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131.
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134.
My brand new bicycle had been stolen! Disbelief. Anger! Disappointment... I had been riding it for only a day,and was as excited as a,well,a boy with a new bike. Even though I only paid what would be the equivalent of half a tank of gas for my truck back home,I was still sorely put out. 相似文献
135.
Kanerick C 《Women's history review》2010,19(5):685-702
As a best-selling writer of popular romances during the first half of the twentieth century, Berta Ruck (1878-1978) has been characterised as a producer of 'omelettes of frivolity and sweetness' whose appeal was confined to adolescent girls and the servant classes. Closer attention to some of the early novels and to her own evaluation of her work, however, reveals her attempts to confront and articulate the impact of societal change upon a generation whose world was being irrevocably altered by the Great War and its aftermath. Her almost forensic attention to local detail and her treatment of contemporary questions of gender identity make her a compelling chronicler of the period and lend credibility to her claims of a broader readership than that generally associated with the genre. 相似文献
136.
The present study examined the longitudinal links between perceptions of family connectedness and body satisfaction in 1,774
(52% female) adolescents. Participants (10–15 years of age at Time 1) completed self-report measures at three measurement
occasions separated by 1 year each. Mean group difference results showed that both body satisfaction levels and perceived
levels of family connectedness decreased over 2 years for the whole sample. As expected, girls were generally less satisfied
with their bodies than boys, particularly in the older cohort. Structural equation modelling was used to assess stability
coefficients and cross-lagged effects, and longitudinal bidirectional effects between perceptions of family connectedness
and body satisfaction were found for girls, but not for boys. This result suggests that adolescent girls’ body satisfaction
is both affected by and a predictor of perceived family connectedness. 相似文献
137.
Previous studies have indicated homophily in depressive symptoms among adolescent friends, resulting from both peer selection
and socialization processes. However, developmental differences and the role of school transitions in these processes have
not been elucidated. A sample of 367 (51% female) adolescents was followed from 6th to 11th grade to investigate prospective
relationships between adolescents’ and their friends’ depressive symptoms in middle school and in high school. Results revealed
that students selected friends with similar levels of depressive symptoms after each school transition. Additionally, friends
appeared to socialize adolescents to become more similar in depressive affect in late middle school years. These findings
suggest normative selection effects after school transitions, followed by socialization effects in middle school, but not
high school. 相似文献
138.
Hafen CA Allen JP Mikami AY Gregory A Hamre B Pianta RC 《Journal of youth and adolescence》2012,41(3):245-255
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as
disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement.
This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes
in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse
(67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided
questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated
that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased
their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in
other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations
of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs
and its relationship to educational practice is discussed. 相似文献
139.
This study examined the mediated and moderated effects of a universal family-focused preventive intervention, delivered during young adolescence, on internalizing symptoms assessed in young adulthood. Sixth grade students (N=446; 52% female; 98% White) and their families from 22 rural Midwestern school districts were randomly assigned to the experimental conditions in 1993. Self-report questionnaires were administered at seven time points (pre-test to young adulthood-age 21) to those receiving the Iowa Strengthening Families Program (ISFP) and to the control group. Results showed that growth factors of adolescent internalizing symptoms (grades 6-12) were predicted by ISFP condition and risk status (defined as early substance initiation). Moderation of the condition effect by risk status was found, with higher-risk adolescents benefitting more from the ISFP. Results also supported the hypothesis that the ISFP's effect on internalizing symptoms in young adulthood was mediated through growth factors of adolescents' internalizing symptoms; risk moderation, however, was only marginally significant in young adulthood. The relative reduction rate on clinical or subclinical levels of young adult internalizing symptoms was 28%, indicating that for every 100 young adults displaying clinical or subclinical levels of internalizing symptoms from school districts not offering an intervention, there could be as few as 72 displaying those levels of symptoms in school districts that offered middle school prevention programming. These findings highlight how the positive effects of family-focused universal interventions can extend to non-targeted outcomes and the related potential public-health impact of scaling up these interventions. 相似文献
140.
Kochel KP Miller CF Updegraff KA Ladd GW Kochenderfer-Ladd B 《Journal of youth and adolescence》2012,41(8):1022-1034
An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors. 相似文献