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951.
Individuals experiencing non-suicidal self-injurious (NSSI) thoughts only are greatly overlooked by current research. This
investigation aimed at determining how three groups of university students differed in their reported quality of childhood
relationships with parents, and histories of physical and sexual abuses. These groups included students experiencing only
NSSI thoughts (n = 126), students engaging in NSSI actions (n = 90), and students exhibiting neither (n = 1,080). Results showed that individuals experiencing NSSI thoughts only, and those engaging in NSSI actions reported poorer
relationships with parents and more physical abuse than the No NSSI group; however, NSSI thoughts and NSSI action groups had
similar outcomes to one another for most variables. These findings suggest that individuals experiencing only NSSI thoughts
share similar negative childhood environments associated with engagement in NSSI action and that they should be included in
future research, particularly investigations aimed at identifying protective factors that could prevent them from engaging
in NSSI. 相似文献
952.
Although the number of students who complete high school continues to rise, dramatic differences in school success remain
across racial/ethnic groups. The current study addressed Hispanic adolescents’ academic performance by investigating the relationships
of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic
performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner’s
ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating
significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic
performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally
responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological
model to inform educators and psychologists who seek to meet the needs of Hispanic students. 相似文献
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Brown H 《World policy journal》2011,28(2):111-121
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