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901.
In many EU countries, the so-called social investment perspective has provided new arguments for active welfare state policies. The social investment perspective is characterized by emphasizing the role of the state to increase participation in employment by investing in the working capacity of the population—particularly women—through activation programmes and social policies. In this article we depart from recent debates surrounding this perspective to explore changes in Norwegian work and welfare policies, and the role of gender equality in these changes. In Norway, both female employment and fertility levels are high, but women still have a looser connection to the labour market compared to men, for example due to the large proportion in part-time positions, which makes changes in work and welfare policies an interesting case for exploring the relevance of the social investment perspective in this context. The empirical analysis suggests that ideas of social investment indeed have permeated recent changes in Norwegian work and welfare policies. However, questions of gender equality are not addressed in the documents introducing these changes, except when the problem at hand is the employment rate of migrant women—who are the main recipients of activation policies. In conclusion, we claim that social investment is a relevant lens for analysing changes in Norwegian work and welfare policies, but that a dual-tracked vision of gender equality is emerging, making migrant women the significant target of social investment. 相似文献
902.
Kristina L. McDonald Tina Malti Melanie Killen Kenneth H. Rubin 《Journal of youth and adolescence》2014,43(2):233-244
Peer relationships, particularly friendships, have been theorized to contribute to how children and adolescents think about social and moral issues. The current study examined how young adolescent best friends (191 dyads; 53.4 % female) reason together about multifaceted social dilemmas and how their reasoning is related to friendship quality. Mutually-recognized friendship dyads were videotaped discussing dilemmas entailing moral, social-conventional and prudential/pragmatic issues. Both dyad members completed a self-report measure of friendship quality. Dyadic data analyses guided by the Actor-Partner Interdependence Model indicated that adolescent and friend reports of friendship qualities were related to the forms of reasoning used during discussion. Friends who both reported that they could resolve conflicts in a constructive way were more likely to use moral reasoning than friends who reported that their conflict resolution was poor or disagreed on the quality of their conflict resolution. The findings provide evidence for the important role that friendship interaction may play in adolescents’ social and moral development. 相似文献
903.
Research on coparenting documents that mothers’ and fathers’ coordination and mutual support in their parenting roles is linked to their offspring’s adjustment in childhood, but we know much less about the coparenting of adolescents. Taking a family systems perspective, this study assessed two dimensions of coparenting, parents’ shared decision-making and joint involvement in activities with their adolescents, and examined bidirectional associations between these coparenting dimensions and boys’ and girls’ risky behaviors and depressive symptoms across four time points (6 years) in adolescence. Participants were 201 mothers, fathers, and adolescents (M = 11.83, SD = .55 years of age at Time 1; 51 % female). Parents of sons shared more decisions, on average, than parents of daughters. On average, shared decision-making followed an inverted U shaped pattern of change, and parents’ joint involvement in their adolescents’ activities declined. Cross-lagged findings revealed that risky behavior predicted less shared decision-making, and shared decision-making protected against increased risky behavior for boys. For girls and boys, parents’ joint involvement predicted fewer risky behaviors, and lower levels of risky behavior predicted higher levels of joint involvement. In contrast, boys’ and girls’ depressive symptoms predicted less joint involvement. The discussion centers on the nature and correlates of coparenting during adolescence, including the role of child effects, and directions for future research on coparenting during this developmental period. 相似文献
904.
Janine M. Zweig Pamela Lachman Jennifer Yahner Meredith Dank 《Journal of youth and adolescence》2014,43(8):1306-1321
Recent advancements in technology (e.g., social networking, texting) have created new ways for dating youth to relate to one another, including in abusive ways via “cyber dating abuse.” Cyber dating abuse is a form of teen dating violence that overlaps with other types of abuse (e.g., psychological) but also has several unique characteristics. Given the phenomenon’s limited presence in dating violence literature, we focus on identifying how experiencing cyber dating abuse relates to youths’ individual behaviors and experiences (e.g., substance use, sexual activity), psychosocial adjustment, school connection, family relationships, and partner relationships. A total of 3,745 youth (52 % female, 74 % White) in three northeastern states participated in the survey and reported currently being in a dating relationship or having been in one during the prior year. We found that experiences of cyber dating abuse were most significantly correlated with being female, committing a greater variety of delinquent behaviors, having had sexual activity in one’s lifetime, having higher levels of depressive symptoms, and having higher levels of anger/hostility. Further, cyber dating abuse appeared somewhat more strongly related to depressive symptoms and delinquency than did other forms of teen dating violence and abuse. 相似文献
905.
Christine M. Wienke Totura Marc S. Karver Ellis L. Gesten 《Journal of youth and adolescence》2014,43(1):40-52
Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization. 相似文献
906.
907.
908.
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
909.
Roosa MW O'Donnell M Cham H Gonzales NA Zeiders KH Tein JY Knight GP Umaña-Taylor A 《Journal of youth and adolescence》2012,41(3):307-319
Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to
academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family
(i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally
positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism,
gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years
and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to
junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family
role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further,
being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related
to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade
academic performance. Implications for future research and interventions are discussed. 相似文献
910.
Schwartz SJ Klimstra TA Luyckx K Hale WW Meeus WH 《Journal of youth and adolescence》2012,41(9):1208-1225
The longitudinal effects among self and identity processes, and between these processes and internalizing symptoms, are not well understood. As a result, the present study was designed to ascertain the over-time effects among identity commitment, reconsideration of commitments, and self-concept clarity, as well as to map the interplay of these self and identity processes with anxiety and depressive symptoms in early adolescence. A sample of 923 Dutch adolescents (mean age 12.4 years at Time 1; 49.3% female) participated at each of five annual assessments. Multivariate growth curve and cross-lagged panel models indicated that the association between self-concept clarity and commitment was bidirectional, that reconsideration occurs based on problems or dissatisfaction with self-concept clarity and with identity commitments, and that self-concept clarity (but not commitment or reconsideration) temporally precedes depressive and anxiety symptoms. Results are discussed in terms of the structure of the self-system and its associations with internalizing symptoms. 相似文献