THE FLIGHT OF YOUTH

There are gains for all our losses,There are balms for all our pain;But when youth,the dream,departs,It takes something from our hears,And it never comes again.     

记录YOUTH一段关于青春的私语

翻开这本毕业留言册,即是昨日,是昨日的活色生香,是昨日的哭与笑。过去的三年,我们以不尽相同的心情,在相同的年月里经历着相同的事。现在,却是另一种平静……毕业,再一次毕业了。双脚即将踏上真正的人生之旅,要承担的更多了,要体会的也会更多。虽然想了很久,等了很久,也盼了很久,但当这天愈走愈近,真正来     

THE HISTORY OF GERMAN YOUTH RESEARCH TWO REMARKABLE BOOKS ON “JUGENDKUNDE" (1890‐1933)

Peter Dudek, Jugend als Objekt der Wissenschaften. Geschichte der Jugendforschung in Deutschland und Österreich 1890‐1933 (Opladen, Westdeutscher Verlag, 1990) 438 pp.

Johannes‐Christoph von Bühler, Die gesellschaftliche Konstruktion des Jugendalters: Zur Entstehung der Jugendforschung am Beginn des 20. Jahrhunderts (Weinheim, Deutscher Studien Verlag, 1990) 446 pp.     

WHAT GOOD IS GRATITUDE IN YOUTH AND SCHOOLS? A SYSTEMATIC REVIEW AND META‐ANALYSIS OF CORRELATES AND INTERVENTION OUTCOMES

The development of gratitude in youth has received increasing attention during the past several years, and gratitude‐based interventions have often been recommended for use in schools. Yet, the empirical status of the correlates of gratitude and the effects of gratitude‐based interventions on youths’ outcomes remains unclear. The present study addressed this ambiguity by systematically reviewing and meta‐analyzing original empirical journal articles investigating gratitude in youth through September 2014 (N = 20). Findings from the meta‐analysis of correlates indicate small‐to‐moderate convergent and discriminant evidence for gratitude as a subjective well‐being indicator in youth, yet other results indicate that gratitude measures have relatively poor test–retest reliability and/or predictive validity and that they have questionable concurrent validity with other gratitude measures. Moreover, findings from the meta‐analysis of intervention outcomes indicate that gratitude‐based interventions are, as a whole, generally ineffective and that much more intervention research is warranted. Implications of these findings for theory, future research, and the practice of school psychology are discussed.     

WHY DO IMMIGRANT YOUTH WHO NEVER ENROLL IN U.S. SCHOOLS MATTER? AN EXAMINATION OF SCHOOL ENROLLMENT AMONG MEXICANS AND NON-HISPANIC WHITES

Using data from the 2000 Public Use Sample of the U.S. Census, this research examines how estimates of school enrollment and school-work patterns among Mexican-origin adolescents are affected by including or excluding young immigrants who never enrolled in U.S. schools. The analysis demonstrates that a non-trivial share of adolescents who were born in Mexico almost certainly never enrolled in U.S. schools; these youth most likely migrated to the United States for work. Excluding these adolescents from analyses substantially reduces gaps in school enrollment between Mexicans and Whites and between native and foreign-born Mexicans. Excluding never-enrolled immigrant youth also changes the relationship between duration of U.S. residence and idleness among Mexican immigrant youth, revealing that additional years of residence in the United States increase the likelihood of being out of school and not working compared to in school and not working. Overall, inferences about the level of school enrollment and intra-ethnic differences in school enrollment by duration of residence depend on how those who are likely to have never enrolled in U.S. schools are treated. Inferences about interethnic differences also are affected, although they are somewhat less sensitive to this issue.