Many studies have documented the ways in which shyness can be a barrier to personal well-being and social adjustment throughout
childhood and adolescence; however, less is known regarding shyness in emerging adulthood. Shyness as experienced during emerging
adulthood may continue to be a risk factor for successful development. The purpose of this study was to compare shy emerging
adults with their non-shy peers in (a) internalizing behaviors, (b) externalizing behaviors, and (c) close relationships.
Participants included 813 undergraduate students (500 women, 313 men) from a number of locations across the United States.
Results showed that relatively shy emerging adults, both men and women, had more internalizing problems (e.g., anxious, depressed,
low self-perceptions in multiple domains), engaged in fewer externalizing behaviors (e.g., less frequent drinking), and experienced
poorer relationship quality with parents, best friends, and romantic partners than did their non-shy peers.
Larry J. NelsonEmail:
Larry J. Nelson
is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the
University of Maryland, College Park. His major research interests are in social and self development during early childhood
and emerging adulthood.
Laura M. Padilla-Walker
is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the
University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to
adolescents’ moral and prosocial behaviors and internalization of values.
Sarah Badger
received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development
as well as emerging adulthood and marriage readiness.
Carolyn McNamara Barry
is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University
of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging
adulthood.
Jason S. Carroll
is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the
University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood
and marriage readiness.
Stephanie D. Madsen
is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development,
University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent
development. 相似文献
The purpose of this study was to gain a clearer understanding of the relation between parents’ knowledge of their emerging-adult
children and emerging adults’ risk behaviors. Participants included 200 undergraduate students between the ages of 18 and
25 (121 women, 78 men; Mage = 19.59, SD = 1.62) and both of their parents. Results revealed that knowledge of the emerging-adult child’s activities varied as a function
of parent- and child-reports, and that child outcomes associated with parental knowledge were generally positive, including
less drinking, drug use, and risky sexual behavior (although this varied as a function of reporter). The links between maternal
knowledge and lower drug and alcohol use were particularly strong in the presence of maternal closeness. Implications for
understanding the parent–child relationship during the transition to adulthood were discussed.
This study investigated a multi-mediation model of the relationship between bullying behavior, peer victimization, personal
identity, and family characteristics to adolescent depressive symptoms in 194 high school students, 12–18 years of age. In
the first model, peer victimization mediated the relation between bullying behavior and depressive symptoms. In the second
model, personal identity mediated the relation between peer victimization and depressive symptoms. In the final model, the
two mediation models were combined. The relative influence of family characteristics on all variables in the two mediation
models was studied using structural equation modeling. The results supported both mediation models and confirmed the influence
of family characteristics on all variables in the mediation models. This study indicates that victimization by one’s peers
has consequences for adolescents’ psychological health when their personal identity is affected. In addition, the study was
able to model several processes in which family characteristics were related to adolescent depressive symptoms. Moreover,
the final combined model (in which the two mediation models and the influence of family characteristics on all variables were
confirmed) explained half of the variance in adolescent depressive symptoms.
Being a victim of sexual aggression from a peer is a common experience among adolescents and poses a significant risk for
various forms of psychopathology. Unfortunately, little is known concerning specific interpersonal factors that increase an
adolescent’s risk for experiencing sexual aggression. The current study assessed the contribution made by several interpersonal
factors both for the first and repeated experience of becoming a victim of sexual aggression from a peer. Data were collected
annually from a longitudinal sample of 200 adolescents over a period of 4 years and were analyzed using multiple-spell, discrete-time
survival analysis. Approximately 46% of the adolescents reported experiencing some form of sexual aggression by the end of
wave 4. Further, 65% of victims reported experiencing a repeat incident of aggression. Females were at higher risk both for
initial and repeated victimization, as were adolescents with more sexual experience and higher levels of rejection sensitivity.
Results are discussed in terms of implications for future prevention efforts.
This study examined the relationship between limited English proficiency status, and internalizing and externalizing behaviors
among a sample of Latino/a children (N = 2,840) from the US Department of Education’s Early Childhood Longitudinal Study, Kindergarten (ECLS-K) data set. Results
of cross sectional regression and hierarchical linear modeling (HLM) analyses suggest that there is a positive relationship
between limited English proficiency and externalizing symptoms, particularly by third grade. Additionally, sex and place of
birth also helped to explain externalizing behaviors at various time points in the models. Place of birth and family poverty
were significantly associated with internalizing symptoms. Implications for future research and interventions related to internalizing
and externalizing behavior among the Latino/a school aged population are discussed.
Sheara A. WilliamsEmail:
Beverly Araújo Dawson
is an assistant professor in the School of Social Work at Adelphi University, New York. She received her doctoral and master’s
degree from the University of Michigan and a B.A. in psychology from Hunter College. Her research interests focus on the impact
of psychosocial stressors on the mental health of Latino/a immigrants.
Sheara Williams
is an assistant professor in the Graduate College of Social Work at the University of Houston. She received her Ph.D. from
the University of North Carolina, Chapel Hill; an M.S.W. from Louisiana State University; and a B.S. from Southern University,
A & M. Her research interests focus on psychosocial factors related to school behavior and academic achievement for poor and
minority children. 相似文献
This study examines the relationship between having other-sex versus same-sex best friends and antisocial behavior throughout
early adolescence. Participants (N = 955) were recruited in 6th grade and followed longitudinally through 7th, 8th, and 11th grades. Participants were 58% ethnically
diverse youth and 48% girls. Results indicate that the frequency of other-sex best friendship remained stable from 6th to
7th grade but significantly increased from 8th to 11th grade. Higher rates of concurrent antisocial behavior were related
to having other-sex best friends in 6th grade but not in 7th grade. In 8th grade, there was an interaction between friendship
and the sex of friends. Boys with only same-sex best friends and girls with other-sex best friends endorsed higher rates of
antisocial behavior. Having other-sex best friends predicted antisocial behavior from 6th to 7th grade and 8th to 11th grade,
especially for girls. Implications for the development of early adolescent friendship and antisocial behavior are discussed.
Elizabeth A. Stormshak (Corresponding author)Email:
In 2005 Indonesian and European institutes joined to start the first step for the implementation of an Ocean Operational System
in the Indonesian archipelago. The system will support the decision making process for the sustainable use of marine resources,
providing useful information and added value products as well as a service for an improved management of the sea with high
business impact to targeted groups as public authorities and commercial operators (coastal managers, fishermen, shipping companies).
In this paper the System is shortly described with its potential benefits and economic and social impacts.
It is shown in this article how theories justifying local government in Britain are largely based on the expedience of providing administrative efficiency or stable democracy for the central state rather than ethical grounds that justify local government as an independent entity in its own right. The article critically reviews the development of theories justifying local government within Britain and argues that it is possible on the basis of Mill's arguments within On Liberty to establish a strong ethical justification for local government. It is shown how Mill did not develop this line of thought but established substantive arguments concerning the value of local government for securing a stable liberal democracy and how successive mainstream theorists have modified but not substantially departed from this approach. 相似文献
