Suchergebnisse

We explored possible patterns of peer victimization among middle school and high school students using latent profile analysis, and evaluated latent class differences in demographic characteristics and their associations with hostile attribution bias and revenge. We collected self-report
questionnaire data from 14,271 Chinese middle school (grades 6–8) and high school (grades 9–11) students across 43 schools located in five provinces and autonomous regions. The results indicated that there were three latent classes of peer victimization with similar profile characteristics
for middle school and high school students: the non/low-victimized class, the moderately victimized class, and the highly victimized class. The frequency of peer victimization was higher for students in the 8th and 10th grades than for those in the 11th grade. Boarding school students and
left-behind students were more vulnerable to peer victimization. The more serious the peer victimization suffered by adolescents, the higher was their hostile attribution bias and desire for revenge.

Within the framework of Patterson et al.'s (1989) antisocial developmental model, this study explored the associations between harsh maternal discipline and adolescents' externalizing problem behaviors. We investigated the independent mediating effects of inhibitory control and deviant
peer affiliation as well as the chain mediating effect of these variables. Participants were 367 adolescents who completed validated scales assessing maternal discipline, inhibitory control, deviant peer affiliation, and externalizing problem behaviors. The results showed that harsh maternal
discipline affected adolescents' externalizing problem behaviors through the chain intermediary effect of inhibitory control and deviant peer affiliation. These findings facilitate understanding of the pathway of harsh maternal discipline on adolescents' externalizing problem behaviors. It
is important to avoid harsh maternal discipline, establish harmonious parent–child relationships, avoid deviant peer affiliations, and achieve healthy physical and mental development of adolescents.

AbstractThe purpose of the study was to examine the contributions of maternal encouragement of autonomy and maternal encouragement of connectedness to the prediction of children's social behaviors. A sample of children (N = 94), initially aged two years, and their mothers in China participated in the two‐year longitudinal study. Child autonomy and connectedness and maternal goal‐oriented behaviors were assessed at two years of age through the observation of mother–child interactions. Data on children's social participation, prosocial behavior, aggression, and organization/leadership in peer interactions were collected in a follow‐up study when the children were four years of age. It was found that maternal encouragement of connectedness significantly predicted children's sociability and organization/leadership behavior, especially for children who were relatively high on autonomy. The results indicated the developmental significance of socialization goal‐oriented behaviors in cultural context.

Frontmatter -- Contents -- Foreword -- Acknowledgments -- Introduction -- Part I. Identity Development -- 1. Hmong American Masculinities -- 2. Frames of Self -- 3. Boys in Men's Clothing -- 4. A Relational Perspective on Adolescent Boys' Identity Development -- Part II. Family Relationships -- 5. Experiences of Trust with Parents -- 6. Psychological Well-Being, School Adjustment, and Problem Behavior among Chinese Adolescent Boys from Poor Families -- 7. The Role of Father Support in the Prediction of Suicidal Ideation among Black Adolescent Males -- Part III. Friends and Peers -- 8. Intimacy, Desire, and Distrust in the Friendships of Adolescent Boys -- 9. Peer Relationships among Chinese Boys -- 10. The Influence of Peer Experiences on Bravado Attitudes among African American Males -- Part IV. Sexuality and Romantic Relationships -- 11. Getting Close, Staying Cool -- 12. Adolescent Boys' Heterosexual Behavior -- 13. Boy-on-Boy Sexuality -- Part V. Schooling -- 14. Immigrant Boys' Experiences in U.S. Schools -- 15. Understanding the Exceptions -- 16. From Preschool to Middle School -- About the Contributors -- Index