The development of companionship and intimacy   总被引：11，自引：1，他引：11  

D Buhrmester  W Furman 《Child development》1987,58(4):1101-1113

This study is concerned with the development of companionship and intimacy. Subjects in the second, fifth, and eighth grades (mean ages, respectively, 7.5, 10.4, and 13.4) rated the importance and extent of companionship and intimate disclosure experienced in social life in general and in each of 8 types of relationships. Companionship was perceived as a desired social provision at all 3 grade levels. Family members were important providers of companionship for children in the second and fifth grades, but they became significantly less so in the eighth grade. Same-sex peers were important providers across all 3 grades, and they became increasingly important as children grew older. Opposite-sex peers did not become important as companions until the eighth grade. Counter to expectations, there were no age differences in the global desire for intimacy. Parents were important providers of intimate disclosure for the youngest children, but they were less important among the younger adolescents. There was mixed support for the hypothesis that same-sex friends become important providers of intimacy during preadolescence. Findings were different for boys and girls, suggesting that girls seek intimate disclosure in friendship at younger ages than boys do.  相似文献   

From being silenced to having a voice: when mentoring makes all the difference     

Aarnikoivu  Melina 《Higher Education》2022,83(3):695-710

Higher Education - The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader...  相似文献   

An International Experience for Social Work Students: Self-Reflection Through Poetry and Journal Writing Exercises   总被引：1，自引：1，他引：0  

Rich Furman PhD  MSW  BSW  Ann Coyne PhD  Nalini Junko Negi PhD  MSW 《Journal of Teaching in Social Work》2013,33(1-2):71-85

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Verbal Learning and Self- and Super-Imposed Organization     

J. William Moore  William E. Hauck  John Furman 《Journal of Experimental Education》2013,81(2):4-7

The study was designed to test the general hypothesis that the acquisition of information is greater when the learner is trained to use a self-imposed organizational system rather than one which has been super-imposed on him by others. The results supported the hypothesis with a significant main effect for type of organization in favor of self-imposed training. In addition, it was found that with regard to the acquisition of information, serial memorization is more effective than self-imposed or super-imposed organizational systems in which no training is given; self-imposed testing situations are superior for retention; and self-imposed learning tested in self-imposed testing situations is superior to all other combinations of organization and testing.  相似文献   

Bringing languages and cultures into contact: why lexical phrases may build bridges between native and foreign/second languages in the classroom,and between native/heritage and other cultures     

Melina Porto 《Education 3-13》2013,41(3)

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The Influence of Representations of Attachment, Maternal–Adolescent Relationship Quality, and Maternal Monitoring on Adolescent Substance Use: A 2-Year Longitudinal Examination     

Steven A. Branstetter  Wyndol Furman  Lesley Cottrell 《Child development》2009,80(5):1448-1462

The present study examined the hypotheses that more secure representations of attachments to parents are associated with less adolescent substance use over time and that this link is mediated through relationship quality and monitoring. A sample of 200 adolescents ( M  =   14–16 years), their mothers, and close friends were assessed over 2 years. Higher levels of security in attachment styles, but not states of mind, were predictive of higher levels of monitoring and support and lower levels of negative interactions. Higher levels of security in attachment styles had an indirect effect on changes in substance use over time, mediated by maternal monitoring. These findings highlight the roles of representations of attachments, mother–adolescent relationship qualities, and monitoring in the development of adolescent substance use.  相似文献   

The Past Is Present: Representations of Parents,Friends, and Romantic Partners Predict Subsequent Romantic Representations          下载免费PDF全文

Wyndol Furman  Charlene Collibee 《Child development》2018,89(1):188-204

This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; M_age = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships.  相似文献   

Design Considerations for Conducting Large‐Scale Learning Research Using Innovative Technologies in Schools     

Melina R. Uncapher 《Mind, Brain, and Education》2019,13(1):62-69

Since the advent of computers, scientists who study how people learn have been utilizing technology to uncover the cognitive and neural mechanisms of learning. Recent technological advances have allowed learning scientists to move their research out of the lab and into the wild, to investigate how students learn in real‐world environments. However, the move from the lab to the classroom involves a significant shift in strategy, requiring consideration of factors varying from the design of mobile (vs. lab‐based) technology to the recruitment of participants, as well as the contextual variables to account for in the less‐controlled environment of schools. Here I discuss the learnings our group has gleaned from a research program involving over a thousand elementary and middle school students in a longitudinal, multi‐year design that involves technologies for assessment and improving learning in schools.  相似文献   

Children's perceptions of the qualities of sibling relationships   总被引：4，自引：0，他引：4  

W Furman  D Buhrmester 《Child development》1985,56(2):448-461

Although many studies of family constellations exist, only recently have investigators begun to examine the qualities of sibling relationships. The purpose of the present investigation was to develop a systematic framework for describing and assessing such relationship qualities. In the first study, upper elementary school children were interviewed about their perceptions of the qualities of their sibling relationships. These interviews yielded a list of 15 salient qualities. In the second study, a self-report questionnaire that assessed their perceptions of these qualities was administered to a sample of 198 fifth- and sixth-grade children. A principal components analysis yielded 4 underlying factors: (a) Warmth/Closeness, (b) Relative Status/Power, (c) Conflict, and (d) Rivalry. Relative Status/Power was found to be strongly related to the relative ages of the child and sibling. The other 3 factors were also related to various family constellation variables, but these relations were modest in size. Because family constellation variables and the qualities of sibling relationships are not isomorphic with one another, it is important to study relationship qualities directly, rather than simply examining family constellation variables. Some of the determinants of such qualities are discussed.  相似文献   

Perceptions of Sibling Relationships during Middle Childhood and Adolescence   总被引：3，自引：0，他引：3  

Duane Buhrmester  Wyndol Furman 《Child development》1990,61(5):1387-1398

Children in grades 3, 6, 9, and 12 were administered the Sibling Relationship Questionnaire. Relationships were rated as progressively more egalitarian across the 4 grade groups, with adolescents reporting less dominance and nurturance by their older siblings than younger participants. Adolescents also reported less companionship, intimacy, and affection with siblings than younger participants reported. Levels of perceived conflict with younger siblings were moderately high across all 4 grades, whereas ratings of conflict with older siblings were progressively lower across the 4 grades. The findings suggested that sibling relationships: (a) become more egalitarian and less asymmetrical with age, (b) become less intense with age, and (c) encompass experiences that are partially determined by the child's standing in the family constellation.  相似文献