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1.
Abstract

Drug use was examined in a sample of high school students from a small city of 16,000 predominantly working-class residents. There were 579 high school participants (296 girls and 283 boys) of whom 102 were Black (53 girls, 49 boys). The analyses were based on responses to a self-report questionnaire administered to students by their classroom teachers. Items for this study were selected from a larger database that was part of a community-wide project. The findings did not support the general consensus among professionals who provide services to this age group that minority youth are more at risk for drug use than their White peers are. The White students were more likely than the Black students to have had exposure to legal and illegal drugs. Whites more than Blacks, and boys more than girls, used tobacco, but White females were more likely than the others to be alcohol users. Also, Black males reported the highest self-esteem, and White females, the lowest. These self-esteem reports were supported by the results from a question about thoughts of suicide—Black males reported the lowest percentage of suicidal thoughts, and White females reported the highest.  相似文献   

2.
OBJECTIVES: The goal of the study was to assess the prevalence of date violence and rape in adolescents, to examine associations between date violence and rape and disordered eating behaviors and psychopathology, and to determine if these associations remain significant after controlling for sociodemographic characteristics and other physical and sexual abuse by an adult. METHOD: A Minnesota school-based sample of 81,247 boys and girls in 9th and 12th grades completed the 1998 Minnesota Student Survey. RESULTS: Overall, approximately 9% of girls and 6% of boys had experienced date violence or rape. Significant differences across race and grade were found. Date violence and rape is associated with higher rates of disordered eating behaviors and suicidal thoughts and attempts, and lower scores on measures of emotional well-being and self-esteem. Over 50% of youth reporting both date violence and rape also reported attempting suicide. Controlling for race and age, adolescents who have experienced both date violence and rape were more likely to use laxatives (OR: girls = 5.76; boys = 28.22), vomit (OR: girls = 4.74; boys = 21.46), use diet pills (OR: girls = 5.08; boys = 16.33), binge eat (OR: girls = 2.15; boys = 5.80), and have suicidal thoughts or attempts (OR: girls = 5.78; boys = 6.66) than their nonabused peers. These odds were weakened but remained significant after controlling for other abuse by an adult. Furthermore, a greater percentage of girls and boys who reported an abusive dating experience also reported repeat victimization (physical or sexual abuse perpetrated by an adult) when compared to their peers without an abusive dating experience. DISCUSSION: Abusive experiences during dating relationships may disrupt normal developmental processes, including the development of a stable self-concept and integrated body image during adolescence. This disruption manifests itself through thoughts, feelings, and behaviors. Further research should explore effects of adverse adolescent dating experiences.  相似文献   

3.
The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.  相似文献   

4.
Personality development following sexual abuse   总被引：1，自引：0，他引：1  
Thirty-seven girls and twelve boys who had been sexually abused at an average of 2.6 years previously were traced and reviewed. The nonoffending parents participated in a structured interview and the children were assessed using the Piers-Harris Self-Concept Scale and the Achenbach Child Behavior Checklist. Each child was matched with a child not known to have been sexually abused and these control children underwent a similar psychological assessment. Interviews with the nonoffending parents found that 76% of the children were thought to be less confident than before, 30% had fewer friends, and 20% were more aggressive. Increased sexual awareness was noted in 24%. School teachers reported that 28% still had behavior problems, 17% had repeated a year at school, and a further 17% had deteriorated in their school work. The sexually abused girls had significantly lower self-esteem than the control girls. There was no difference in self-esteem between the control and the sexually abused boys. There was a higher incidence of stranger assault in the boys compared with the girls. The Child Behavior Checklist completed by the parents, the Teacher Report Form, and the Youth Self-Report of the Child Behavior Checklist showed that a highly significant proportion of sexually abused children fell into the clinical range. Sexual abuse appears to have long-term adverse consequences for many of the victims. This may have implications for their ability to relate to others, for the adult friendships they will make, and eventually for the way they will relate to their own children.  相似文献   

5.
Abstract

Fifty-five poverty-area children at the completion of a full-year pre-kindergarten program were compared with forty - seven same-aged children from a similar socio-economic area who had no pre-kindergarten experience. The children with preschooling scored significantly higher on the Stanford-Binet (P equals .001) and on the Peabody Picture Vocabulary Test (P equals .05). Virtually all of this difference, however, was accounted for by the girls with pre-kindergarten schooling who scored significantly higher (P equals .001) than boys with the same schooling. These boys scored only slightly higher than those with no schooling and at about the same level as girls with no school experience.  相似文献   

6.
Two groups of disadvantaged Afro-American children, a total of 30 boys and 25 girls, mean age about 42 months; and two groups of middle- and upper-middle-class children, most of them white, 35 boys and 31 girls, mean age about 44.5 months, were observed for patterns of sex-role-characteristic behavior and peer and teacher response to such behavior. At all times, the children in the two experimental groups were being taught by seven women and seven or eight men, about half of whom were Afro-American, half white-Anglo, and who were mixed in the two schools by race but evenly divided by sex. Boys engaged in 16% sex-characteristic behavior, 5.7% cross-sex behavior. The same figures for girls were 18 and 6%. There were no pattern or percentage differences by race or social status of children. Women teachers gave most of their sex-role connected rewards for feminine behavior to both boys and girls. Men teachers rewarded more equably, masculine behaviors for boys, feminine behaviors for girls. Children rewarded mainly their own sex, and gave rewards for sex characteristic behavior. The pattern was even clearer for boys than for girls. In Discussion, comparisons are made with other somewhat similar studies.  相似文献   

7.
Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests.  相似文献   

8.
This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns.  相似文献   

9.
Schiff M  Zeira A 《Child abuse & neglect》2005,29(11):1249-1263
OBJECTIVE: This exploratory study examines the reported dating violence and its association with sexual risk behavior among Israeli adolescents, who are at risk for dropping out of school. METHODOLOGY: A convenience sample of 105 at-risk youth (51 boys and 54 girls) completed self-administered anonymous, questionnaires in small same-gender groups. The questionnaire included a Hebrew version of the Conflict in Adolescent Dating Relationships Inventory, a valid scale developed in the US especially for adolescents, the Hebrew version of the Conflict Tactics Scale and the Self-Efficacy to Refuse Sexual Behavior Scale. RESULTS: We found high rates of perpetration of verbal-emotional abuse for both girls and boys. Rates of reported victimization by physical abuse were higher among boys but that by sexual abuse were higher among girls. We found a moderate inverse association between victimization by dating violence and practicing safe sex among girls. There was a similar but much stronger association for boys who were victims of dating violence. CONCLUSIONS: The high rates of various types of dating violence in Israel, at least among at-risk adolescents, should raise concern and motivate designing and implementing specific prevention interventions. The high reported rates of victimization from dating violence among boys are somewhat surprising and call for special attention and more indepth studies.  相似文献   

10.
This paper investigates the characteristics of 15-year-old girls who express an intention to study physics post-16. This paper unpacks issues around within-girl group differences and similarities between boys and girls in survey responses about physics. The analysis is based on the year 10 (age 15 years) responses of 5,034 students from 137 UK schools as learners of physics during the academic year 2008–2009. A comparison between boys and girls indicates the pervasiveness of gender issues, with boys more likely to respond positively towards physics-specific constructs than girls. The analysis also indicates that girls and boys who expressed intentions to participate in physics post-16 gave similar responses towards their physics teachers and physics lessons and had comparable physics extrinsic motivation. Girls (regardless of their intention to participate in physics) were less likely than boys to be encouraged to study physics post-16 by teachers, family and friends. Despite this, there were a subset of girls still intending to study physics post-16. The crucial differences between the girls who intended to study physics post-16 and those who did not is that girls who intend to study physics post-16 had higher physics extrinsic motivation, more positive perceptions of physics teachers and lessons, greater competitiveness and a tendency to be less extrovert. This strongly suggests that higher extrinsic motivation in physics could be the crucial underlying key that encourages a subset of girls (as well as boys) in wanting to pursue physics post-16.  相似文献   

11.
OBJECTIVE: To examine the relationship between physical abuse of adolescents and parenting by mothers and fathers and whether the association differs by gender. METHODS: Subjects were adolescents, 51 girls and 45 boys, documented by Child Protective Services (CPS) as physically abused during adolescence. Comparison subjects were non-abused adolescents, 47 girls and 48 boys, from the same suburban communities. Subjects completed the following: Family Adaptability and Cohesion Evaluation Scale, Parental Bonding Instrument, modified Conflict Tactics Scale (assessing physical abuse/punishment by each parent). RESULTS: Although CPS generally cited fathers as the abuse perpetrators, abused boys and girls often reported experiencing physical maltreatment from both parents. Not surprisingly, comparison subjects rated parents more positively than abused subjects. For both groups, mothers were perceived as more caring and less controlling, were reported to have closer relationships with their adolescents, and were less likely to use abuse/harsh punishment than were fathers. Differences between the adolescents' perceptions of mothers and fathers were more pronounced for abused than for comparison subjects. Boys' and girls' perceptions of parenting were generally similar except that girls, especially the abused girls, reported feeling less close to fathers. Abused girls also viewed mothers as less caring than the other groups viewed mothers. Abused girls were also less likely than abused boys to perceive that either parent, but particularly fathers, had provided them with an optimum style of parenting. CONCLUSIONS: Adolescents who experienced relatively mild physical abuse reported dysfunctional family relationships, which may place them at risk of poor adult outcomes. Adolescents' reports suggest that CPS reports may underestimate physical maltreatment by mothers.  相似文献   

12.
We tested the hypothesis that 4 - 5-year-old girls and boys in same-sex problem-solving groups would perform equally well when the group task required various cooperative and self-serving behaviors to obtain a resource. The hypothesis that girls and boys would employ different behaviors to obtain the resource was also tested. 20 same-sex, same-age groups of 4 children each (10 groups of girls and 10 groups of boys) were videotaped while solving a problem involving a cartoon movie as a resource. 1 child could view the movie provided 2 other children helped, 1 to turn a crank and 1 to push a light button; the fourth child was relegated to a bystander position. Results revealed that girls and boys were equally effective in achieving viewing time; gender variance in viewing time was significantly greater for girls than for boys; girls and boys did not differ in total behavioral output, but girls tended to use more verbal behavior than boys and boys engaged in significantly more physical behavior than girls; affect in boy groups was more positive than in girl groups; girls who achieved the most viewing time within their group differed behaviorally from girls who achieved the least viewing time, but did not differ behaviorally from boys; boys who achieved the most viewing time did not differ behaviorally from boys who achieved the least viewing time.  相似文献   

13.
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains.  相似文献   

14.
ABSTRACT This study focuses on measuring levels of anxiety experienced by 11‐year‐olds in their last year at primary school and aims to investigate the effect of anxiety on pupils’ performance in eleven‐plus tests. The Taylor Manifest Anxiety Test was used to determine individual levels of anxiety amongst a Year 6 cohort. Their final test scores in the eleven‐plus examination were used as a measure of their overall performance. Correlations were carried out to see if there was any link between levels of anxiety and performance in eleven‐plus for the group as a whole and in terms of gender. There appeared to be no significant link between levels of high anxiety and poor exam performance. However, although there seemed to be no apparent correlation, highly anxious boys performed well in the eleven‐plus examination, as did highly anxious girls.  相似文献   

15.
The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied.  相似文献   

16.
OBJECTIVES: (1) To examine associations between binge and purge behavior and sexual and physical abuse among adolescents; (2) to determine if these associations remain significant after controlling for sociodemographic and anthropometric characteristics; and (3) to identify aspects of abuse associated with binge and purge behavior. METHOD: A nationally representative sample of 6728 adolescents in 5th-12th grades completed the Commonwealth Fund Survey of the Health of Adolescent Girls and Boys. RESULTS: Binge and purge behavior was nearly twice as prevalent among girls (13%) as boys (7%), and was significantly associated with all abuse types (physical, sexual, or both). Associations were strongest among individuals who had experienced both physical and sexual abuse [odds ratios 4.28 (girls) and 8.25 (boys)]. Differences in binge and purge behavior by gender and type of abuse across abuse characteristics were limited. A higher percentage of abused youth that did not discuss their abuse reported binge-purge behavior than those who did discuss their abuse. Abused girls and boys who did talk to someone about the abuse most often discussed the abuse with their best friend (42.5% and 18.0%, respectively), their mother (38.8% and 32.2%, respectively), and their friends (27.2% and 19.5%, respectively). DISCUSSION: Being physically and/or sexually abused was associated with greater likelihood for engaging in binge and purge behaviors. Discussing the abuse experience with another person may help to reduce binge-purge behavior, as abused adolescents who did not discuss the abuse were more likely to report binge-purge behavior than those who did discuss their abuse.  相似文献   

17.
Nine-year-old children were given a test of dark-interval threshold (DIT), and two parallel forms of the Neale Analysis of Reading Ability, one at low and the other at high illumination. DIT was measured by determining the shortest interval which caused a white disc viewed in a tachistoscope to disappear when the experimenter switched briefly to a second (black) field for an interval which ranged from 20 ms to 300 ms. A reasonable range of individual differences in DIT was found. There was a significant interaction (p<0.05) between DIT and illumination level in their effect on reading accuracy. Children who had a short DIT read more accurately in high than in low illumination, and the performance was reversed for long DIT subjects.  相似文献   

18.
A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. In contrast, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. There was no evidence that the synthetic phonics approach, which early on teaches children to blend letter sounds in order to read unfamiliar words, led to any impairment in the reading of irregular words.  相似文献   

19.
This paper constitutes a major part of the third phase of a longitudinal study in Swaziland investigating the short- and long-term effects of parental absence on primary children’s school achievement. In 1998, 42 of the original sample of 80 students who entered grade one in 1990 were found remaining in the educational system but varied in their educational attainment. While girls had a higher drop-out rate than boys, males repeated grades at a higher rate. Father absence from the home had a negative influence on boys’ participation in and successful completion of school. Generally, the study found school achievement to be highly impacted by social variables rather than academic ability for both boys and girls.  相似文献   

20.
Emotional maltreatment is a common form of child abuse with a powerful negative impact on mental health. The aim of this study was to examine the effect of emotional maltreatment on mental health and mental well-being in a general population of Swedish 12- to 13-year old girls and boys. Data was collected via self-report questionnaires in classroom settings from 1134 students. Emotional maltreatment had significant effects on mental health and mental well-being for both girls and boys. Moreover, there were significant interaction effects between gender and levels of emotional maltreatment. Girls reported decreased mental health and mental well-being at lower degrees of emotional maltreatment compared to boys. Furthermore, girls reported larger decreases in mental health in response to exposure of emotional maltreatment. For internalizing symptoms, mental well-being and psychosomatic symptoms, exposure level of emotional maltreatment seemed to magnify the gender differences. For externalizing symptoms, there were no differences between girls and boys in the group reporting no emotional maltreatment and the increase in externalizing symptoms were of equal magnitude for both genders. Given the impact of emotional maltreatment on mental health in the general population, results from this study implies that a trauma-informed perspective is necessary in understanding gender differences in mental health in early adolescence. Further research is needed in order to understand the underlying processes generating the differences in girls and boys responses to emotional maltreatment.  相似文献   

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