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151.
Scotland’s 2014 Independence Referendum affords a rare opportunity to examine public support for the break-up of a long-established, stable democracy. Analyses of support for Scottish independence reveal that while issues of national identity loomed large in the vote, they were not the only factors involved. Questions around the economic and political direction of the state, and around uneven development, ideology and trust in established politicians also influenced voters’ decisions. Partisanship also mattered, as voters were more likely than not to follow the lead of their party in what had become a highly partisan contest. But some parties – especially Labour – saw large minorities of their supporters vote against the party’s line to support independence. 相似文献
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Ron H. J. Scholte William J. Burk Geertjan Overbeek 《Journal of youth and adolescence》2013,42(12):1789-1800
Previous studies on victimization have either used self-reports of peer-reports, but correspondence between these measures is low, implying that types of victims may exist that differ in convergence between self- and peer-reported victimization. Importantly, the very few studies that do exist on such types were cross-sectional, and did not address the stability nor predictive validity in terms of adjustment of these types. Using a person-centered approach, the present study identified types of victims that were either convergent or divergent in self- and peer-reported victimization, and examined how these types differed in concurrent and prospective adjustment. Participants were 1,346 adolescents (50 % girls, mean age 14.2) who were followed for 1 year. Using Latent Profile Analysis, we identified two convergent types (self-peer identified victims and non-victims) and two divergent types (self-identified and peer-identified) of victims. The types were highly stable over time. Self-peer identified victims were not only concurrently but also prospectively the least well adjusted. Self-identified victims showed lower levels of emotional adjustment but did not show problems on social adjustment. On the other hand, peer-identified victims were at risk for social but not emotional maladjustment. The findings corroborate previous studies that suggest that self-reported victimization is related to emotional problems, while peer-reported victimization is more indicative of social problems. The findings also suggest that using self-reports or peer-reports only may lead to incomplete conclusions about victims’ adjustment on different domains. 相似文献
154.
Miranda H. M. Vervoort Ron H. J. Scholte Geertjan Overbeek 《Journal of youth and adolescence》2010,39(1):1-11
The present study examined the relationships between ethnicity, peer-reported bullying and victimization, and whether these
relationships were moderated by the ethnic composition of the school classes. Participants were 2386 adolescents (mean age:
13 years and 10 months; 51.9% boys) from 117 school classes in the Netherlands. Multilevel analyses showed that, after controlling
for the ethnic composition of school class, ethnic minority adolescents were less victimized, but did not differ from the
ethnic majority group members on bullying. Victimization was more prevalent in ethnically heterogeneous classes. Furthermore,
the results revealed that ethnic minority adolescents bully more in ethnically heterogeneous classes. Our findings suggest
that, in order to understand bullying and victimization in schools in ethnically diverse cultures, the ethnic background of
adolescents and the ethnic composition of school classes should be taken into account. 相似文献
155.
Direct democracy is seen as a means of reengaging citizens in the political process. However, it is a contested concept that requires further development by being grounded in a specific context. This article reports on research undertaken in Victorian local government where the New Public Management (NPM) has been in evidence for a number of decades which according to the literature has impacted on accountability to the broader community. The possibility of consultation and citizen participation in the local government budgetary process was examined. The results reported suggest that participation in the budgetary decisions in local government is possible. 相似文献
156.
ABSTRACTSchool climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate. 相似文献
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Noortje Meijs Antonius H. N. Cillessen Ron H. J. Scholte Eliane Segers Renske Spijkerman 《Journal of youth and adolescence》2010,39(1):62-72
This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on
adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance,
and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44%
boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related
to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction
between academic achievement and social intelligence, further qualified by school context. Whereas college bound students
gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either
socially or academically, but not in combination. The implications of these findings were discussed. 相似文献