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1.
Scholars have noted the need to examine the psychometric properties of measures that can be used in evaluating moral education programs. The present study was designed to examine the best‐fitting factor model of a commonly‐used measure of prosocial moral reasoning (PROM) across samples from Brazil and the USA, gender and adolescent age groups. The samples consisted of 619 college students (M age = 20.59 years, SD = 4.08; 41% men, 59% women) and 239 middle and high school students (M age = 14.02 years, SD = 3.04; 45% boys, 55% girls) from the USA. There were 114 college students (M age = 21.81, SD = 4.33; 35% men, 65% women) and 136 middle and high school students (M age = 14.93 years, SD = 1.55; 42% boys, 58% girls) from Brazil. A series of (multigroup) confirmatory factor analyses were conducted to test the best fitting factor structure of the PROM and the invariance of this factor structure across culture, gender and age groups. Evidence for measurement invariance was found such that a four‐factor model was a slightly better fitting model than the five‐factor model across all groups. Discussion focuses on theoretical and methodological implications of the findings.  相似文献   

2.
Abstract

The aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies.  相似文献   

3.
Abstract

The aim of this study is to analyse the relationships between intercultural sensitivity, empathy, self-concept and satisfaction with life in upper level primary school students. Possible gender differences in these variables are analysed, and their results on self-concept, empathy and satisfaction with life are compared in students with higher and lower levels of intercultural sensitivity. The sample is composed of 473 students (52% boys and 48% girls) between 10 and 13 years old (M = 10.79, SD = 0.74). The results show more intercultural sensitivity, emotional empathy and academic self-concept in girls compared with boys, and higher levels of emotional empathy, social self-concept and satisfaction with life in students with more intercultural sensitivity. These results and their possible implications for the development of intervention programs in intercultural education are discussed.  相似文献   

4.
This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a questionnaire reporting student classroom behaviour. Interestingly, early adolescent boys’ (11–12 years) self-reported academic motivation was significantly more closely associated with reports of student classroom behaviour completed by teachers. However, a surprising result was the significant drop in girls’ adaptive motivation from early to mid-adolescence (13–14 years) and a significant increase in mid-adolescence (13–14 years). Furthermore, teachers reported a significant increase in negative classroom behaviour in mid-adolescent and late adolescent girls (15–16 years). The need to further understand the association between academic motivation and classroom behaviour at different stages in adolescence, and to design interventions to improve classroom behaviour, is deliberated.  相似文献   

5.
The goal of this study was to explore links among shyness, receptive vocabulary, and indices of socioemotional functioning in a sample of young children in mainland urban China. In particular, we sought to examine the potential moderating role of receptive language in these relations. Participants were N = 360 young children (200 boys, 160 girls, Mage = 4.72 years, SD = 0.63) attending preschool/kindergartens in Shanghai, People’s Republic of China. Multisource assessments were employed, including maternal ratings (child shyness), standardized tests (receptive vocabulary), child self-reports collected during individual interviews (loneliness), teacher ratings (child internalizing problems), and peer nominations (peer liking). Results indicated that receptive vocabulary moderated (buffering effect) the relations between shyness and several indices of socioemotional functioning. Results are discussed in terms of the implications of language skills for early school adjustment of young shy Chinese children.  相似文献   

6.
This study investigated the relationship between children’s proneness to endorse moral disengagement mechanisms and their anticipated antisocial lie telling. Participants were 107 predominantly white Australian children in Grade 1 (27 boys, 27 girls; Mage = 6.69 years) and Grade 4 (24 boys, 29 girls; Mage = 9.69 years). Children completed a lie-telling moral disengagement scale and two vignettes. In the first vignette, a child character witnessed a transgression and was coached to say that they did not see the transgression occur (lie type: false denial). In the second vignette, a child character did not witness a transgression and was coached to say that they saw a transgression (lie type: false allegation). In accordance with social cognitive theory predictions, greater proneness to using moral disengagement mechanisms was associated with children’s anticipated lie telling for both false allegations and false denials. These findings highlight the important role of moral disengagement in children’s lie telling.  相似文献   

7.
This study aimed to assess associations between school HIV education and protective sexual behaviors and sexually transmitted disease (STD)/HIV diagnosis with a representative sample of male and female high school students. Data from male and female adolescent participants in the 1999, 2001 and 2003 Massachusetts Youth Risk Behavior Survey (n = 12,243) were analyzed. Adjusted regression analyses stratified by gender were conducted to assess relationships between school HIV education exposure and the following outcomes: no sexual initiation, condom use at last sex, no multiple sex partners in the past three months and no history of STD/HIV diagnosis. Participants were mostly White (75%) and were 51% male; the subsample of sexually active students was younger than the total sample but was otherwise similar in demographics. School HIV education was reported by 93% of our sample and was significantly related to sexual initiation among boys (odds ratio = 1.9, 95% confidence interval = 1.4–2.7) but not girls. Among sexually experienced students (n = 4752), boys reporting exposure to school HIV education were significantly more likely to report condom use (odds ratio = 2.2, 95% confidence interval = 1.6–3.1), no multiple sex partners (odds ratio = 3.2, 95% confidence interval = 2.3–4.4) and no STD/HIV diagnosis (odds ratio = 3.2, 95% confidence interval = 2.0–5.0); girls reporting such exposure were significantly more likely to report no multiple sex partners (odds ratio = 2.2, 95% confidence interval = 1.3–3.6). In conclusion, exposure to school HIV education is associated with sexual protective behaviors and reduced likelihood of STD/HIV diagnosis for boys but less so for girls, suggesting the need for more gender‐tailored approaches to school HIV education.  相似文献   

8.
Although curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8–18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth’s scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.  相似文献   

9.
In this study, we explored socioeconomic status (SES) and family structure as predictors of resiliencies among at-risk youth before and after participating in schools-based mentoring programs. Twenty-four youths (13 girls) aged 13–18 (M = 16.21, SD = 1.76) participated. Youths completed pre- and post-test Developmental Assets Profile questionnaires, which assessed internal (e.g. social competence) and external (e.g. support) assets. Partial correlations (age, number of siblings controlled) indicated gains in internal and external assets were associated with lower family SES. These associations were predominantly due to links between maternal occupational status and child outcomes. Maternal education was not a unique predictor of risk among youth, suggesting that more proximal factors may impact the efficacy of youth mentoring.  相似文献   

10.
Increasingly, the literature suggests that the sense of coherence (SOC) positively influences well-being in later life. This study reports the assessment of the following psychometric properties: distributional properties, construct, criterion and external-related validities, and reliability of the Orientation to Life Questionnaire (OtLQ) in an cross-national population of older adults. We recruited 1291 community-dwelling older adults aged between 75–102 years (M = 83.9; SD = 6.68). Convenience sampling was used to gather questionnaire data. The construct validity was asserted by confirmatory factor analysis and convergent and discriminant validity. Moreover, criterion and external-related validities, as well as distributional properties and reliability, were also tested. Data gathered with the 29-items OtLQ scale showed overall good psychometric properties in terms of distributional properties, construct, criterion, and external-related validities, as well as reliability. Three factors were validated for the OtLQ scale: (a) comprehensibility; (b) manageability; and (c) meaningfulness. We validated the three-factor OtLQ scale, which produced valid and reliable data for a cross-national sample with older adults. Hence, it is an adequate instrument for assessing sense of coherence among older people in health care practice and program development contexts.  相似文献   

11.
Gender differences in mathematical performance have received considerable scrutiny in the fields of sociology, economics and psychology. We analyse a large data-set of high school graduates who took a standardised mathematical test in Russia in 2011 (n = 738,456) and find no substantial difference in mean test scores across boys and girls. However, boys have a greater variance of scores and are more numerous at the top of the distribution. We apply quantile regression to model the association between school characteristics and gender differences in test scores throughout the distribution of test scores. Male advantage in test scores, particularly at the top of the distribution, is concentrated in cities and in the schools with an advanced curriculum. In other high schools, especially in the countryside, gender differences in all parts of the distribution are small. We suggest several mechanisms based on selection and school effects that account for our findings.  相似文献   

12.
ABSTRACT

Research about the structure of character has largely assessed purported universal attributes. However, character develops within specific social, cultural and institutional contexts. As part of the first wave of a longitudinal study (Project Arete) of character development among cadets at the United States Military Academy (USMA) at West Point, an institution with a core mission to develop leaders of character, we examined the factor structure of a set of 15 character attributes of specific relevance to the West Point context. Data were derived from self-report surveys (N = 1,549; 75.6% men) completed in spring 2017. Results of exploratory factor analysis (EFA) identified a 4-factor structure of character: Relational, Commitment, Honor and Machiavellian and a confirmatory factor analysis (CFA) provided evidence for the validity and measurement equivalence of the factors. We discuss implications for promoting and assessing character within the context of USMA and other institutions seeking to develop leaders of character.  相似文献   

13.
The relative age effect (RAE) has been demonstrated in many youth and professional sports. In this study, we hypothesized that there would also be a RAE among youth chess players who are typically involved in a complex cognitive task without significant physical requirements. While typical RAEs have been observed in adult chess players, in this paper we wanted to focus primarily on youth chess players. In addition, we also examined RAEs in both participation rates and performance levels in a national chess championship. Therefore, the RAE was examined in a complex cognitive task that has no significant physical requirements, more specifically among youth chess players. Data were analyzed (1) for all registered Belgian youth chess players over a 5-year period (2009–2013) and (2) for participants of the Belgian youth championship 2013. Results indicated an overall RAE among all Belgian youth chess players over the last 5 years. The likelihood of participation was significantly greater for players born in the first birth-date quartile (χ² = 10.21, p < .05; r = ?.77, p < .01; w = .07) and the likelihood of participation decreased when youth chess players were born in the last quartile of the year. These effects were most prominent in the under-8 and under-10 year olds. There also appeared to be a performance-related RAE. Kolmogorov–Smirnov tests (p < .05) showed that players born in the first months of the selection year were significantly more often in the top 10 players for each age level of the Belgian Youth Championship 2013.  相似文献   

14.
This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks.  相似文献   

15.
Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed.  相似文献   

16.
This research examined the development of stress responses across second to sixth grades and whether exposure to peer victimization alters stress response trajectories. Youth (338 girls; 298 boys; Mage = 7.97 years, SD = .37) reported on stress responses; teachers and youth reported on peer victimization. Latent growth curve modeling revealed an increase in effortful engagement responses and a decrease in disengagement and involuntary engagement responses during this period. Peer victimization disrupted these normative trajectories, resulting in less effortful engagement and more effortful disengagement and involuntary stress responses in early adolescence. These findings suggest that early peer victimization sensitizes youth to stress by interfering with the development of effective coping and fostering maladaptive stress responses.  相似文献   

17.
African-American youth suffer disproportionately from sexual risk consequences including unintended pregnancy and sexually transmitted infections. Parents educating young people about sex may be one approach to reduce sexual risk behaviour among this population. The purpose of this study was to determine young people's perceptions of parents' attitudes about sex and assess whether these perceptions affect sexual risk. Data were collected from 560 African-Americans, aged 9–19 years. Most (73.4%) thought their parents would be unhappy if they got someone pregnant/got pregnant, with more girls feeling this way than boys (p = 0.013). Sexually active boys who thought their parents would be unhappy if they got someone pregnant reported fewer sexual partners within the past year (p < 0.01) and fewer sexual encounters in the past 3 months (p = 0.01) compared to those whose parents would think otherwise. Our research illustrates that parents' explicit and unstated attitudes are apparent to their offspring, and young people's perceptions can impact their risk behaviour. As such, early and often sex education communication between parents and young people should be encouraged. Sexual health interventions encouraging parents to educate about sex and its consequences could enhance the health of young African-Americans.  相似文献   

18.
The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school.  相似文献   

19.
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.  相似文献   

20.
Outcomes from sex education are shaped not only by the knowledge and attitudes of youth but also by groups influential in young people's lives. American youth bear one of the highest rates of sexually transmitted infections (STIs) in the industrialized world. Four constituencies with important roles in communicating about STIs are youth, parents, healthcare providers and policy advocates of sex education. This paper aims to understand the attitudes held by these key groups and to ascertain common ground. Eight focus groups were conducted with: youth 15–23 years old (n = 20), parents of youth 10–19 years old (n = 18), healthcare providers (n = 17), and advocates working with national policymakers (n = 6). Participants discussed the issue of STIs in youth within both individual and societal contexts: the knowledge, attitudes and behaviors of individual youth – Ignorance, Exploration, Peer Pressure, Denial, and Indifference; and the influence of segments of society that could affect decisions by youth – Sex is a taboo topic, Reluctant communication by parents, Restricted school education, Limited communication by doctors, Poor role models, and Missing information in media. Understanding the groups' common ground of individual and societal contexts may provide a foundation for more effective sex education.  相似文献   

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