Pub Date : 2004-08-01DOI: 10.1177/0272431604265669
A. Liau, D. Flannery, Kathleen Quinn-Leering
The association between teachers’ identification of children who use threats and children’s self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers’ identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed.
{"title":"A Comparison of Teacher-Rated and Self-Reported Threats of Interpersonal Violence","authors":"A. Liau, D. Flannery, Kathleen Quinn-Leering","doi":"10.1177/0272431604265669","DOIUrl":"https://doi.org/10.1177/0272431604265669","url":null,"abstract":"The association between teachers’ identification of children who use threats and children’s self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers’ identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":"24 1","pages":"231 - 249"},"PeriodicalIF":2.1,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0272431604265669","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65023983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-08-01DOI: 10.1177/0272431604265681
Jina S. Yoon, E. Barton, Jennifer Taiariol
With increasing attention to school violence and aggression, it is argued that more covert, natured, subtle conflicts among students should be carefully examined and addressed to prevent negative outcomes. This article provides an overview of current knowledge on relational aggression including its definition, its link to a number of adjustment difficulties, and contexts contributing to the maintenance of relational aggression. Based on the review of empirical findings, educational implications for teachers and school administrators are discussed with an emphasis on an urgent need to promote a greater understanding of relational aggression and develop effective, innovative approaches in schools. The discussion also includes specific recommendations for prevention and intervention of relational aggression in middle school.
{"title":"Relational Aggression in Middle School","authors":"Jina S. Yoon, E. Barton, Jennifer Taiariol","doi":"10.1177/0272431604265681","DOIUrl":"https://doi.org/10.1177/0272431604265681","url":null,"abstract":"With increasing attention to school violence and aggression, it is argued that more covert, natured, subtle conflicts among students should be carefully examined and addressed to prevent negative outcomes. This article provides an overview of current knowledge on relational aggression including its definition, its link to a number of adjustment difficulties, and contexts contributing to the maintenance of relational aggression. Based on the review of empirical findings, educational implications for teachers and school administrators are discussed with an emphasis on an urgent need to promote a greater understanding of relational aggression and develop effective, innovative approaches in schools. The discussion also includes specific recommendations for prevention and intervention of relational aggression in middle school.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":"24 1","pages":"303 - 318"},"PeriodicalIF":2.1,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0272431604265681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65024042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-08-01DOI: 10.1177/0272431604265675
A. Loukas, Hazel M. Prelow
The current investigation examined the role of cumulative risk, family routines, maternal monitoring, mother-child relationship quality, and youth socioemotional competence in adjustment outcomes of 521 10- to 14-year-old low-income Latino early adolescents. Results showed that, as the number of risk factors increased, levels of externalizing and internalizing problems also increased. Furthermore, findings indicated that socio-emotional competence was predictive of fewer externalizing and internalizing problems for females independent of the level of cumulative risk. Maintenance of family routines protected females exposed to elevated levels of cumulative risk from heightened levels of externalizing problems. Despite exposure to multiple risk factors, boys high in socio-emotional competence and those boys reporting a good quality mother-son relationship were protected from elevated levels of adjustment problems. Results underscore the importance of examining within-group variability among young Latino adolescents.
{"title":"Externalizing and Internalizing Problems in Low-Income Latino Early Adolescents","authors":"A. Loukas, Hazel M. Prelow","doi":"10.1177/0272431604265675","DOIUrl":"https://doi.org/10.1177/0272431604265675","url":null,"abstract":"The current investigation examined the role of cumulative risk, family routines, maternal monitoring, mother-child relationship quality, and youth socioemotional competence in adjustment outcomes of 521 10- to 14-year-old low-income Latino early adolescents. Results showed that, as the number of risk factors increased, levels of externalizing and internalizing problems also increased. Furthermore, findings indicated that socio-emotional competence was predictive of fewer externalizing and internalizing problems for females independent of the level of cumulative risk. Maintenance of family routines protected females exposed to elevated levels of cumulative risk from heightened levels of externalizing problems. Despite exposure to multiple risk factors, boys high in socio-emotional competence and those boys reporting a good quality mother-son relationship were protected from elevated levels of adjustment problems. Results underscore the importance of examining within-group variability among young Latino adolescents.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":"24 1","pages":"250 - 273"},"PeriodicalIF":2.1,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0272431604265675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65023995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1987-03-01DOI: 10.1177/0272431687071005
M. V. D. van der Werf
Currently, in the Netherlands, the subject of mathematics is a topic of great interest. There has been a mathematical curriculum change in general secondary education at the highest level (grammar school). The new curriculum consists of two programs, math A and math B. Pupils can choose one or both of these programs. Math A is designed to make mathematics more appealing and life-like thus attracting more students, especially girls, to choose math and to acquire more positive attitudes toward the subject. Math A prepares students for study in humanities and economics. Math B is a traditional math program that prepares students for study in science, technics, agriculture, and medicine. This paper reports the first results of the effect of the new curriculum on both boys' and girls' choices of mathematics programs and on their attitudes toward math.
{"title":"Girls and Mathematics: The New Math Program","authors":"M. V. D. van der Werf","doi":"10.1177/0272431687071005","DOIUrl":"https://doi.org/10.1177/0272431687071005","url":null,"abstract":"Currently, in the Netherlands, the subject of mathematics is a topic of great interest. There has been a mathematical curriculum change in general secondary education at the highest level (grammar school). The new curriculum consists of two programs, math A and math B. Pupils can choose one or both of these programs. Math A is designed to make mathematics more appealing and life-like thus attracting more students, especially girls, to choose math and to acquire more positive attitudes toward the subject. Math A prepares students for study in humanities and economics. Math B is a traditional math program that prepares students for study in science, technics, agriculture, and medicine. This paper reports the first results of the effect of the new curriculum on both boys' and girls' choices of mathematics programs and on their attitudes toward math.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":"7 1","pages":"35 - 45"},"PeriodicalIF":2.1,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0272431687071005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65024190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：