Nonshared environmental influences on individual differences in early behavioral development: a monozygotic twin differences study     

Asbury K  Dunn JF  Pike A  Plomin R 《Child development》2003,74(3):933-943

The monozygotic (MZ) twin differences method was used to investigate nonshared environmental (NSE) influences independent of genetics. Four-year-old MZ twin pairs (N = 2,353) were assessed by their parents on 2 parenting measures (harsh parental discipline and negative parental feelings) and 4 behavioral measures (anxiety, prosocial behavior, hyperactivity, and conduct problems). Within-pair differences in parenting correlated significantly with MZ differences in behavior, with an average effect size of 3%. For the extreme 10% of the parenting-discordant and behavior-discordant distributions, the average NSE effect size was substantially greater (11%), suggesting a stronger NSE relationship for more discordant twins. NSE relationships were also stronger in higher risk environments, that is, families with lower socioeconomic status, greater family chaos, or greater maternal depression.  相似文献   

Gender differences in jurors' perceptions of infanticide involving disabled and non-disabled infant victims     

Bottoms BL  Kalder AK  Stevenson MC  Oudekerk BA  Wiley TR  Perona A 《Child abuse & neglect》2011,35(2):127-141

Objectives

The present study investigated the influence of juror gender and infant victim disability on jurors’ reactions to infanticide cases.

Methods

Participants (men and women undergraduates) read a summary of a mock trial involving alleged father-perpetrated infanticide. The infant was described as severely mentally disabled or as not disabled. Participants completed a series of case-related judgments (e.g., guilt; sentence; and empathy, sympathy, and similarity toward the defendant and victim).

Results

There were pervasive gender differences such that compared to men, women mock jurors rendered more guilty verdicts, perceived the father/defendant as having greater intent to kill his infant, and felt less similar to the defendant. Compared to men, women also believed the father was more responsible and the pneumonia was less responsible for the infant's death, had less sympathy and empathy for the defendant, endorsed more negative beliefs about the father, and were more likely to believe the infant was a unique person. Mediational analyses revealed that these statistically significant effects were explained, in part, by gender differences in attitudes toward the defendant. Further, whether the infant victim was portrayed as severely disabled (versus developmentally normal) had little effect on central case judgments such as verdict, but jurors who believed the infant was severely disabled gave significantly shorter sentences to the defendant, were less likely to perceive the defendant as mentally ill, and felt significantly less empathy for and similarity to the infant victim.

Conclusions

Although juror gender consistently predicted juror's judgments, there were fewer effects of disability status. Even so, bias against disabled infants manifested for several dependant variables.

Practical implications

This research can inform legal professionals about the potential for bias in juror decision-making, and in turn, help facilitate fairness and justice for the youngest and most vulnerable victims of child abuse.  相似文献   

Novice Counselors’ Conceptualizations and Experiences of Therapeutic Relationships     

Alison E. Schwing  Julie R. LaFollette  Jesse A. Steinfeldt  Y. Joel Wong 《International journal for the advancement of counseling》2011,33(1):51-63

This qualitative study investigated three novice counselors’ experiences and characterizations of therapeutic relationships. Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences to navigating interpersonal experiences with clients; (b) anxiety about counselors’ roles in therapeutic relationships; (c) the perception of the therapeutic relationship as less directive than outside (lay) helping relationships; (d) experimentation with different interpersonal styles; (e) awareness of countertransference; and, (f) impact of therapeutic relationships on outside relationships. Findings expand upon the therapeutic relationship as a focal point for the training and supervision of novice counselors.  相似文献   

Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood     

Gillen-O'Neel C  Ruble DN  Fuligni AJ 《Child development》2011,82(5):1470-1485

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children.  相似文献   

Reciprocal associations between family and peer conflict in adolescents' daily lives     

Chung GH  Flook L  Fuligni AJ 《Child development》2011,82(5):1390-1396

Using a daily diary method, this study assessed daily episodes of family and peer conflict among 578 adolescents in the 9th grade to examine potential bidirectional associations between the family and peer domains. Adolescents completed a daily diary checklist at the end of each day over a 14-day period to report events of conflict and their emotional states for a given day. Overall, the within-person models provided evidence for the bidirectional nature of family peer linkages across gender and ethnicity. Adolescents experienced more peer conflict on days in which they argued with parents or other family members, and vice versa. Effect of family conflict further spilled over into peer relationships the next day and 2 days later, whereas peer conflict predicted only the following day family conflict. Adolescents' emotional distress partially explained these short-term spillovers between family and peer conflict.  相似文献   

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates     

Berhenke A  Miller AL  Brown E  Seifer R  Dickstein S 《Early childhood research quarterly》2011,26(4):430-441

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age.  相似文献   

Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language   总被引：1，自引：0，他引：1  

Carollee Howes  Alison Wishard GuerraAllison Fuligni  Eleanor ZuckerLinda Lee  Nora B. ObregonAsha Spivak 《Early childhood research quarterly》2011,26(4):399

The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions.  相似文献   

Validity and sensitivity of the phonics screening check: implications for practice          下载免费PDF全文

Fiona J. Duff  Silvana E. Mengoni  Alison M. Bailey  Margaret J. Snowling 《Journal of Research in Reading》2015,38(2):109-123

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‘Women can’t referee’: exploring the experiences of female football officials within UK football culture     

Alison Forbes  Scott Fleming 《Soccer & Society》2015,16(4):521-539

The purpose of this study was to explore the experiences of female (association) football officials who officiate in amateur men’s and boys’ football matches in two UK counties (Warwickshire and Somerset). The research presents a view of men’s football from a position that has hitherto been overlooked in the social exploration of football culture. Drawing upon ethnographic fieldwork collected between September and December 2012, the findings provide insight into some women’s experiences of sexism and marginalization in predominantly male football contexts. Participant observations, formal semi-structured interviews and a range of informal conversations with four female match officials demonstrated a wide range of abuse that could generally be construed as sexist. The women used various strategies to overcome the hostile attitudes that often greeted their presence on the football pitch. Moreover, they continuously negotiated their identities as females and football officials in a space where men and masculinity are prevalent.  相似文献   

Teacher Career Motivation and Professional Development in Special and Inclusive Education in China – By Yan Feng     

Alison Croft 《Journal of Research in Special Educational Needs》2012,12(2):126-127

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