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91.
Pubertal Effects on Adjustment in Girls: Moving from Demonstrating Effects to Identifying Pathways 总被引:1,自引:2,他引:1
Julia A. Graber Jeanne Brooks-Gunn Michelle P. Warren 《Journal of youth and adolescence》2006,35(3):391-401
The present investigation examines mediated pathways from pubertal development to changes in depressive affect and aggression. Participants were 100 white girls who were between the ages of 10 and 14 (M=12.13, SD=.80); girls were from well-educated, middle- to upper-middle class families, and attended private schools in a major northeastern urban area. Three aspects of pubertal development were examined: (a) estradiol categories tapping gonadal maturation; (b) dehydroepiandrosterone sulfate (DHEAS) levels indicating adrenal maturation; and (c) pubertal timing (early vs. other). Three potential mediators were also examined: emotional arousal, attention difficulties, and negative life events. Tests of mediated models indicated that early pubertal timing predicted higher emotional arousal which subsequently predicted increased depressive affect. Negative life events, and possibly attention difficulties, mediated the associations of both estradiol category and DHEAS with aggression. These findings highlight the potential for more intensive investigation of gonadal and adrenal processes in explaining affective changes at puberty.
相似文献
Julia A. Graber (Associate Professor)Email: |
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Diana Digol Noor Borbieva Michael Jabara Carley Ingmar Bredies Julia Kusznir Kirby Liu 《欧亚研究》2010,62(8):1403-1419
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Nicole Lafko Breslend Erin K. Shoulberg Julia D. McQuade Dianna Murray-Close 《Journal of youth and adolescence》2018,47(9):1894-1906
Youth in early adolescence are highly concerned with being popular in the peer group, but the desire to be popular can have maladaptive consequences for individuals. In fact, qualitative work suggests that youth with high popularity goals who are nonetheless unpopular have negative experiences with their peers. However, little quantitative work has examined this possibility. The purpose of the current study was to examine if popularity goals were linked with physical (e.g., being hit) and relational (e.g., being excluded) victimization and peer rejection, particularly for individuals who strived for popularity but were viewed by their peers as unpopular. Late elementary and early middle school participants (N?=?205; 54% female) completed self-reports of popularity goals and peer nominations of popularity and peer rejection. Teachers reported on students’ experiences of relational and physical victimization. Peer nominated popularity and gender were moderators of the association between popularity goals and negative peer experiences. Consistent with hypotheses, girls who were unpopular but wanted to be popular were more likely to experience peer rejection and relational victimization. Unexpectedly, boys who were unpopular but did not desire to be popular were more likely to be rejected and relationally victimized. The findings suggest that intervention and prevention programs may benefit from addressing the social status goals of low status youth in a gender-specific manner. 相似文献
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Sarah B. K. von Billerbeck Birte Julia Gippert 《Journal of Intervention and Statebuilding》2017,11(3):273-285
ABSTRACTThe study of legitimacy in situations of conflict and peacebuilding has increased in recent years. However, current work on the topic adopts many assumptions, definitions, and understandings from classical legitimacy theory, which centers on the relationship between the nation-state and its citizens. In this introduction, we provide a detailed critical overview of current theories of legitimacy and legitimation and demonstrate why they have only limited applicability in conflict and post-conflict contexts, focusing on the three main areas that the articles included in this special issue examine: audiences for legitimacy, sources of legitimacy, and legitimation. In particular, we show how conflict and post-conflict contexts are marked by the fragmentation and personalization of power; the proliferation and fragmentation of legitimacy audiences; and ambiguity surrounding legitimation strategies. 相似文献
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ABSTRACTConstructing convincing legitimacy claims is important for securing the stability of authoritarian regimes. However, extant research has struggled to systematically analyse how authoritarians substantiate their right to rule. We analyse a novel data set on authoritarian regimes’ claims to legitimacy that is based on leading country experts’ assessments of 98 states for the period 1991–2010. This analysis provides key new insights into the inner workings and legitimation strategies of current non-democratic regimes. Closed authoritarian regimes predominately rely on identity-based legitimacy claims (foundational myth, ideology and personalism). In contrast, elections fundamentally change how authoritarian rulers relate to society. In their legitimacy claims, electoral authoritarian regimes focus on their ‘adequate’ procedures, thereby mimicking democracies. All regimes also stress their purported success in proving material welfare and security to their citizens. 相似文献
97.
Julia Buxton 《Third world quarterly》2020,41(8):1371-1387
AbstractThe aims and outcomes of the Bolivarian Revolution in Venezuela are fiercely contested. A sympathetic view sees the possibility of Left revolutionary transformation as destabilised by aggressive US and domestic opposition actions. Detractors trace an authoritarian path from President Hugo Chávez’s election in 1998 to an inevitable socialist implosion under his successor Nicolás Maduro two decades later. This article emphasises continuities between the Bolivarian Fifth Republic and the Fourth Republic that the Revolution displaced. These account for the limitations of the transformative process. Historical institutionalism explains the reproduction of rentier practices and centralised state management and political organisation, culminating in cascading crisis across regime types. 相似文献
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ABSTRACTThis article presents an analytical framework that guides the contributions to this special issue and, in general terms, aims at enabling a systematic investigation of processes of negotiation in the international promotion of democracy. It first briefly introduces the rationale for studying democracy promotion negotiation, offers a definition, and locates the general approach within the academic literature, bringing together different strands of research, namely studies of negotiation in international relations as well as research on democratization and democracy promotion. The larger part of the article then discusses key concepts, analytical distinctions and theoretical propositions along the lines of the three research questions that are identified in the introduction to this special issue. More specifically, the article (1) offers a typology that facilitates a systematic empirical analysis of the issues that are discussed in democracy promotion negotiations; (2) takes initial steps towards a causal theory of democracy promotion negotiation by identifying and discussing a set of parameters that can be expected to shape such negotiations; and (3) introduces key distinctions and dimensions that help guide empirical research on the output and outcome of negotiations in democracy promotion. 相似文献
99.
Julia Von Weiler 《Child & Youth Services》2015,36(4):329-344
Digitally mediated communication technologies have fundamentally changed the problem of child sexual abuse. Sexually explicit images of young people that can be found online range from those documenting offline abuse including adult-to-child and peer-on-peer violence, to self-generated images including those taken within the context of a coercive relationship or those that are shared online beyond the taker's control. Online availability of these images can have serious effects on victims. It is vital to identify what victims need, how youngsters are at risk online, how self-generated images may be shared online beyond the taker's control, and how children who have been traumatized by experiences of sexual abuse (offline as well as online) can be taught to stay safe online. This article summarizes the results of four different studies exploring these issues. 相似文献
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