Suchergebnisse

The major social science theories on adolescent risk-taking—strain, social control, and differential association theories—have received substantial empirical support. The relationships between variables central to these theories and individual differences in temperament related to risk-taking, however, have not been adequately studied. In a sample of adolescents, this study examines how behavioral inhibition and activation relate to variables central to social control, strain, and differential association theories and how interactions between behavioral inhibition and activation and these theories predict aggressive and nonaggressive forms of risk-taking. The results of this study suggest that (a) BIS (behavioral inhibition system) and BAS (behavioral approach system) are related to strain, social control, and differential associations; (b) the effects of these social science and personality variables are, at least partially, additive; and (c) significant interactions exist between BIS/BAS and social control and differential association. Combining social science and personality concepts therefore could advance the understanding of differences in risk-taking.

This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital divide research. Path analysis was used to model the complex relationships between the influencing factors upon the ICT-related variables. What emerged from the analyses was that SES affects the computer-use profile only moderately. No relationship between SES and computer ownership was found. Moreover, the acquisition of ICT competencies can no longer be attributed to computer ownership. Apart from a small effect on ICT use (a higher SES tends to be associated with more ICT use), SES does not seem to affect the computer-use profile of young people in Flanders. The results of this study indicate that the existing differences in SES on computer-use profile are not sufficiently marked to deduce that ICT can be seen as an indicator of differing cultural capital.

In Belgium, students of Turkish and North African descent express optimistic attitudes toward education. However, these attitudes conflict with their achievement results, as many underachieve compared to their peers of Belgian descent. Mickelson's work discusses this attitude–achievement paradox in the United States. In the current study, we use Mickelson's framework to investigate the attitude–achievement paradox in Belgium. Using quantitative and qualitative research methods, we find that students of Turkish, North African and Belgian descent believe in the importance of education to get ahead in society, holding optimistic abstract attitudes. Students of Turkish and North African descent hold more optimistic attitudes than students of Belgian descent. However, these abstract attitudes toward education do not translate into ethnic minority students' concrete attitudes toward education, which depend mainly on the socioeconomic background of the student. Students with a low socioeconomic background are much more pessimistic than students with a high socioeconomic background. Concrete attitudes influence the achievement of students of Belgian descent; this is not the case for students of Turkish and North African descent. Qualitative research shows that to understand the interpretation of concrete school attitudes and its relationship with achievement results, we need to consider students' definitions of success, frames of reference and perceived constraints and opportunities.

This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and more discrimination. In addition, the authors investigate minority-specific factors that could influence the school motivation of LGB students. Hierarchical multiple regression analyses are performed on data from 1,745 secondary school students. The impact of minority stressors on the school motivation of LGB students is examined with hierarchical multiple regression analyses on data from 162 LGB students. Both analyses show that lesbian girls are less motivated to perform in school, but sense of belonging, perceived discrimination, and minority stressors do not explain this finding. Alternative explanations for these results and implications for further research are discussed.

This article explores why some Flemish secondary school students' study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

SummaryAlthough the role of testosterone in the aetiology of social dominance is often suggested, surprisingly few studies have addressed the relationship between sex steroid hormones and dominance as a personality trait. In this paper, the relationship between testosterone and dominance is studied in a sample of adolescent boys and girls, taking into account the moderating role of gender ideology and same-sex peer group orientation. A direct association between free testosterone (FT) and dominance was found in girls but not in boys. In boys, masculine ideology moderated the relationship between FT and dominance, while in girls the relationship between FT and dominance was moderated by same-sex peer group affiliation.

Visibility management (VM) refers to the regulation of disclosure of one's sexual orientation for the purposes of maintaining privacy as well as minimizing stigma, harm, or marginalization. Research on how lesbian women and gay men (LGs) managethe visibility of their sexual orientation in the workplace is scarce. In this study, we tested a model that investigates the relationships between VM on the one hand, and specific job characteristics, experiencing the work environment as more or less LG friendly, and personal homonegative experiences on the other. In a non-representative sample of 4,080 employees of the Flemish government, 6.3% identified as gay or lesbian. Within this LG subsample (N = 265) we found that specific job characteristics (having a managerial position, or having a tenured or non-tenured position) were not associated with VM. Knowing other LGs within the work environment who are open about their sexual orientation was associated with being more likely to apply open VM strategies, as was perceiving the atmosphere at work as permissive towards LGs. Having witnessed negative events towards LGs at work was associated with taking the characteristics of a social setting (e.g., public or private) into account when deciding to disclose one's sexual orientation. Finally, participants who experienced homonegative events (such as unsolicited sexual innuendo or abusive language) felt less inhibited about disclosure. Potential theoretical as well as practical implications are discussed.

Sexual health in Flanders describes the results of the first representative population-based study on this topic in Flanders (the Northern, Dutch-speaking part of Belgium). A research team of psychologists, sexologists, sociologists and medical doctors, affiliated with Ghent University, KU Leuven and Ghent University Hospital collaborated on this research project that aimed to explore various aspects of sexual behavior and sexual health in men and women living in Flanders. Apart from providing in reliable, valid, descriptive scientific data, this study offers important information on which a more targeted policy to promote sexual health can be developed.

This reference work is based on a survey in which 1832 Flemish men and women – aged 14 to 80 years old – participated and that covered various aspects of sexual health. The focus is not only on sexual experiences and practices; attention is also paid to the relational and social context in which these experiences occur. In addition, a number of chapters elaborate on the sexual start (the first sexual experiences), reproductive health, sexual dysfunctions, cross-border sexual behavior, and profiles of sexual health.

The detailed description of the methodology that was used, allows the reader to evaluate the accuracy of the many tables, figures and numbers that are presented. In short, Sexual health in Flanders is an essential reference work for anyone with an interest in a reliable, detailed and scientific image of a broad range of aspects of sexual health in Flanders.