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Children and adolescents (N = 1,057), divided by gender, at fourth, seventh, and tenth grades, from two mid-sized cities in the United States and in Japan, were surveyed regarding their evaluations of peer group exclusion of atypical peers. Six reasons for atypicality were being aggressive, having an unconventional appearance, acting like a clown, demonstrating cross-gender behavior, being a slow runner, and having a sad personality. Analyses revealed significant effects for age, gender, country membership, and the context of exclusion. With age, children demonstrated context sensitivity, and believed that the excluded child should not change him- or herself to be accepted by the group. Across contexts, girls were less willing to exclude than were boys, and were more tolerant of differences. The context of exclusion had an effect on all forms of judgments about exclusion, and there were very few overall effects for culture. Most children disagreed with the decision to exclude, believed that they were different from the atypical child, and believed that the excluded child should change him- or herself to be accepted by the group. The results support a theory of developmental social cognition in which multiple sources of influence have a significant effect on social decision making involving the exclusion of others. 相似文献
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David S. Crystal Chuansheng Chen rew J. Fuligni Harold W. Stevenson Chen-Chin Hsu Huei-Jen Ko Seiro Kitamura Susumu Kimura 《Child development》1994,65(3):738-753
American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students, 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers. 相似文献
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Eleanor O'Leary Richard C. Page Crystal Kaczmarek 《International journal for the advancement of counseling》2000,22(3):189-196
The study compared 50 Irish and 50 American graduateand undergraduate psychology and counselling studentson the ways they rated My Real Self and My Ideal Selfon a Semantic Differential using Osgood et al.'s (1957)Semantic Differential Technique. A 2×2×2 MANOVA wasused for the data analysis where the status variableswere country, class, and gender, and the dependentvariables were the evaluative and potency scales ofthe Semantic Differential for both My Real Self and MyIdeal Self. It was found that males, as a whole,rated the potency of both My Real Self and My IdealSelf higher than females. Implications forcounselling are discussed. 相似文献
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Eric M. Martin Larissa True Karin A. Pfeiffer Shannon R. Siegel Crystal F. Branta Dave Wisner 《Measurement in physical education and exercise science》2021,25(1):35-42
ABSTRACT Research tracking sport participation from youth to adulthood is relatively rare, as is research that tracks youth sport participation with regard to adult physical activity (PA) levels, especially in the United States. Aims of this study were: 1) To investigate the degree to which sport participation tracked across youth, adolescence, and early adulthood in a sample of participants from the Michigan State University Motor Performance Study (MPS), and 2) Determine if differences existed in their levels of adult PA relative to prior sport participation. In total, 256 (60.8%) former participants from the MPS completed follow-up surveys regarding routine sport participation and PA across the previous year. Sport participation tracked consistently from youth to college. Further, regardless of the level of youth sport participation, adult leisure time PA was relatively consistent among groups. Although the study did not directly test the influence of the MPS on subsequent adult outcomes, our findings suggest that participants’ past sport participation was not a good predictor of adult PA for those who were involved in a program that emphasized fundamental motor skills in youth. Further investigation of such programs can help to better inform their influence on adult PA. 相似文献
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Christine E. Pacewicz Karin A. Pfeiffer Amy K. Nuttall Crystal F. Branta John L. Haubenstricker Vern Seefeldt 《Measurement in physical education and exercise science》2021,25(1):66-77
ABSTRACT Excess adipose tissue may impact the motor performance of youth. Therefore, the current study examined (a) if adiposityinfluenced performance in the jump and reach and 30-yard dash and (b) if maturation predicted motor performance. Participants (N = 267) included girls aged 8 to 16 years. Latent growth curves were used to assess changes in motor performance. Sum of skinfolds predicted jump and reach performance from age 8.5 to 10.5 years, 11.5–12.0 years, 13.0 years, and from age 14 to 14.5 years (b = ?0.013 to 0.051, p < 0.05). Sum of skinfolds predicted 30-yard dash performance from age 8.5 to 14.0 years and at age 15.5 years (b = 0.003 to 0.005, p < 0.05). Maturation did not predict performance. Future research should examine determinants that explain the link between adiposity and motor performance. 相似文献
66.
Crystal I. Bryce Brittany L. Alexander Ashley M. Fraser Richard A. Fabes 《Psychology in the schools》2020,57(2):171-190
Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest. 相似文献
67.
Barry J. Wilson Crystal M. Lange Crystal M. Lange 《Community College Journal of Research & Practice》2013,37(2):191-202
Abstract The study was designed to assess the strengths and weaknesses of the nursing education preparation of associate degree nursing graduates as reflected in their job performance. The predictive relationships of measures of scholastic success such as G.P.A. and State Board Examination Scores with graduate job performance were also investigated. A rating scale of 62 items was designed to measure the following dimensions of nursing performance: (a) planning for nursing care, (b) implementing nursing care, (c) interpersonal relationships and communication, (d) leadership and group procedures, (e) evaluating and reporting nursing care, (f) professional involvement, and (g) other. Sources for the rating scale included curriculum objectives and a field survey of performance criteria. Graduates were rated by a nurse and a physician who function in close supervision of their job. Graduates completed a similar rating scale in which they were asked to rate the adequacy of their educational preparation for various job requirements. Ratings were obtained from a sample of 153 graduates of the associate degree nursing program at Delta College, University Center, Michigan. Results indicated a stated need for additional clinical experience requiring total involvement of nursing students, advanced course work in pharmacology, anatomy, physiology, and nutrition, and planned leadership preparation. Findings demonstrated no significant relationship between various indices of G.P.A. and State Board Examination Scores with job rated performance. It is projected that rated job performance is influenced by a number of personality variables. Physicians perceive the performance of nurses from different perspectives than do supervising nurses. 相似文献
68.
Brandi Rima Crystal C. Rodriguez Tom DePaola 《Community College Journal of Research & Practice》2013,37(12):840-853
ABSTRACTThe objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention. 相似文献
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