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This study examined the relations among maternal socialization of positive affect (PA), adolescent emotion regulation (ER), and adolescent depressive symptoms. Two hundred early adolescents, 11-13 years old, provided self-reports of ER strategies and depressive symptomatology; their mothers provided self-reports of socialization responses to adolescent PA. One hundred and sixty-three mother-adolescent dyads participated in 2 interaction tasks. Adolescents whose mothers responded in an invalidating or "dampening" manner toward their PA displayed more emotionally dysregulated behaviors and reported using maladaptive ER strategies more frequently. Adolescents whose mothers dampened their PA more frequently during mother-adolescent interactions, and girls whose mothers reported invalidating their PA, reported more depressive symptoms. Adolescent use of maladaptive ER strategies mediated the association between maternal invalidation of PA and early adolescents' concurrent depressive symptoms. 相似文献
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Suzanne Morris Rachael Pitt Catherine Manathunga 《Assessment & Evaluation in Higher Education》2012,37(5):619-636
The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement. 相似文献
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Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications. 相似文献
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Drawing on in-depth interviews with 15 openly bisexual male youth from sixth forms across the UK, this article documents positive experiences of bisexual male youth in school: participants had positive coming out experiences and did not encounter significant discrimination or harassment because of their sexual identity. Participants attribute this to the inclusive environments of their schools and local cultures. Examining the narratives of two participants who had negative experiences, this article also highlights continued issues for bisexual youth in schools. It thus advances our understanding of contemporary bisexual lives in educational institutions, and contributes to debates about whether sixth forms are more inclusive spaces than secondary schools for bisexuals. 相似文献
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