School Life and Adolescents' Self‐Esteem Trajectories

This study investigates heterogeneity in adolescents' trajectories of global self‐esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student‐level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4‐year, six‐measurement‐point, follow‐up of 1,008 adolescents (M_age = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait‐like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.     

Ethnic Differences in Associations Among Popularity,Likability, and Trajectories of Adolescents' Alcohol Use and Frequency

Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; M_age = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context.     

青少年冒险行为的干预:基于同伴的视角

青少年期消极冒险行为增多这一现象需要引起社会的重视。究其原因,除个体自身发展因素外,来自同伴的影响也尤为显著。良好的同伴关系有助于减少青少年的冒险行为,但结交不良同伴也可能引发冒险行为。积极的同伴压力有助于冒险行为的消失,而消极同伴压力可以预测更多的冒险行为。在此基础上,相应的干预应该围绕同伴展开,制定一系列措施教育青少年正确选择同伴、改善同伴关系以及应对同伴压力,从而减少或消除其消极冒险行为。     

Trajectories of Violent Behavior Among Females and Males

Both the psychological and criminological fields have long hypothesized the mechanisms that influence desistance from violent offending, but few studies have focused on violent females. This study identifies patterns of violent behavior across 7 years among 172 females and 172 matched males ages 15–24, testing if heterogeneity in violent offending is linked to (a) developmental change in impulse control and (b) attainment of adult milestones. Fewer females persist in violence (25%) than males (46%); 19% of males increase in violent behavior. Females who develop impulse control and are employed are more likely to desist from violence. Violent offending is unrelated to other adult milestones. Developmental increases in impulse control may trigger desistance, while employment may maintain desistance from violence.     

家庭教养方式对中学生社会问题解决技能的影响及自我效能感的作用机制

采用问卷调查的方式对247名中学生进行调查.考察中学生家庭教养方式与社会问题解决技能的关系,以及自我效能感在其中的中介作用.发现积极教养方式能正向预测社会问题解决技能,消极教养方式能负向预测社会问题解决技能;一般自我效能感、学业自我效能感和自我调节学习效能感能正向预测社会问题解决技能;一般自我效能感、学业自我效能感和自我调节学习效能感在积极家庭教养方式与社会问题解决技能之间起部分中介作用;自我调节学习效能感在消极家庭教养方式与社会问题解决技能之间起部分中介作用.这表明自我效能感在家庭教养方式与社会问题解决技能之间起中介作用.     

青少年网络欺负行为研究述评与展望

网络欺负是在电子通信技术发展过程中出现的一种新的欺负形式,具有目的性、反复性和力量不平衡性的特征,其给青少年带来的危害已引起了教育界的关注.同时年龄、性别等个体因素,亲子关系、父母调节等家庭因素以及暴力环境、社会支持、文化等社会环境都会对网络欺负产生影响.基于已有的研究,本文分别从研究的方法、对象及内容三方面展望了网络欺负未来的研究方向.     

Mother-Toddler Problem Solving: Antecedents in Attachment, Home Behavior, and Temperament

In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict.     

General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations

Substantively, this study investigates potential heterogeneity in the developmental trajectories of anxiety in adolescence. Methodologically, this study demonstrates the usefulness of general growth mixture analysis (GGMA) in addressing these issues and illustrates the impact of untested invariance assumptions on substantive interpretations. This study relied on data from the Montreal Adolescent Depression Development Project (MADDP), a 4-year follow-up of more than 1,000 adolescents who completed the Beck Anxiety Inventory each year. GGMA models relying on different invariance assumptions were empirically compared. Each of these models converged on a 5-class solution, but yielded different substantive results. The model with class-varying variance–covariance matrices was retained as providing a better fit to the data. These results showed that although elevated levels of anxiety might fluctuate over time, they clearly do not represent a transient phenomenon. This model was then validated in relation to multiple predictors (mostly related to school violence) and outcomes (grade-point average, school dropout, depression, loneliness, and drug-related problems).     

Experiencing Shame: Collegiate Alcohol Abuse,Religiosity, and Spirituality

Previous researchers have established the relationship between substance abuse and shame and religiosity/spirituality and shame. This study investigated the associations among shame, religiosity, spirituality, and drinking behavior in a college student sample (N = 310). Participants classified as hazardous drinkers reported higher levels of shame associated with drinking behavior. Elements of religiosity and spirituality significantly explained state shame among hazardous drinkers. Implications for college counselors are presented.     

父母监控与青少年网络偏差行为的关系:人格类型的调节作用

为探讨青少年网络偏差行为的影响机制,采用问卷法对全国七城市共2352名中学生父母监控、人格和网络偏差行为状况进行了测量,结果发现:(1)青少年父母监控状况存在性别差异.重点校学生父母监控的消极控制与反馈维度得分存在年级差异.青少年网络偏差行为得分基本随年级升高而显著增加;(2)人格五维度、父母监控和网络偏差行为之间呈显著相关,青少年人格可分为和谐型、一般型和情绪型,其中和谐型人格青少年的网络偏差行为得分显著低于一般型和情绪型个体;(3)人格类型在父母监控和网络偏差行为的关系中起调节作用.     

Neither Too Sweet nor Too Sour: Problem Peers, Maternal Control, and Problem Behavior in African American Adolescents

This study examined whether maternal control protects African American adolescents from the negative influence of problem peers. Two forms of control were examined, behavioral control and psychological control. It was hypothesized that there would be a curvilinear relation between control and adolescent problem behavior, with the strength of the relationship and the amount of control optimal for adolescent development varying by the level of peer problem behavior. In general, data supported this model, particularly in regard to behavioral control, where the predicted curvilinear interaction occurred even after controlling for initial levels of problem behavior. The predicted curvilinear interaction between psychological control and peer problem behavior was statistically significant if initial levels of problem behavior were not controlled for but was not significant after controlling for initial problem behavior. These findings suggest that high-quality parenting can play a modest but critical role in the face of environmental adversity.     

媒介不良接触对青少年攻击行为的影响及其作用机制

采用问卷调查法,以872名青少年为被试,探讨了媒介不良接触对青少年攻击行为的影响及其内在作用机制.结果显示:(1)媒介不良接触对青少年攻击行为具有正向累积影响,即攻击行为随媒介不良接触的增加而加速增加,呈二次曲线变化趋势;(2)道德推脱、道德认同和犬儒主义特征在媒介不良接触与青少年攻击行为之间起着部分中介作用,而道德推脱又在道德认同和犬儒主义特征与青少年攻击行为之间具有完全中介作用.     

课堂教学中问题序列设计的认识与实践

科学、合理地设计问题系列，不仅能提高课堂教学结构中每一个环节的教育功能，而且各环节问题组的相互渗透与整合，能使课题学习的整体效益大大增加。因此，数学教学中应充分利用启发性原则、循序渐进原则、发展性原则进行问题序列设计，促进学生有效思维，提高课堂教学质量。     

Disruptiveness, Friends' Characteristics, and Delinquency in Early Adolescence: A Test of Two Competing Models of Development

This study tested 2 competing models of friends' influence on the development of delinquency in disruptive boys. In so diong, we examined whether highly disruptive, moderately diseuptive, moderately conforming, and highly conforming boys' delinquecy increased or decreased depeniding on their friends' characteristics. A sample of 868 boys was classified into the 4 groups according to teacher tating at ages 11 and 12. Each group was then subdivided by mutual friends' peer-rate aggressiveness-disturbance at the same ages: aggressive-disturbing friends, average friends, nonaggressive-nondisturbing friends, and no friends. Subgroups were mext compared on self-reported delinquency at age 13 while controlling for average self-reported delinquency and socioeconomic variables at ages 11 and 12. Results indicate that moderately disruptive boys with aggressivedisturbive friends were more delinquent at age 13 than other subgroups of moderately disruptive boys. Highly disrupitve and confroming boys, however, were unaffected by their friends' characteristics. We conclude that the results partially support each theoretical model, suggesting that both individual characteristics and deviant peer association might play causal roles.     

Developmental Trajectories of Acculturation in Hispanic Adolescents: Associations With Family Functioning and Adolescent Risk Behavior

This study examined longitudinal acculturation patterns, and their associations with family functioning and adolescent risk behaviors, in Hispanic immigrant families. A sample of 266 Hispanic adolescents (M_age = 13.4) and their primary parents completed measures of acculturation, family functioning, and adolescent conduct problems, substance use, and sexual behavior at five timepoints. Mixture models yielded three trajectory classes apiece for adolescent and parent acculturation. Assimilated adolescents reported the poorest family functioning, but adolescent assimilation negatively predicted adolescent cigarette smoking, sexual activity, and unprotected sex indirectly through family functioning. Follow‐up analyses indicated that discrepancies between adolescent and parent family functioning reports predicted these adolescent outcomes. Results are discussed regarding acculturation trajectories, adolescent risk behavior, and the mediating role of family functioning.     

父母监控与青少年问题行为的关系及对干预的启示

父母监控的增加并不必然带来青少年问题的减少。近期的有关研究表明:来自家庭方面的父母的知情程度、亲子关系、家庭结构,来自青少年方面的对父母监控的感知和对权力范围的认知,来自社会方面的不良同伴和社区环境,都会影响父母监控在减少青少年问题行为方面的效果。青少年已表现出的问题行为也会反过来降低父母的监控质量。     

'Your Flexible Friends': Sessional lecturers in the UK further education sector,commitment, quality and service delivery

This research examines the utilisation of part-time lecturers in the further education (FE) sector and considers the impact that has on the quality of service delivery. The research has used qualitative and quantitative methods in a longitudinal study of a sample of 42 sessional lecturers drawn from colleges within the East Midlands. The article explores changes within the sector providing a literature review on the changing nature of the FE sector. The article then considers the experience and reality of those employed as sessional lecturers, highlighting the benefits of a flexible workforce to the organisation, but also considering some of the main issues surrounding its utilisation. The article concludes with reflections on the implications for college management of present trends in flexible staffing.     

Legal Aspects of Preventing Problem Behavior

Changes to the Individuals with Disabilities Education Improvement Act (Public Law 108-446) (now known as the Individuals with Disabilities Education Act of 2004 Individuals with Disabilities Education Improvement Act of 2004, H.R. 1350 (passed both houses of Congress 11/19/04; signed by President Bush 12/3/04) [Google Scholar]: IDEA) mandated new requirements for providing discipline to students with disabilities. These changes led to simplified procedures when students with disabilities commit infractions of the school code. A review of potential legal dilemmas, however, challenges the simplicity of the revised procedures and may actually underscore new legal entanglements to parents and school officials. We discuss what we know about discipline and reasons for an interest in discipline applications, potential legal complications resulting from the reauthorized IDEA, and implications of prevention strategies for students with disabilities demonstrating problem behaviors.