用元分析技术对中学男女生情绪智力研究的结果进行再分析。结果显示：（1）总体上,中学男女生情绪智力得分与1998年初始测试结果差异显著（t男=-1.719,P〈0.05;t女=-5.862,P〈0.05）;（2）中学生情绪智力确实存在显著性别差异（^-d=-1.63,P〈0.05）,其中女生在感知情绪和调控他人情绪的能力上优于男生;（3）情绪智力研究存在地域效应,但报告质量、发表年代、样本容量等特征对情绪智力的调查结果影响不大。     

The Relationships Between Life Satisfaction,Gender, Social Security,and Depressive Symptoms Among Elderly in Turkey

The main aim of this study was to investigate the relationships between life satisfaction, gender, social security, and depressive symptoms of the Turkish elderly. This cross-sectional study included 216 (female = 127, male = 89) participants with ages ranging from 60 to 93 years (mean = 71.60 ± 7.39). Information Gathering Form and Life Satisfaction and Geriatric Depression Scales were used for data collection. It was determined that 42.1% of the elderly who participated in this study had high depressive symptoms scores. Life satisfaction (OR = 0.63, 95% CI = 0.53–0.71), lack of social security benefits (OR = 3.52, 95% CI = 1.25–9.89), and gender (OR = 2.53, 95% CI = 1.17–5.50) predicted the depressive symptoms significantly. The results of the study indicate that while depression risk increases, life satisfaction decreases. In addition, lack of social security benefits and being female also increase the risk of depression in the Turkish elderly.     

Girls and Boys Like to Read and Write Different Texts

This study explored girls' and boys' (aged 10–11) attitudes towards reading and writing. Girls enjoyed reading significantly more than boys. Boys liked mostly comics and humorous books; adventure books were girls' favourites. Poetry did not appeal to pupils. Many boys did not enjoy typical school texts. Most pupils, especially boys, did not like to read aloud. Even many fluent and motivated readers felt embarrassed when doing it. Pupils' attitudes towards writing were more negative than those regarding reading. Boys were significantly more reluctant writers than girls. To interest boys the writing task should have a meaningful purpose or a communicative function. The results suggest that pupils' interest should be a key factor in the selection of reading material; otherwise, many students will avoid reading and may develop a lifelong aversion to it.     

Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms

This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms.     

Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.     

论当代中小学生科学精神的培养策略

当前我国中小学科学教育普遍存在一些问题,科学精神的培养是其薄弱环节。无论是课程的设置、教学模式的选择,还是评价方式,都不利于中小学生科学精神的培养。改善科学教育的具体措施为：改进课堂教学模式,让学生在既动手又动脑的活动中形成科学精神;课程面向全体中小学生,体现科学发展动态;施行以倡导科学精神为主的学习行为评价方式。     

生活事件和应对方式与医学生抑郁症状的关系

为了了解生活事件和应对方式与医学生抑郁症状的关系,并探讨应对方式在两者之间的作用,采用抑郁自评量表、青少年生活事件量表和应对方式问卷对某医学院校在校生进行问卷调查.结果表明:医学生抑郁症状评分与负性生活事件呈正相关(P<0.01),人际关系因子在生活事件中的方差贡献率为58.028%;医学生抑郁症状评分与应对方式中的问题解决和求助因子评分呈负相关(P<0.01),与应对方式中的合理化、自责、幻想、退避因子评分呈正相关(P<0.01);应对方式在生活事件和抑郁之间发挥部分中介作用.