Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.     

Relational victimization: The association between recalled adolescent social experiences and emotional adjustment in early adulthood

Although the relationship between relational victimization and psychosocial adjustment in adolescence has been established, it is unknown whether it extends into early adulthood. The current retrospective study investigated the relationship between recall of adolescent relational victimization and symptoms of depression, social anxiety, and loneliness in 205 undergraduate students. The effects of gender and perceived social support on these relationships were assessed, as were the psychometric qualities of the Relational Victimization Questionnaire (RVQ). Recalled adolescent relational victimization was related to increased symptoms of depression and social anxiety; neither gender nor perceived social support affected the strength of these relationships. Results indicated that the RVQ has adequate internal consistency and a single factor structure. Implications for psychologists working with adolescents are highlighted. © 2008 Wiley Periodicals, Inc.     

Assessment of preschool classroom practices: Application of Q-sort methodology

This paper reports on the application of Q-sort methodology to the development of the Preschool Classroom Practices (PCP) Q-sort. The PCP Q-sort was tested in a sample of 66 preschool teachers and assistants. Results demonstrated the existence of a 2-cluster structure within the Q-sort, comprised of Cognitive Development Activities and Socioemotional Development Activities. Specific properties of the PCP Q-sort, including cluster means, demonstrated consistency across both samples and time. Preschool teachers reported engaging in significantly more Socioemotional Development Activities than Cognitive Development Activities. Relationships to classroom observational measures are presented. Application of the PCP Q-sort as a measure of classroom practices and implications for preschool curriculum are discussed.     

Further Psychometric Support for the 10‐Item Version of the Perceived Stress Scale

Because of increased stress conditions in college students, updated psychometrics of the Perceived Stress Scale, 10‐item version (PSS‐10; S. Cohen & G. Williamson, 1988) are necessary. Participants were 281 undergraduates at 3 public universities. An exploratory factor analysis revealed a 2‐factor structure measuring Perceived Helplessness and Perceived Self‐Efficacy. Normative results, internal consistencies, and construct validity were supported. The current findings reveal that the PSS‐10 is a reliable and valid instrument for assessment of perceived stress in college students.     

Psychosocial Adjustment of College Students With Tattoos and Piercings

The purpose of this study was to examine the association between body modification practices and psychosocial adjustment. Participants were 198 undergraduate college students, 129 of whom had 1 or more piercings (other than in earlobe) or tattoos. Findings showed that individuals with body modifications reported more symptoms of depression and trait anxiety than individuals without body modifications. It is recommended that health care providers in college settings be vigilant for possible associated psychological issues in individuals with body modifications.     

Pythagoras and Diophantus

The Theorem of Pythagoras is employed as a starting point for discussing the irrationality of the square root of 2 and its implications in Mathematics and culture. It motivates to consider the equation of the circle over the field of rational numbers and other fields which leads in a natural way t to the use of modular arithmetic for Diophantine equations.     

The Focus of Teacher and Student Concerns in Discipline-Specific Writing by University Students

There has been considerable research into teacher feedback on student writing. Very little of this research has been done in those university classes focusing on the development of understanding of disciplinary content, especially in Australia. Furthermore, the relationship of feedback comments and assignment purposes has not been investigated for content classes. Nor is there much research on student understanding of the purposes of assignments and their expectations about the kinds of items that teachers will comment on. This study examines the interrelated aspects of the purposes of assignments, teacher feedback comments, and student perceptions and expectations. Data were collected in two university subjects. The findings show that in both subjects teachers and students broadly agreed on the purposes of the assignment. However, teacher feedback comments did not fully correspond to the purposes for the assignments, nor did feedback match students' expectations about the aspects of writing on which they predicted that their teachers might comment.     

Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.