美国中小学的理财素养教育

21世纪的今天,经济素养或理财素养日益成为各国教育的主要目标之一。我国中小学经济素养教育还处于起步阶段,美国经济素养教育理论和实践很有借鉴价值。本文从美国经济素养教育的内涵、历史和发展趋势、前沿动态、途径方法、社会机构资源和相关政策等进行综述,以寻找我国经济素养教育的切入口。     

The Measurement of a Middle Position in Attitude Surveys

Five split-ballot experiments, plus replications, were carriedout in several national surveys to compare the effects of offeringor omitting a middle alternative in forced-choice attitude questions.Explicitly offering a middle position significantly increasesthe size of that category, but tends not to otherwise affectunivariate distributions. The relation of intensity to the middleposition is somewhat greater on Offered forms than on Omittedforms (less intense respondents being more affected by questionform than those who feel more strongly), but in general formdoes not alter the relationship between an item and a numberof other respondent characteristics. Finally, in one instancethere is evidence that form can change the conclusion aboutwhether two attitude items are related, but the results areof uncertain reliability.     

Antisocial behavior in adoptees: Patterns and dynamics

A recurrent pattern of provocative, antisocial, delinquent behaviors has been found by the senior author and others to be characteristic of clinically referred adopted children and adolescents. Although the parents often defensively insist that adoption is not relevant to the child's problems, the child himself frequently reveals obsessive fantasies about his birth parents. The underlying psychodynamics include the child's inability to integrate two sets of parental images—often one bad and the other good—into a single realistic image, and resultant impairment in the development of the superego. A negative self-image is often mirrored by the adoptive parents' projection of their own unacceptable impulses onto the child and the birth parents. The paper concludes with a discussion of implications for post-adoption counseling, clinical treatment, open records, and screening of potential adoptive parents.     

Antisocial Propensity,Adolescent School Outcomes,and the Risk of Criminal Conviction

Data from the 1986 Northern Finland Birth Cohort Study (n = 4,645) were used to examine the influence of mid‐adolescent (age 15) school outcomes on late‐adolescent (ages 17–19) risk of criminal conviction. Consistent with social‐developmental theories of offending, we found that poor academic performance and reduced school attachment increase the risk of criminal conviction independently of pre‐existing differences in antisocial propensity and other confounding factors identified in prior research. Moreover, in support of an integrated model, our research suggests that academic performance and school attachment mediate the effects of childhood antisociality and learning difficulties on late‐adolescent risk of criminal conviction. The implications of findings for policy and future research are discussed.     

Elite and Upper Class in Philadelphia, 1914*

This study examines the relationship between the Philadelphia elite and upper class in 1914. Much of this study is a historical replication of Baltzell's (1958) empirical analysis of the Philadelphia elite and upper class in 1940. Data on the occupations, educational attainments and affiliations, club memberships, and religious affiliations of upper-class and non-upper-class members of the Philadelphia elite in 1914 generally are comparable to those presented by Baltzell for 1940. These and other data suggest that a caste-like, socially exclusive, upper class had emerged in Philadelphia by approximately 1914.     

Schools,Peers, and Prejudice in Adolescence

Adolescents' perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudice—regardless of adolescents' own perceptions—also matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that school‐wide perceptions of peer prejudice, which tap into the interpersonal climate of schools, appeared to be particularly risky for adolescents' academic achievement. In contrast, adolescents' own perceptions of peer prejudice at schools were associated with their feelings of alienation in school. Importantly, these patterns did not vary substantially by several markers of vulnerability to social stigmatization.     

Motivation,Attitude and Teaching Methods

Motivation and attitude are two important factors that influence the students＆#39; foreign language learning. This paper focuses on the diverse influences from the different types of motivation and attitude that the students have. At the same time, it provides some suggestions for the language teachers and hopes that it may be helpful for their language teaching.     

Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools

We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low‐socioeconomic students of color attending urban middle schools (n = 2,629; 10–16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined over time. We also identified several predictors of intercept and slope. For example, Black youth had a higher average purpose intercept, as well as a steeper average decline than other racial/ethnic groups. Females demonstrated a higher average purpose intercept than males, but this effect disappeared when academic achievement was added to the model.     

Eighth‐Grade School Form and Resilience in the Transition to High School: A Comparison of Middle Schools and K‐8 Schools

We examine a set of academic and social outcomes in 9th grade, comparing middle school attendees with those who attended K‐8 schools. Previous research with these data has shown that there are few differences in 8th‐grade outcomes by school type. Here we extend these findings to determine whether school form influences student outcomes in the first year of high school. The results reveal several domains in which attendance at a middle school results in worse outcomes (e.g., greater rates of course failure); however, we find that a large portion of the difference by type of a student's 8th‐grade school is accounted for by differential rates of attendance at the district's magnet schools. That is, our results indicate that type of school attended during the middle grades is significantly and positively related to magnet school attendance and thereby on the academic outcomes in the 9th‐grade year.     

Gambling,Risk-Taking,and Antisocial Behavior: A Replication Study Supporting the Generality of Deviance

Research suggests that high frequency gambling is a component of the “generality of deviance”, which describes the observation that various forms of risky and antisocial behavior tend to co-occur among individuals. Furthermore, risky and antisocial behaviors have been associated with such personality traits as low self-control, and impulsivity, and sensation-seeking. We conducted a replication (and extension) of two previous studies examining whether high frequency gambling is part of the generality of deviance using a large and diverse community sample (n = 328). This study was conducted as a response to calls for more replication studies in the behavioral and psychological sciences (recent systematic efforts suggest that a significant proportion of psychology studies do not replicate). The results of the present study largely replicate those previously found, and in many cases, we observed stronger associations among measures of gambling, risk-taking, and antisocial behavior in this diverse sample. Together, this study provides evidence for the generality of deviance inclusive of gambling (and, some evidence for the replicability of research relating to gambling and individual differences).     

Incarcerated Mothers Reports of Their Daughters' Antisocial Behavior,Maternal Supervision and Mother-Daughter Relationship

ABSTRACT

This study examines the extent of delinquency and antisocial behavior among adolescent daughters of incarcerated mothers and the influence of the mother-daughter relationship and maternal supervision on daughters' participation in delinquency and antisocial behavior. One hundred and one incarcerated mothers completed survey questionnaires that asked about their daughters' participation and involvement in antisocial and delinquent behavior and the nature of both mother-daughter relationship and maternal supervision. Overall, mothers reported low levels of involvement in antisocial or delinquent behavior for their daughters. Participation in antisocial behavior was inversely related to positive mother-daughter relationship. Maternal supervision was not related to level of participation in antisocial or delinquent behavior.     

Mere Exposure, Psychological Reactance and Attitude Change

To examine the relationship between mere exposure, psychologicalreactance and attitude change, 115 college students receivedeither no exposure, moderate exposure or excessive exposureto a political message. Results indicated positive evaluationto the message under moderate exposure but negative evaluationunder excessive exposure. A delayed post-test indicated thatthe negative evaluation after excessive exposure improved overtime. Psychological reactance was suggested as a possible explanationfor the findings.     

Attitude, interest, and motivation for adoption and foster care

This survey compares prospective foster and adoptive parents' attitudes, willingness, and motivations, and discusses implications for media campaigns. The results show that demographic profiles of targets for adoption and foster placements are the same, an opportunity exists to shape positive attitudes toward foster care in immigrant populations, the most compelling way to attract parents is to focus on the child in need, and testimonials of personal experiences of foster and adoptive parents should address perceived barriers to adopting or fostering. Political, religious, and environmental ideology were unrelated to attitudes or willingness to adopt or foster. Respondents with strong identifications with gay or lesbian lifestyles exhibited a higher than average willingness to adopt or foster.     

Contextual Predictors of Adolescent Antisocial Behavior: The Developmental Influence of Family,Peer, and Neighborhood Factors

Numerous researchers have investigated risk factors for adolescent antisocial behavior (ASB) using social learning theory. Less attention has been directed to how these factors interact across time and context. Using this framework as well as social contextual theory, we examined 1,196 respondents from the National Longitudinal Study of Adolescent Health to investigate the relations among parenting, peer, and community risk factors of youth ASB. We found that community violence exposure was a strong, direct predictor, and parental monitoring moderated the relation between community violence and ASB. Results suggested that social contextual theory provides a useful framework for predicting ASB.     

Relationships between Early Life Victimization,Antisocial Traits,and Sexual Violence: Executive Functioning as a Mediator

ABSTRACT

Few research studies examine how the relationship between trauma and executive functioning can influence sexual violence among youth. Knight and Sims-Knight (2004) proposed a Developmental Etiological Theory (DET) connecting early life physical and sexual victimization to sexual violence via antisocial traits. Drawing from research that identifies a link between early life victimization and executive functioning, this study tests an adaptation to the DET by including executive functioning as an intervening factor. Using data on adolescents adjudicated of sexual and non-sexual crimes in a western state (N = 200), multiple structural equation models tested direct and indirect relationships between early life sexual, physical victimization, and other adversity, four differential forms of executive functioning, callousness, and sexual violence. Results revealed statistically significant direct pathways between variables of interest and a multi-meditational effect of certain forms of executive functioning and callousness in the relationship between victimization and sexual violence. Treatment and research implications are discussed.