城区流动儿童亲子依恋与社会适应的关系:家庭功能的中介作用

为探讨城区流动儿童亲子依恋、家庭功能与社会适应的发展特征及其影响路径,采用青少年依恋问卷、总体家庭功能量表和社会适应量表对1152名五至九年级儿童进行测试,最终获得城区流动儿童924名作为研究被试。结果显示:(1)城区流动儿童社会适应存在显著的年级和性别差异;(2)亲子依恋、家庭功能与社会适应三者之间均呈显著正相关;(3)结构方程模型分析表明,家庭功能在亲子依恋影响社会适应中起部分中介作用。该研究揭示了家庭功能在城区流动儿童亲子依恋影响社会适应中的中介机制,可以为城区流动儿童家庭干预政策制定提供实证依据。     

论社会管理社会化

社会管理是国家管理的基础,是社会管理的性质决定国家管理的性质,是社会管理的形式决定国家管理的形式。所以,在国家形态下,国家的管理虽然凌驾于社会之上,但国家必须按照社会运行的规则进行,即社会管理必须社会化。这样,社会的运行才能够有条不紊,并使成本最低、效率最高,从而使国家长治久安。中外国家发展的历史都证明了这一点。社会管理社会化的基本模式是社会本位,基本内涵是:要建立市民和村民是社会管理最重要主体的体制和机制,并对国家机关和国家机关工作人员实行有效的控权。社会管理社会化要体现民主原则、自治原则、科学原则和长效原则。     

Family Racial Socialization and Ecological Competence: Longitudinal Assessments of African-American Transracial Adoptees

Ecological Competence was assessed longitudinally in 88 African-American transracial adoptees (TRAs). Relations were examined among measures of Family Racial Socialization, Africentric, and Eurocentric Reference Group Orientations, transracial adoption stressors, and their effects on psychological adjustment. Longitudinal path analyses assessed the relations among these constructs. Path analytic models indicated that in childhood (Time 1) Family Racial Socialization predicted neither Africentric Reference Group Orientation (ARGO) nor Eurocentric Reference Group Orientation (ERGO); by adolescence (Time 2), Family Racial Socialization predicted ARGO but not ERGO. Both ARGO and ERGO contributed significantly to adjustment. Change models indicated that adjustment declined significantly over the 10 years. There were multiple determinants of this decline. TRAs experienced difficulty becoming ecologically competent in both ARGO and ERGO. They displayed greater ERGO than ARGO. Discriminant function analyses based on the independent variables yielded hit rates of 71% at Time 1 and over 84% at Time 2 for classifying the TRAs as adjusted or maladjusted.     

社会实践与青年大学生的社会化

社会实践促进青年大学生的社会化过程,有利于他们了解国情,认识社会,提高政治素质,增强社会责任感;有利于他们深入工农群众,体验工农生活,培养劳动感情,形成艰苦奋斗作风;有利于他们巩固知识,培养能力,提高综合素质,实现人体价值。     

试论人的社会化与社会现代化

在推进社会现代化的过程中，要通过人的基本社会化、继续社会化和一部分人的再社会化，实现人的现代化，再以人的现代化去推进社会的现代化，建设富强、民主、明的社会。     

Social and Emotional Competencies: Contributions to Young African-American Children's Peer Acceptance

This study explored the relation between measures of emotional competence, behavioral regulation, and general social competence and African-American preschoolers' peer acceptance and popularity. These children came from both lower and middle income families. Data were collected in a short-term longitudinal study following children over the course of a school year. Gender, emotion knowledge, emotion regulation, and themes of violence in response to hypothetical situations of interpersonal conflict were strongly related to peer acceptance. The results are consistent with findings from middle-class Caucasian samples. The results also highlight the importance of potential influences of context and setting on children's peer status as well as the need for greater understanding of within- group variability with regard to these constructs. Given the growing evidence that peer relationships are related in important ways to children's school adjustment, understanding the development of positive peer relationships may help shed light on ways to help children achieve at more optimal levels in the school context.     

高校辅导员的政治社会化功能

高等学校的学生作为宝贵的人才资源,是祖国未来的希望,对他们的政治社会化影响着合格的社会主义建设者的培养成功与否。高校辅导员作为大学生思想政治教育的骨干力量,在大学生的政治社会化过程中扮演着政治引路人、指导学生塑造健全人格的角色,是营造积极健康向上的校园环境的主要力量。     

Socialization of perceived academic competence among highly competent children

A sample of 81 academically competent third graders and their parents were studied (1) to determine whether the illusion of incompetence documented for fifth graders appears in younger children, (2) to examine whether parents' competence-related perceptions significantly distinguish children with varying levels of perceived academic competence, and (3) to develop a predictive model of the association between parent and child competence beliefs. More than 20% of the children--equal proportions of girls and boys--had self-perceptions that seriously underestimated their actual high abilities, and displayed a corresponding pattern of disparaging self- and other-achievement attitudes. Mothers' and fathers' perceptions of their children's abilities varied significantly with the perceived competence status of the children, as did the children's perceptions of their parents' appraisals. Using path analysis, preliminary support was found for a model in which children's perceptions of competence are influenced more by their parents' appraisals than by objective evidence of their achievements. The results are discussed in the context of research on the socialization of math attitudes and new work on parental belief systems.     

体育大国的社会性成长与社会化特征研究

体育大国的社会性成长就是社会化了的体育大国的成长.体育大国社会性成长内涵由具有内在逻辑关系的五部分组成包括社会内涵、文化内涵、典型内涵、根本内涵和直接内涵等.体育大国的社会化特征包括国际社会规范要求的普遍性特征、国际体育良性互动的认可性特征、世界体育文化多样化背景下的文明贡献特征、为国际体育社会提供公共物品的国际责任特征、涉外体育活动中国家形象塑造特征.     

Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence

This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families.     

An Attributional Intervention to Reduce Peer-directed Aggression among African-American Boys

An attributional intervention was designed to reduce aggressive males' tendency to attribute hostile intentions to peers following ambiguously caused peer provocations. African-American elementary school boys ( N = 101), aggressive and nonaggressive, were randomly assigned to the attributional intervention, an attention training program, or a no-treatment control group. Data were collected on subjects' attributions about hypothetical and laboratory simulations of peer provocation, disciplinary referrals to the school office, and teacher ratings of aggressive behavior. Aggressive subjects in the attributional intervention were less likely to presume hostile intent by peers in hypothetical and laboratory simulations of ambiguous provocation. They were also less likely to endorse hostile retaliation on judgment measures and to engage in verbally hostile behaviors in the laboratory task. Further, intervention subjects were rated as less aggressive by their teachers following the treatment. Both the benefits of attributional change and its limitations in the African-American population are discussed.     

论高校档案社会化与社会服务功能

高校档案社会化是必然趋势。只有主动融入社会,实行社会化科学管理,加强档案工作队伍建设,多途径地拓展社会服务功能,才能充分发挥高校档案的潜在价值,产生良好的社会效益。     

The Role of Agent and Social Context in Judgments of Freedom of Speech and Religion

This study examined children's, adolescents', and college students' judgments of the rights of child and adult agents to freedom of speech and religion in 3 social contexts: the general level of society, the school, and the family. Two hundred forty participants, evenly divided into 5 grade levels (mean ages 6,6, 8,5,10,6,12,4, and 22,7) made judgments of the legitimacy of authority prohibition, rule evaluation, generalizability, and rule violation for all freedom/social context/agent combinations. Concepts of freedom of speech and religion were found to emerge in the early elementary school years, and endorsements of freedoms were increasingly affected by social context and agent with age. College students were less likely than any other age group to affirm children's freedom of religion in the family context. Considerations of the mental competence and maturity of agents and the potential for harm to ensue from acting on freedoms played an important part in the decisions of older, but not younger, participants.     

社会协商意识和行为:新教师社会化进程的关键

新教师社会化是关系到教师职业稳定与专业发展的重要因素,它是新教师不断对社会境况进行理解和诠释,并与之互动、彼此影响,从而引起内在认知和外在行为发生改变的过程.社会协商意识和行为是影响这一过程的重要因素,它具有情境性、交互性和渐进性的特点,具体表现为身份认同协商、社会角色协商以及文化差异协商等.     

The Effects of Social Cues on Confidence Judgments Mediated by Knowledge and Regulation of Cognition

The relationships between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments were investigated. The participants were asked to read 6 literature texts, answer corresponding multiple-choice comprehension questions, and rate the accuracy of their test performances. Subsequently, they were assigned to 4 different ability groups according to their knowledge and their regulation of cognition, assessed by means of a metacognitive checklist and by accuracy results on the tests, respectively. Knowledge and regulation of cognition conjointly played an important role in predicting performance and the magnitude and accuracy of confidence judgments. However, social cues affected confidence judgments of the participants as a function of their regulatory ability only. Results and educational implications are discussed.     

社会转型时期大学生政治社会化的特征、问题及对策

大学生是国家重要的人力资源,也是社会主义现代化建设的主力军,关注大学生的政治态度、政治信仰政治情感,优化和推进大学生政治社会化的进程,是我国高等学校思想政治教育目标之所在,也是国家政治文明的重要标志。从分析社会转型时期大学生政治社会化的基本特征入手,深入探讨大学生在社会转型时期政治社会化进程中存在的问题,并探究阻碍其进程的原因,最后从学校、社会、学生个人等几个层面阐述优化大学生政治社会化进程的对策。     

Theory of Mind: Deaf and Hearing Children's Comprehension of Picture Stories and Judgments of Social Situations

We compared 20 prelingually profoundly deaf adolescents (age: 11-16 years) and 20 matched, hearing adolescents on a picture-sequencing task and on a social judgment test. In addition, we also tested 14 younger deaf children (age: 6-10 years) and compared their data with those from 20 hearing peers as well as those from the older deaf participants on the picture-sequencing task. The results from this study did not provide evidence for the hypothesis that deaf adolescents possess significantly poorer knowledge about social reasoning than age-matched hearing peers, but it did present further additional support for Peterson and Siegal's (1995) conversational hypothesis: a proposal that a deprivation in conversations about mental states leads to an impairment in the development of an awareness of mental states in the younger deaf children.     

HIV/AIDS knowledge, attitudes, and risk-behaviors among African-American and Caribbean college women

The HIV/AIDS knowledge, attitudes, and sexualrisk-taking behaviors of a sample ofAfrican-American and Caribbean college wereinvestigated. The study also explored therelationship between the women's self-esteem,self-efficacy, sexual communication, andreligiosity and their HIV knowledge, attitudes,and risk behaviors. Findings revealed thatwhile both groups of women were fairlyknowledgeable about HIV/AIDS transmission andprevention, their sexual risk-taking behaviorswere still relatively high. TheAfrican-American women were more knowledgeableabout HIV/AIDS than were the Caribbean women. Also, the African-American women engaged insignificantly fewer sexual risk-takingbehaviors than their Caribbean femalecounterparts. No significant cultural groupdifferences emerged on attitudes towardHIV/AIDS as a disease, HIV infected persons,and AIDS-related issues. A number ofsignificant correlations were found. The studyconcludes that HIV/AIDS counseling andprevention approaches that are ethnic,cultural, and gender appropriate are vital forincreasing both cognitive and behavioralchanges in culturally diverse young women.