Helping mothers discuss sexuality and AIDS with adolescents

The current study was designed to alter experimentally mothers' style when discussing sexuality and AIDS with their adolescent children. Mothers of 11- to 15-year-olds (N = 50) were assigned to an intervention or control group, resulting in 20 dyads in each group. All dyads were assessed twice, on self-reported and observed communication, AIDS knowledge, and perceived vulnerability to AIDS. Intervention group mothers received two training sessions. Observational data revealed that intervention group mothers reduced their amount of speaking, asked more open-ended questions, acted less judgmental, and discussed dating and sexuality more than did control group mothers. Intervention group adolescents reported increased discussions of birth control and increased daily comfort talking to their mothers. There was some evidence that intervention group girls increased in AIDS knowledge. There was no change in AIDS-related beliefs.     

批判教育学中的政治、理论与现实(下)

编者按:究竟如何理解英美的批判教育学思潮,尤其是近年来其阵营内部存在纷纷攘攘、似大有碎片化的趋势,本刊特约请当代批判教育学的代表人物之一,世界知名学者、教育思想家阿普尔教授,加州州立大学助理教授韦恩·欧,对批判教育学的历史、目前内部不同取向间的分歧以及在当代保守主义复兴语境中所面临的挑战和应对策略,予以全面的梳理和分析.批判教育学对于中国教育学界并不陌生,但是,对于它的历史缘起、理论全貌和时代境遇,我们少有系统和整体的关注.本文之于我们的价值不仅在于可略补此憾,更重要的是,它会启发我们反思,在中国时下教育改革的潮流中,我们的教育、政治、文化和经济内涵是什么?教育在社会的现实变革、社会的发展远景中,究竟应该扮演什么角色?因本文篇幅较长,故分上篇、下篇两次刊发,敬请读者谅解.     

Towards a Causal Model of Learned Hopelessness for Hong Kong Adolescents

Understanding students’ learned hopelessness and academic self-esteem is important because the sense of controllability and competence perception can predict deficits in achievement-oriented behaviours and achievement performance. A survey was conducted to examine the role of learned hopelessness and academic self-esteem in academic achievement. Structural equation modelling was used to analyse the mediational roles of learned hopelessness and academic self-esteem in the academic achievement of 165 Hong Kong junior secondary students. The findings implied that learned hopelessness and academic self-esteem are distinct constructs which play separate mediational roles between prior academic failure and academic achievement. However, the model comparisons indicated that there was no direct effect of learned hopelessness on academic self-esteem or vice versa.