Birth and Adoptive Parent Antisocial Behavior and Parenting: A Study of Evocative Gene–Environment Correlation

Negative parenting is shaped by the genetically influenced characteristics of children (via evocative rGE) and by parental antisocial behavior; however, it is unclear how these factors jointly impact parenting. This study examined the effects of birth parent and adoptive parent antisocial behavior on negative parenting. Participants included 546 families within a prospective adoption study. Adoptive parent antisocial behavior emerged as a small but significant predictor of negative parenting at 18 months and of change in parenting from 18 to 27 months. Birth parent antisocial behavior predicted change in adoptive father's (but not mother's) parenting over time. These findings highlight the role of parent characteristics and suggest that evocative rGE effects on parenting may be small in magnitude in early childhood.     

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.     

Temperament Moderates Associations Between Exposure to Stress and Children's Externalizing Problems

The interaction between a temperament profile (four groups determined by high vs. low resistance to control [unmanageability] and unadaptability [novelty distress]) and family stress in predicting externalizing problems at school in children followed from kindergarten through eighth grade (ages 5–13) was investigated. The sample consisted of 556 families (290 boys). At Time 1 just prior to kindergarten, mothers retrospectively reported on their child's temperament during infancy. Each year, mothers reported stress and teachers reported children's externalizing problems. Temperament profile was tested as a moderator of the stress–externalizing association for various time periods. Results indicated that the combination of high resistance to control and high unadaptability strengthens the stress–externalizing association. Findings are discussed in terms of possible underlying mechanisms.     

Parental Depression,Overreactive Parenting,and Early Childhood Externalizing Problems: Moderation by Social Support

This study used a large (N = 519), longitudinal sample of adoptive families to test overreactive parenting as a mediator of associations between parental depressive symptoms and early childhood externalizing, and parents’ social support satisfaction as a moderator. Maternal parenting (18 months) mediated the association between maternal depressive symptoms (9 months) and child externalizing problems (27 months). Paternal parenting was not a significant mediator. Unexpectedly, we found a cross-over effect for the moderating role of social support satisfaction, such that partners’ social support satisfaction reduced the strength of the association between each parent's own depressive symptoms and overreactive parenting. Results point to the importance of accounting for broader family context in predicting early childhood parenting and child outcomes.     

危机与转机:童年期虐待对青少年心理健康的影响及应对策略

童年期虐待是指对儿童具有抚养、监管和操纵权的人,对儿童做出的足以对其健康、生存、发展及尊严造成实际或潜在伤害的一系列行为。由于其发生率高,负面影响严重且持久,现已成为一个世界性的公共卫生问题。童年期虐待的发生受到儿童自身因素、父母和家庭因素以及社会文化因素的共同影响。作为一种极端负性的早期人际经历,童年期虐待是青少年内化(如焦虑/抑郁、退缩和躯体主诉)和外化(如攻击行为和违纪行为)心理健康问题最有力的预测因素之一。遭受虐待后个体通常会产生有关自我和他人的非适应性认知,Young的图式理论和相关研究揭示了非适应性认知在童年期虐待与青少年内外化心理健康问题之间所发挥的中介机制。有鉴于此,在应对青少年内外化心理健康问题时,亟需加强对童年期虐待问题的关注,具体可采取以下教育干预策略:一是防微杜渐,建立良好的亲子关系,减少童年期虐待的发生;二是亡羊补牢,深入挖掘保护性因素,提高青少年的心理韧性,构建积极的同伴关系;三是顶层设计,充分发挥文化软实力的作用,加强正确的社会舆论引导。     

父母养育方式与大学生人格特质的相关研究

为了探讨父母养育方式与其子女人格特质之间的相互关系,采用父母养育方式问卷(EMBU)和卡特尔16项人格特质问卷(16PF)两种方式对146名大学生进行了测查,结果发现:1)父母不良的教养方式,如严厉惩罚、拒绝否认、过分干涉,与被试的稳定性、有恒性、敢为性、自律性呈显著负相关,与敏感性、忧虑性、紧张性呈显著正相关.2)父母良性教养方式,如温暖、理解、平等,与被试兴奋性、稳定性、敢为性呈显著正相关,与敏感性、世故性呈显著负相关.这一结果说明父母养育方式对其子女人格特质形成具有重要的影响.     

Mutual Relations Between Mothers' Depressive Symptoms and Hostile-Controlling Behavior and Young Children's Externalizing and Internalizing Behavior Problems

Objective. This study considered the role of mothers' depressive symptoms and hostile-controlling behavior in young children's externalizing and internalizing behavior problems. Pathways of influence between mothers' depressive symptoms and hostile-controlling behavior and children's externalizing and internalizing behavior problems also were examined. Design. Data were collected at child ages 4 and 6 years from a nonclinical, community sample of 51 mothers and their children. At both assessments, mothers' behavior was observed during a structured mother - child play activity, and mothers completed questionnaires to assess their depressive symptoms and children's externalizing and internalizing symptoms. Results. Hierarchical regression analyses revealed different patterns of findings across the 2 assessments as well as different patterns of findings for children's externalizing versus internalizing behaviors. At age 4, mothers' depressive symptoms and hostile-controlling behavior predicted children's externalizing behaviors; at age 6, only mothers' hostile-controlling behavior predicted children's externalizing behaviors. Regarding children's internalizing behaviors, mothers' depressive symptoms were significant predictors at child age 4; however, by age 6, mothers' depressive symptoms were no longer significant predictors. When longitudinal modeling was applied to the data, some support for both maternal and child effects was found. Conclusions. Findings highlight the importance of considering mothers' depressive symptoms and hostile-controlling behavior in predicting children's externalizing and internalizing behavior problems and suggest different etiological pathways for externalizing versus internalizing expressions of dysfunction.     

旅游资源系统及其主题与环境相互关系研究

本文在讨论旅游资源概念的基础上，运用系统观和系统方法，讨论了旅游资源系统的组成要素、结构和功能特点。认为旅游资源系统是由主题与环境两个要素构成，主题与环境的协调与统一构成了旅游资源的独特性与完整性。并结合庐山花径、圆明园和湖北赤壁等典型案例讨论了旅游资源系统演变，进而结合浙江经验和温州模式提出了开发旅游资源和旅游资源开发的新构想。     

Maternal Warmth Moderates the Link Between Physical Punishment and Child Externalizing Problems: A Parent - Offspring Behavior Genetic Analysis

Objective. We estimate the correlation between interviewer-rated harshness of maternal physical discipline and parent-rated child externalizing problems and test whether it varies as a function of maternal warmth or mother - child genetic similarity. Design. Using a parent - offspring behavior genetic design, we included 297 3- to 8-year-old children in 169 biological and adoptive families. Parents completed ratings of child externalizing problems and their feelings of warmth toward their children. They were interviewed about discipline, and global ratings of maternal warmth following a home visit were made. Results. The correlation between interviewer-rated harshness of discipline and parent-rated child externalizing problems was. 27. However, this correlation was moderated by mothers' and observers' reports of maternal warmth: lower-warmth mothers, r =.36 to. 40; higher-warmth mothers, r =. 10 to. 19. This pattern held for genetically related and unrelated (i.e., adoptive) mother - child pairs regardless of child age, sex, or age of placement. Conclusion. The link between harsh parenting and child externalizing problems is strongest when the mother - child relationship lacks warmth. This result is consistent whether the mother and child are genetically similar, thus ruling out passive gene - environment correlation as an explanation.     

Examining the Relationship Between Parental Involvement and Student Motivation

Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented.     

Self–Efficacy Pathways Between Relational Aggression and Nonsuicidal Self–Injury

The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed.     

Reciprocal Relations Between Student–Teacher Relationship and Children's Behavioral Problems: Moderation by Child‐Care Group Size

In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.     

论网络环境下青少年思想政治教育创新

网络化改变了传统的思想政治教育环境,青少年是受网络影响最大的群体,他们由于其本身的特性,对网络的喜爱较之成年人有过之而无不及.在网络化环境下加强青少年思想政治教育,使青少年抵制不良文化的影响,形成正确的价值判断,应从转换思想政治教育者教育思维方式、加强青少年网站建设、更新网络教育内容等方面入手,开创网络环境中思想政治教...     

Relationship Between Self–Efficacy and Counseling Attitudes Among First–Year College Students

The purpose of this study was to assess the relationship between a set of self–efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self–efficacy and attitudes toward counseling among a sample of 253 first–year college students. Low perceptions of self–efficacy were associated with a devaluation of career counseling and more negative attitudes toward seeking personal counseling. Implications for these findings are discussed.     

A Research on the Existing Problems in EFL Teaching and the Underlying Causes

Language is the carrier of culture and it conveys culture,so the language teaching should contain culture teaching. In EFL teaching,teachers should not only teach the necessary English knowledge like the grammar,sentences paraphrasing and structure analysis but also consciously introduce the related cultural information like the cultural back-ground knowledge,so that students can strengthen the language learning in their culture learning. This thesis mainly attempts to analyze the disadvantage of memory-bas...     

熵与状态参量的关联

从正则系综与巨正则系综的统计规律出发推导出了熵与宏观状态参量之间的关联。结果表明,对单原子分子的理想气体而言,两种系综的结论是一致的;与单原子分子的理想气体相比,范德瓦尔斯气体的结论将出现一修正项。     

Examining Person–Environment Fit and Academic Major Satisfaction

Decisions regarding college majors have the potential to affect a person's overall academic performance and long‐term career success. With Holland's ( 1997 ) trait‐and‐factor theory serving as a foundation, the authors examined relationships between person–environment fit, college major satisfaction, and grade point average of undergraduate students (N = 99). Results revealed that student–major congruence and academic major satisfaction were both significant predictors of grade point average.     

Reciprocal Relations Between Harsh Discipline and Children's Externalizing Behavior in China: A 5‐Year Longitudinal Study

This research examined the overtime reciprocal relations between maternal and paternal harsh discipline and children's externalizing behavior. Seven hundred two father–mother dyads of children (6–9 years of age at baseline) completed measures of parental harsh discipline and children's externalizing behavior at five time points, 1 year apart. Autoregressive latent trajectory models revealed that maternal and paternal corporal punishment predicted subsequent children's externalizing behavior (parent‐driven effects), whereas children's externalizing behavior predicted subsequent maternal and paternal psychological aggression (child‐driven effects). The parent‐driven effects became stronger, whereas the child‐driven effects were equally strong across time. Furthermore, the parent‐driven effects for corporal punishment were found for both boys and girls, whereas the child‐driven effects for psychological aggression were found only for boys.     

网络自主学习中大学生英语学习策略与学业成绩的元分析

采用元分析方法对国内网络自主学习环境下非英语专业大学生学习策略与英语学习英语成就之间的关系强度进行探讨,并进一步探究自主学习策略分类及学习内容等变量对两者关系的调节作用。结果表明,网络自主学习环境下学习策略与学习成就存在显著的中等相关,在所有学习策略中,元认知策略与学习成绩的相关性最高,英语听力成绩与非认知学习策略呈较为显著的相关性,学习成绩测试类型、学习策略量表类型是调节学习策略与学业成绩关系的潜在因素,出版类型的调节效应不显著。