爱的裁决

电话是在明尼苏达州一个闷热的下午大概三点半的时候打来的。安养院的社工谢丽尔急匆匆地解释着情况。她已经给十五位法官打过电话了,他们不是在出庭就是抽不出时间。抱着试试看的想法,她直接拨通了我的电话。     

十大最幸福工作背后的秘密

现在,我已经大学毕业,手拿非专业学位(拿着个英语文学士学位能干什么呢?),要找工作了。环顾四周,我看到有那么多人不满意自己的工作。他们的日子就像是现实版的《上班一条虫》,但却没有詹妮弗·安妮斯顿;他们陷在通勤当中,然后坐进办公室的小隔间里,接着又重回通勤当中。如果这就是工作的状态,我可不希望这样。但是,总会有人真的热爱自己的工作,对吧?总会有人在周一清晨听到闹钟响时不会辗转赖床,因     

Patterns of parental reaction to student grades

Factor analysis of questionnaire responses produced by over 6,000 individuals revealed parental reactions to good and bad grades grouped themselves into five categories: (1) Grades are important to me; bad ones lead to negative consequences; (2) Good grades are important to me, but I will support you regardless of grade; (3) Bad grades make me mad; (4) Do your best, but there is more to life than grades; and (5) Grades are important; you will know how I feel on the basis of a joking comment. When these patterns were related to reports of specific student actions in college, such as getting good grades, dropping a course, or cheating on an examination, results indicated only a few significant negative correlations, and only for students whose parents reacted to bad grades in a negative emotional way; i.e., in terms of categories 1 and 3. More benign reactions - categories 2, 4, and 5 - did not correlate either positively or negatively with student actions or grades. Results were taken to suggest that parental reactions to grades are not only attempts at changing student behavior but also may be viewed as emotional responses expressing personal needs and values.