Suchergebnisse

Heterosexual individuals who engage in dyadic sex are guided by scripts that dictate expectations and behavior. In our culture, these sexual scripts are based on traditional gender roles in which women are primarily expressive and men are primarily instrumental. Drawing from self-verification
theory, the authors reasoned that instrumental women and expressive men experience greater psychological discomfort with sexual interactions because they are not treated in a selfverifying manner. As predicted, women who identified as highly instrumental (but not expressive) endorsed greater
sexual anxiety and less desire than either traditionally expressive feminine or androgynous women. Likewise, men who identified as highly expressive (but not instrumental) endorsed less sexual desire than androgynous men. Sociocultural influences on self-views and sexual functioning are discussed.

Pedagogical practices based on Gardner's (1983) theory of multiple intelligences (MI) are often cited as potentially facilitative of inclusion of students with developmental disabilities (Armstrong, 1994; Eichinger & Downing, 1996; Falvey, Givner, & Kimm, 1996). However, no research to date has examined this relationship. The purpose of this study was to examine the engaged behavior and social interactions of 10 students with developmental disabilities in two types of inclusive classrooms–those that ascribed to MI pedagogy, instruction, and assessment, and those that used no specific educational theory or approach to instruction. The study was intended to be exploratory in nature to generate hypotheses for future investigations. Data were collected using MS-CISSAR (Greenwood, Carta, Kamps, & Delquadri, 1997), a software program for gathering and analyzing observational data in classrooms. Results suggested that the experiences of the participants in both typical and MI-inclusive classrooms were more alike than different. Participants in both types of classrooms were engaged primarily in whole-class, independent seatwork, and traditional classroom activities, and were engaged less frequently in small groups or multiple response activities. However, participants were observed more frequently to be engaged in multiple response activities in MI classrooms, and in both noninstructional time and individual seatwork activities that were different from those of peers in typical classrooms. The participants in MI classrooms spent more time interacting with their typical peers, whereas those in typical classrooms spent more time interacting with adults during 1:1 activities that were different from those of their peers. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

AbstractResearch with clinically depressed and maritally discordant couples suggests that women's distressed behaviors function to suppress their partners' subsequent aggressive responses. We applied this coercion hypothesis to a nonclinical sample of dating couples (N = 288). We further examined whether these effects were gender‐specific, and whether distressed and aggressive behaviors differ within physically violent versus nonviolent relationships. Women but not men reported engaging in elevated rates of distress in response to partner aggression during past dating conflicts. However, both women and men expected distressed behavior to suppress partner aggression during future conflicts. Expectations about the functional effects of distressed behavior did not differ for participants with physically violent partners versus nonviolent partners. However, participants in violent relationships reported enacting more distressed behaviors and had greater expectations for partner verbal aggression during future conflicts than did participants in nonviolent relationships. Future research may identify the early onset of dysfunctional interaction patterns in couples and concomitant psychological distress.

AbstractCoyne's (1976b) interpersonal theory of depression asserts that devaluation and rejection by relationship partners may exacerbate depressive symptoms. We tested this assertion empirically and investigated two theoretically based moderators of this effect: reassurance‐seeking and self‐esteem level. Dating women (N= 134) completed measures of depression, reassurance‐seeking, and self‐esteem at Time 1 and a measure of depression at Time 2 six weeks later. Male partners completed a measure of devaluation of the women. Partner devaluation was not associated with increased emotional distress for women across the entire sample. However, significant moderating effects of both reassurance‐seeking and self‐esteem level were found. Partner devaluation predicted increased emotional distress among women who reported high levels of reassurance‐seeking and among women who reported low levels of self‐esteem. Results are discussed in terms of convergence with Coyne's theory.