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541.
Michael Windle Nancy Brener Paula Cuccaro Patricia Dittus David E. Kanouse Nancy Murray Jan Wallander Mark A. Schuster 《Journal of youth and adolescence》2010,39(6):594-606
The purpose of this study was to evaluate the invariance of predictive relations across early-adolescent sex and ethnic groups regarding parenting factors and externalizing and internalizing problems and victimization. Data (n = 598; 54% female) from a triethnic (Hispanic, non-Hispanic white, and non-Hispanic black) probability sample of fifth graders collected from three sites (Birmingham, AL, Houston, TX, and Los Angeles, CA) were used in the analyses. Simultaneous group structural equation modeling supported the invariance of parenting-early adolescent outcomes across sex and ethnic groups. Parental monitoring and parental norms were relatively robust predictors of early-adolescent externalizing problems and victimization, and to a lesser extent, of internalizing problems. A maternal nurturance by parental monitoring interaction was statistically significant for all outcome behaviors, indicating that higher monitoring in conjunction with higher maternal nurturance was associated with lower levels of early-adolescent problem behaviors. The findings suggest that core parenting factors such as nurturance, monitoring, and normative expectations for early adolescent problem behaviors may serve as a foundation for parenting components of multi-component intervention studies. 相似文献
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José A. Bauermeister Michelle Marie Johns Theo G. M. Sandfort Anna Eisenberg Arnold H. Grossman Anthony R. D’Augelli 《Journal of youth and adolescence》2010,39(10):1148-1163
Dating in adolescence plays an integral part in the development of sexual and social identities. This process is particularly
salient for sexual minority youth who face additional obstacles to their identity formation due to their marginalized status.
We investigated the influence of participating in a same-sex relationship (SSR) or an opposite-sex relationship (OSR) on sexual
minority youths’ psychological well-being (i.e., symptoms of depression, anxiety and internalized homophobia, and self-esteem)
in an ethnically-diverse sample of 350 youth (55% male) between the ages of 15–19 years, recruited from three GLBT drop-in
centers in the New York City area. Using longitudinal data, we examined youths’ SSR and OSR over time. Multivariate regression
analyses suggest that involvement in a SSR was positively associated with changes in self-esteem in males, and negatively
correlated with changes in internalized homophobia in females. We discuss the implications for positive development in sexual
minority adolescent populations. 相似文献
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Shute N 《U.S. news & world report》2008,144(18):60-61
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The present study was designed to examine the significance of religiosity and of church attendance after considering the effects on violence of sociodemographic variables and elements of control, strain, and social learning theories. The sample was comprised of inmates, aged fifteen to forty-seven years, at the only boot camp for adults in Arkansas.Logistic regression procedures indicated that religiosity, and not church attendance, maintained a significant inverse relationship to violence after other study factors were held constant. Implications of these findings were discussed. 相似文献
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Nancy E. Wright 《国际研究展望》2002,3(1):15-24
Nontraditional undergraduates (NTUs), undergraduates who typically are older than average, work full-time, and/or are entrusted with substantial family responsibilities, pose a special challenge to international relations educators. Severe constraints on time and access to library facilities both impede progress and may give an erroneous impression that NTUs are not as committed to their education as more conventional college undergraduates. The lack of continuity in education that typifies the NTU experience often manifests itself in anxiety, frustration, and gaps in fundamental knowledge. At the same time, the maturity and sophistication that come with life experience often far exceed that of the more conventional college student. Furthermore, typical requirements of international relations and international studies majors, such as second and third language proficiency, internships with international organizations, and overseas study are often not feasible for the working student with family responsibilities. Possibilities for meeting the challenges of teaching NTUs include greater use of open-book examinations, research proposals, case studies, simulations, problem-based learning (PBL), use of the Internet, and the development of short-term intensive overseas study opportunities that accommodate the working student's schedule. 相似文献