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101.
Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence: Exploring Gender Intensification 总被引:3,自引:2,他引:3
This longitudinal study of 200 young adolescent girls and boys (mean age 11.6 years in sixth grade) investigated the hypothesis that differences in masculinity, femininity, and sex role attitudes would intensify across the sixth, seventh, and eighth grades (between 11 and 13 years of age) and that pubertal timing (early, on time, late) would play a role in this intensification. Analyses revealed that sex differences in masculinity and sex role attitudes increased across grades, but not sex differences in femininity. Pubertal timing was not associated with this gender divergence, although the evidence is equivocal for boys. The results provide support for gender intensification, but the role of pubertal timing may not be as strong as previously supposed. 相似文献
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Jesús Vázquez-Abad Nancy Brousseau Waldegg C. Guillermina Mylène Vézina Alicia D. Martínez Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232
TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned. 相似文献
104.
This study evaluated a 2‐week residential program aimed at enhancing the science interest and persistence of high‐achieving 8th‐grade girls. Questionnaires were administered to 38 program participants (14 of whom were of minority ethnicity) and 173 applicants who did not attend the program, at 3 time points: preprogram, 1 year postprogram, and 4 years postprogram. Outcomes, measured postprogram, included science self‐concept and interest, persistence and aspirations in science, science activities, science course‐taking in high school, and plans for a science college major. There was no main effect of program participation on any of the outcome measures, but a significant Participation × Ethnicity interaction effect occurred for all but one of the outcome variables. At Time 2, and especially Time 3, nonminority participants tended to have the most positive outcomes, whereas minority participants tended to have the most negative outcomes, compared with applicants. Post hoc analyses showed that although nonminority girls overall were more advantaged, this difference did not explain results. Several interpretations for these findings are discussed, the most likely that some global feature of the program, not any intervention component, interacted over time with the girls' postprogram experience. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 393–414, 2003 相似文献
105.
Parents' Reactions to Children's Negative Emotions: Relations to Children's Social Competence and Comforting Behavior 总被引:7,自引:0,他引:7
The purpose of this study was to examine the relations of mothers' and fathers' reported emotion-related practices to parents' and teachers' reports of third-to sixth-grade children's social skills, popularity, and coping, as well as the quantity and quality of children's comforting of an infant. Mothers' problem-focused reactions tended to be positively associated with children's social functioning and coping, whereas maternal minimizing reactions tended to be linked to lower levels of social competence and high levels of avoidant coping. There were few findings for fathers' reactions, although fathers reported fewer problem-focused reactions with socially competent, in contrast to less competent, daughters. Emotion-focused and problem-focused maternal reactions, as well as encouragement of the expression of emotion, were associated with boys' children's comforting behavior, although a moderate level of maternal encouragement of the expression of emotion was associated with quality of girls' comforting. 相似文献
106.
The theme of this article is that the development of informed teacher advocacy for new advancements in technology-based assessment is an essential requirement if such advancements are to contribute toward the systemic improvement of the quality of school science instruction. The potential for advocacy involvement by teachers is considered a natural reaction toward the increasing tendency for classroom practices to be affected by local, state, or national assessment policy initiatives. In support of such an advocacy process, this article provides an awareness of the principles of good measurement practices in conjunction with the qualitative characteristics of technology-based assessment that together are sufficient to serve as a foundation for teachers whose concerns may motivate them to raise relevant questions regarding assessment policy. Based upon such implied standards of testing practice, the article suggests key evaluative questions for teachers to ask about any forms of science assessment that would have the effect of amplifying the potential value of new technology-based forms of assessment applications to enhance ongoing classroom processes of science teaching. 相似文献
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108.
Three hundred forty-two anonymous surveys regarding unwanted sexual experiences (USE) were filled out in three clinic sites: a pediatric sexual abuse clinic, family practice clinic, and family planning clinic. In the latter two clinics, 40% of females and 16% of males had at least one unwanted sexual experience prior to turning 18 years old. Only 91% of the sexual abuse clinic patients indicated their experience was unwanted. In addition, 27% of the subjects had wanted sexual experiences that were illegal and underreported: These experiences involved a partner at least 4 years older or younger. While feelings of victimization were most common, self-blame and naivete about the abuse were also frequently reported, especially in those who had an USE with a peer. Ambivalence, self-blame, and peer pressure were associated with a lower tendency to disclose one's USE. Although unwanted and illegal sexual experiences were less common in Hispanic females, feelings of self-blame and ambivalence regarding their USE were more frequent in comparison with White females. These findings have important investigative and therapeutic implications for professionals who encounter victims of sexual abuse. 相似文献
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110.
OBJECTIVE: The primary objective of the study was to investigate the relationship between exposure to community violence (neighborhood, school, police, and gang violence) and psychological distress in a sample of children living in the Cape Town, South Africa area. Another objective was to identify variables that moderate and mediate the relationship between exposure to community violence and psychological distress. METHODS: Face-to-face interviews were conducted with 185 children between the age of 8 and 13 from five Cape Town Township schools. Structured scales were used to measure exposure to several forms of community violence, family functioning, social support, perceptions of safety, and "unknown" locus of control. RESULTS: Exposure to all forms of violence was extremely high and resulted in substantial psychological distress. Perceived safety functioned as a mediating variable for all forms of violence. Unknown locus of control, social support, family organization, and family control moderated the effects of exposure to certain kinds of violence. Surprisingly, exposure to murder was not related to psychological distress, suggesting a possible "numbing" effect of extreme forms of violence. Hearing about violence from others had almost the same effect as actually witnessing it. Older children had witnessed more violence and were experiencing more distress, suggesting an "exposure accumulation" effect. CONCLUSIONS: The findings suggest the importance of a child's ability to feel safe in reducing the distress that occurs as a result to exposure to violence. Parents and schools can help children cope, but there appear to be limits. Early intervention, before maladaptive coping mechanisms have developed, also appears to be important. 相似文献