The Role of Learning Context in High School Students’ Financial Knowledge and Behavior Acquisition

Using social construction theory, associations between student and classroom characteristics and high school students’ financial knowledge and behavior acquisition after studying a financial planning curriculum were examined. Prior to curriculum study, Whites, those growing up in a farm family business, and those who were working had higher financial knowledge; male and female knowledge differed by content. After curriculum study, females, those not growing up in a farm family business, and those who were not working gained most from curriculum study. While Whites, those who were working, and males exhibited more positive behaviors prior to curriculum study, after curriculum study, students living in states having financial mandates and those who did not grow up in a farm family business increased their positive behaviors most.     

The United States Economic Crisis: Young Adults’ Reports of Economic Pressures, Financial and Religious Coping and Psychological Well-Being

Using a sample of 222 young adults attending college, the present study examined the relative contribution of young adults’ perceived economic pressures, financial coping and religious meaning-making coping strategies in accounting for variation in their reports of psychological well-being within the context of the United States economic crisis. Results suggest a direct relationship between perceived economic pressure and psychological well-being such that young adults who reported having to make more economic adjustments as a result of economic crisis also reported higher levels of depressed mood and anxiety. Young men and women who reported having to make fewer economic adjustments and being able to meet their material needs reported higher levels of life satisfaction. Regardless of young adults’ self-reported level of economic pressures, the use of education and communication financial coping strategies was related to lower levels of self-reported anxiety and depressed mood and greater life satisfaction. Viewing the financial crisis as a punishment from God was generally associated with young adults’ reports of greater depressed mood and less life satisfaction. Implication of findings for research and practice are discussed.     

Grandparental Involvement and South African Adolescents’ Psychological Well-Being

This study was designed to explore the grandparent-grandchild relationship from the perspective of South African adolescents, and to investigate whether grandparental involvement is independently associated with adolescents’ psychological well-being. Data were collected from 204 adolescents (mean age = 13.69) using a school-based survey. Results revealed high levels of contact between grandparents and grandchildren, although involvement varied depending on grandparent, grandchild, and family characteristics. Grandparental involvement was significantly associated with more adolescent prosocial behavior, independent of parental involvement. The findings suggest a unique association between grandparental involvement and prosocial behavior that is robust across different cultural contexts.     

Breach of Psychological Contract and Organizational Citizenship Behaviors in Volunteerism: The Mediator Role of Affect and the Moderation of Volunteers’ Age

The breach of psychological contract is the perception by the members of an organization that it has reneged on promises made when they began their relationship with it. This perception generates intense negative emotions and is an effective predictor of future behavior in the work setting. In this investigation, we explore the relations between breach of contract and organizational citizenship behaviors (OCBs) in volunteers. We also explore the mediator role of negative affect in the relationship between breach and citizenship behaviors and the moderator role of age. This study was carried out using a two-wave design, with 419 socio-assistential volunteers. The results support a direct effect of breach of contract on OCB and an indirect effect of breach through negative affect. Moreover, age moderates the relation between breach of psychological contract and negative affect. Lastly, the conditional effect of breach of contract on negative affect is greater in younger volunteers but loses its power in older volunteers. The implications are discussed in order to comprehend volunteers’ activity and design interventions.     

Financial Giving of Foundations and Businesses to Environmental NGOs: The Role of Grantee’s Legitimacy

This paper studies how foundations and businesses decide which environmental NGOs to fund. Since not all funding requests can be satisfied, donors have to evaluate applicants and select just a few. We argue that their selection is based on the evaluation of the applicant ENGO’s various aspects of “legitimacy” (Suchman, Acad Manage Rev, 20(3): 571–610, 1995). We test this claim by using data from 14 in-depth interviews with representatives of Greek foundations and businesses (banks and phone companies) which have funded flagship ENGOs over the period 2008–2010. We find that “moral legitimacy”, which taps on the normative evaluation of an organization by its audience, is the most important for all donors. On the other hand, “pragmatic legitimacy”, which rests on the donor’s self-interest calculations, was found to be more relevant for businesses than for foundations.     

Students’ Role Confusion When Working With Older Adults: The Voices of Foundation Students

A qualitative research project was carried out to investigate how first-year graduate students integrated their field work learning with their classroom leaning (N?=?17). The study reveals the students’ difficulty in integrating their practical learning with theoretical classroom knowledge. Using grounded theory analysis, two types of student reactions to integrating knowledge were found: role confusion and role clarity; most fit into the role confusion group. Performing supportive social work, working with involuntary clients, and the age of the client were all linked to the students’ role confusion. Implications for teaching strategies using reflective practice are discussed, as well as possible connections between beginning students’ confusion, ageism, and lack of interest in the field of aging.     

Psychological Well-Being and Adolescents’ Internet Addiction: A School-Based Cross-Sectional Study in Hong Kong

This study examines the correlations of adolescents’ self-esteem, loneliness and depression with their internet use behaviors with a sample of 665 adolescents from seven secondary schools in Hong Kong. The results suggest that frequent online gaming is more strongly correlated to internet addiction and such correlation is higher than other predictors of internet addiction in online behaviors including social interactions or viewing of pornographic materials. Male adolescents tend to spend more time on online gaming than female counterparts. In terms of the effect of internet addiction on adolescents’ psychological well-being, self-esteem is negatively correlated with internet addiction, whereas depression and loneliness are positively correlated with internet addiction. Comparatively, depression had stronger correlation with internet addiction than loneliness or self-esteem. A standardized definition and assessment tool for identifying internet addiction appears to be an unmet need. Findings from this study provide insights for social workers and teachers on designing preventive programs for adolescents susceptible to internet addiction, as well as emotional disturbance arising from internet addiction.     

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students’ professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included perceptions of characteristics of implicit curricula (i.e., faculty and staff diversity, supportive faculty, opportunity role structure, and access to information) and mediating variables (i.e., participation, sense of community, and feeling valued by the school) as predictors of professional empowerment. Respondents were students (N = 423) of a school of social work in the northeast. Results supported the validity of the scales and fit of the hypothesized model. Implications and directions for future research are discussed.     

Younger Age at First Childbirth Predicts Mothers’ Lower Economic and Psychological Well-Being Later in Life

Age at first childbirth affects mothers’ economic and psychological well-being later in life. Using a gender and power framework, two studies examined the associations among age at first childbirth, employment status, perceived choice, and race/ethnicity as predictors of economic and psychological well-being in a sample of middle class, married mothers (Study 1) and a nationally representative sample of married mothers (Study 2). Results indicated younger age at first childbirth is associated with less choice; lower educational attainment; lower SES; greater household labor; greater perceived chore discrepancy; lower self-esteem; less life, work, and relationship satisfaction; but is unrelated to depression or work stress. There were differences by employment status and minimal differences by race/ethnicity. The findings suggest that negative economic and psychological outcomes later in life are related to having one’s first child at a younger age.     

Consequences of Casual Sex Relationships and Experiences on Adolescents’ Psychological Well-Being: A Prospective Study

Casual sexual relationships and experiences (CSREs) are still considered to be detrimental to the psychological well-being of youth even though findings remain inconclusive. Most studies have focused on emerging adulthood. Using a prospective design based on a representative sample of high school students in the province of Québec, we measured sexually active adolescents’ (N = 2,304) psychological well-being six months after engaging in these relationships while controlling for prior well-being. We analyzed two forms of CSREs, friends with benefits (FWB) and one-night stand (ONS) relationships, as well as levels of sexual intimacy. The results show that CSREs had a small impact (small effect sizes) on subsequent psychological well-being, especially among girls; FWB relationships involving penetrative contact increased girls’ psychological distress and both their alcohol and drug consumption. ONSs including sexual touching increased girls’ psychological distress and their drug use. None of the CSREs influenced boys’ psychological well-being. The findings underscored the importance of using caution when arguing that CSREs are detrimental or harmless to the psychological well-being of adolescents. The results also highlight the importance of taking into account gender and forms of CSREs in prevention and health interventions.     

Changing Social Work Students’ Perceptions of the Role of Government in a Policy Class

Understanding student political attitudes—feelings about government and perceptions of its role—has long been of interest to social scientists. One factor that may influence political attitudes is belief in a just world, a complex psychological construct well established in the literature. Our study explores changes in social work students’ perception of a supportive role of government and their beliefs in a just world after one policy course using a pretest and posttest design. Student perceptions changed toward a more supportive government role, but there was no significant change for belief in a just world. The study contributes to empirical evaluation of the social work education policy class in terms of the Council on Social Work Education competencies.     

The Role of Metacognition in the Development of EFL Learners’ Listening Skill

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided lesson plan in metacognition (planning, monitoring, and evaluation) through a pedagogical cycle approach over a semester (eight weeks). International English Language Testing System listening tests (practice) were used to track the participants’ listening performance. Participants also completed a Metacognitive Awareness Listening Questionnaire, which examined their use of metacognitive awareness when engaged in listening tasks. Results indicated that the students improved their listening skill after being taught about metacognition; however, no significant use of metacognitive awareness was reported. This study concludes with a discussion of some potential implications, and provides scope for future research.     

Factors Influencing University Students’ Explicit and Implicit Sexual Double Standards

Quantitative research has resulted in inconsistent evidence for the existence of a sexual double standard, leading Crawford and Popp (2003 Crawford , M. , &; Popp , D. ( 2003 ). Sexual double standards: A review and methodological critique of two decades of research . Journal of Sex Research , 40 , 13 – 26 .[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) to issue a call for methodological innovation. The Implicit Association Test (IAT; Greenwald, McGhee, &; Schwartz, 1998 Greenwald , A. G. , McGhee , D. E. , &; Schwartz , J. L. K. ( 1998 ). Measuring individual differences in implicit cognition: The Implicit Association Test . Journal of Personality and Social Psychology , 74 , 1464 – 1480 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) is a measure that may provide a means to examine the double standard without the contamination of the demand characteristics and social desirability biases that plague self-report research (Marks &; Fraley, 2005 Marks , M. J. , &; Fraley , R. C. ( 2005 ). The sexual double standard: Fact or fiction? Sex Roles , 52 , 175 – 186 .[Crossref], [Web of Science ®] , [Google Scholar]). The purpose of this study was to examine the factors influencing explicit and implicit double standards, and to examine the relationship between these explicit and implicit double standards, and levels of socially desirable responding. One hundred and three university students completed a sexual double standard IAT, an explicit measure of the double standard, and measures of socially desirable responding. Hierarchical regression analysis indicated that levels of socially desirable responding were not related to implicit or explicit double standards. Men endorsed a stronger explicit traditional double standard than women, whereas for implicit sexual standards, men demonstrated a relatively gender-neutral evaluation and women demonstrated a strong reverse double standard. These results suggest the existence of a complex double standard, and indicate that more research of sexual attitudes should include implicit measures.     

The Role of Women in Social Development

WOMEN, a powerful force accounting for some 50 percent of world's total population, are deeply involved in social development and are actively joining their male counterparts in promoting the progress of mankind. Nonetheless, people seem to be paying increasingly less attention to the aforementioned facts. Therefore, the following question is meant to call people's attention to the matter. What would happen if women withdraw from economic, political, cultural and family activities? In terms of the economy, it would mean that about one billion people would go on strike due to the fact that some 897 million women across the world are engaged in paid economic activities. The worldwide grain output     

University Students’ Views on the Utility of Psychiatric Advance Directives

Abstract

Objective: Rates of serious mental illnesses (SMIs) among university students are increasing, and universities are struggling with how to respond to students who show SMI symptoms. Psychiatric advance directives (PADs) allow individuals, when well, to document their wishes for treatment during a psychiatric crisis. This project explored the feasibility of using PADs in university settings by examining students’ views towards PADs. Participants: Forty university students with SMIs were recruited for this study from 1 large university. Methods: A mixed-methods design was used, with both quantitative survey instruments and qualitative interviews with students. Results: Respondents were positive about PAD utility for students. Respondents saw PADs as beneficial because PADs gave students control over their treatment. However, students also considered PADs potentially problematic because PAD use raised a risk of breaching student privacy and stigmatizing students with SMIs. Conclusions: Although a promising intervention for students with SMI, this approach requires further research.