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971.
Jennifer Wolak 《Political Behavior》2009,31(2):211-229
Congressional campaigns do not occur in isolation, but concurrently with many other races. What are the effects of overlapping campaigns for how people learn about congressional candidates? On one hand, intensely fought races on the same ballot may encourage people to extend interest to contemporaneous races. Alternatively, competing campaigns may distract voters and limit learning about down-ticket contests. Using American National Election Studies data from 1996 to 2002, I test the consequences of state level presidential, senatorial, and gubernatorial campaign intensity on citizen learning about congressional candidates. I find that while the local intensity of the presidential race has little effect on knowledge of House candidates, the intensity of the Senate race is positively associated with candidate recognition. These effects vary depending on the nature of the election, where House candidates benefit from intense Senate races on the ballot particularly in midterm election years. 相似文献
972.
Policy facts are among the most relevant forms of knowledge in a democracy. Although the mass media seem like an obvious source of policy-specific information, past research in this area has been plagued by design and methodological problems that have hindered causal inferences. Moreover, few studies include measures of media content, preventing researchers from being able to say what it is about media coverage that influences learning. We advance the literature by employing a simple but underutilized approach for estimating the causal effects of news coverage. Drawing upon a unique collection of cross-sectional survey data, we make within-survey/within-subjects comparisons under conditions of high and low media coverage. We show how the volume, breadth, and prominence of news media coverage increase policy-specific knowledge above and beyond common demographic factors. 相似文献
973.
Lowery David; Gray Virginia; Benz Jennifer; Deason Mary; Kirkland Justin; Sykes Jennifer 《Publius》2009,39(1):70-94
We examine how health PAC activity in the states is connectedto lobbying. Is the political money that health interest organizationsbring to the policy process a powerful, independent means ofinfluence or is it better understood narrowly as a tactic usedto support lobbying? We examine the relationship between campaigncontributions and lobby activity and the limited work that hasbeen conducted on them and raise a number of questions aboutthe process by which they are connected. We utilize 1998 dataon state lobbying and PAC activity, allowing us to answer causalresearch questions generated from existing studies at the nationallevel. We conclude that PAC activity is best viewed as an adjunctof lobbying rather than an independent form of political activity. 相似文献
974.
Jennifer W. Kaminski Richard W. Puddy Diane M. Hall Sandra Y. Cashman Alexander E. Crosby LaVonne A. G. Ortega 《Journal of youth and adolescence》2010,39(5):460-473
Previous research has linked greater social connectedness with a lowered risk of self-directed violence among adolescents.
However, few studies have analyzed the comparative strength of different domains of connectedness (e.g., family, peers and
school) to determine where limited resources might best be focused. Data to address that gap were taken from the Centers for
Disease Control and Prevention’s Student Health and Safety Survey, administered to 4,131 7th–12th graders (51.5% female; 43.8%
Hispanic; 22.6% African American or Black). Logistic regressions (controlling for age, gender, race/ethnicity, family structure,
academic performance, and depressive symptoms) suggest that family connectedness was a stronger predictor than connectedness
to peers, school, or adults at school for non-suicidal self-harm, suicidal ideation, suicide plans, and non-fatal suicidal
behavior. In some analyses, peer connectedness was unexpectedly a risk factor. Results have implications for prevention of
suicide in adolescence, especially in the context of the current trend towards school-based prevention programs. 相似文献
975.
Parent and Peer Pathways to Adolescent Delinquency: Variations by Ethnicity and Neighborhood Context
Effects of ethnicity and neighborhood quality often are confounded in research on adolescent delinquent behavior. This study examined the pathways to delinquency among 2,277 African American and 5,973 European American youth residing in high-risk and low-risk neighborhoods. Using data from a national study of youth, a meditational model was tested in which parenting practices (parental control and maternal support) were hypothesized to influence adolescents' participation in delinquent behavior through their affiliation with deviant peers. The relationships of family and neighborhood risk to parenting practices and deviant peer affiliation were also examined. Results of multi-group structural equation models provided support for the core meditational model in both ethnic groups, as well as evidence of a direct effect of maternal support on delinquency. When a similar model was tested within each ethnic group to compare youths residing in high-risk and low-risk neighborhoods, few neighborhood differences were found. The results indicate that, for both African American and European American youth, low parental control influences delinquency indirectly through its effect on deviant peer affiliation, whereas maternal support has both direct and indirect effects. However, the contextual factors influencing parenting practices and deviant peer affiliation appear to vary somewhat across ethnic groups. Overall the present study highlights the need to look at the joint influence of neighborhood context and ethnicity on adolescent problem behavior. 相似文献
976.
977.
Jennifer Jerit 《Political Behavior》2008,30(1):1-24
Conventional wisdom and scholarly research indicate that to win a policy debate political actors should frame the issue strategically—that
is, selectively highlight considerations that mobilize public opinion behind their policy position. Engaging the opponent
in a dialogue (i.e., focusing on the same considerations) is portrayed as a suboptimal strategy because political actors forfeit the ability to structure the debate.
Using over 40 public opinion polls and a detailed content analysis of news stories, I examine the use of framing and engagement
strategies during the 1993–94 debate over health care reform. The analysis shows that engagement was more effective at increasing
support for reform than framing. This study is the first to document the role of engagement in a policy debate, and it extends
work showing that this strategy is more common in election campaigns than scholars once suspected.
相似文献
Jennifer JeritEmail: |
978.
Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students
(N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling
Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences
in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most
marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement
paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but
lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities
compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement
with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement
of black students relative to white students. The contextual effect of being in school versus home or in public on engagement
was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in
the interpretation of findings and suggestions for future research.
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
David J. ShernoffEmail: |
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
979.
Jennifer Stuart Mark Fondacaro Scott A. Miller Veda Brown Eve M. Brank 《Journal of youth and adolescence》2008,37(6):674-684
The involvement of adolescents with deviant peer groups is one of the strongest proximal correlates to juvenile delinquency
and stems from a variety of causes. Past research has linked ineffective parenting with peer variables, including deviant
peer group involvement and peer conflict during adolescence. In this study, adolescents’ appraisals of procedural justice
within the family (adolescents’ appraisals of how fairly they are treated by parents in the process of resolving family conflict)
were examined as one aspect of effective parenting that may relate to deviant peer group involvement in early adolescence.
Data from 1660 middle school students (ages 11–14, mean = 12.6) indicated that higher appraisals by adolescents of procedural
justice during family conflict resolution were related to lower levels of both peer conflict and deviant peer group involvement.
A structural model was tested in which the relationship between adolescents’ appraisals of procedural justice in the family
and deviant peer group involvement was partially mediated by measures of peer conflict. This model was found to have adequate
fit to the data, indicating that part of the relationship between procedural justice appraisals and deviant peer group involvement
can be explained by levels of peer conflict. Implications of these findings are discussed.
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
Mark FondacaroEmail: |
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
980.
Jennifer L. Kerpelman Suna Eryigit Carolyn J. Stephens 《Journal of youth and adolescence》2008,37(8):997-1008
The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern
county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education
orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education
orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support.
Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies
and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future
education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and
academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success
of African American male adolescents.
相似文献
Carolyn J. StephensEmail: |