Aging and Gender Health Gap: A Multilevel Analysis for 17 European Countries

Social Indicators Research - The European population is aging and their declining capacity makes older Europeans more dependent on the availability of care. Male and female health needs at older...     

农业高校在新农村建设中的作用

农业高校在发展现代农业，增加农民收入，繁荣农村经济，建设社会主义新农村过程中，应当进一步明确服务“三农”的办学思想，充分发挥自己的人才、科技优势，培养技能型、专业型、知识型的新型农民。并加强科学研究，大力推广和转化科技成果，提高科学技术在农业生产发展中的贡献率。     

Confession of prior knowledge about experimental procedures as a function of evaluation apprehension and commitment

Subjects' evaluation apprehension (anxiety about being judged by the experimenter) and commitment to (involvement in) the experiment were manipulated in an experimental study of subjects' honesty in postexperimental interviews. Previous studies have shown that subjects are typically dishonest in postexperimental interviews by refusing to admit prior knowledge of the experiment imparted to them by a confederate. It was found that both high apprehension and low commitment lead to greater subject honesty. Other features of the experimental design were successful in inducing subjects to be generally more honest than their counterparts in previous confederate tip-off studies.     

Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

This study reports on the preliminary development and validation of the Social and Emotional Health Survey (SEHS) with a sample of 4,189 (51 % female) California students in Grades 8, 10, and 12. The SEHS was designed to measure the psychological building blocks of adolescents’ positive mental health and is operationalized in the present study by a theoretical model comprised of 12 measured indicators that form four first-order domains (belief-in-self, belief-in-others, emotional competence, and engaged living) that, in turn, contribute to one underlying, second-order meta-construct called covitality. This study was the first to investigate the validity and utility of the adolescent covitality construct, which is conceptualized as the synergistic effect of positive mental health resulting from the interplay among multiple positive-psychological building blocks. Findings from confirmatory factor analyses, invariance analysis, and latent means testing all supported the theoretical model underlying the SEHS, indicating that the second-order covitality model was the best fit for both males and females. Results from a path-modeling analysis indicated that covitality was a strong predictor of students’ subjective well-being (operationalized as a composite of life satisfaction, positive affect, and negative affect), and findings from additional concurrent validity analyses indicated that adolescents’ covitality level was significantly associated with self-reported academic achievement, perceptions of school safety, substance use, and experiences of depressive symptoms. Implications for theory, practice, and future research are discussed.     

Parenthood and Leaving Home in Young Adulthood

With increases in nonmarital fertility, the sequencing of transitions in early adulthood has become even more complex. Once the primary transition out of the parental home, marriage was first replaced by nonfamily living and cohabitation; more recently, many young adults have become parents before entering a coresidential union. Studies of leaving home, however, have not examined the role of early parenthood. Using the Young Adult Study of the 1979 National Longitudinal Survey of Youth (n = 4,674), we use logistic regression to analyze parenthood both as a correlate of leaving home and as a route from the home. We find that even in mid-adolescence, becoming a parent is linked with leaving home. Coming from a more affluent family is linked with leaving home via routes that do not involve children rather than those that do, and having a warm relationship with either a mother or a father retards leaving home, particularly to nonfamily living, but is not related to parental routes out of the home.     

Salience,Valence, Context,and Integration: Conceptualizing the Needs of Sexually and Gender Diverse Youth in P–12 Schools

A framework for conceptualizing the needs of lesbian, gay male, bisexual, transgender, questioning, and other sexually and gender diverse youth is essential for guiding service delivery throughout educational settings. Review and synthesis of the literature reveals that integrating assessment of the salience, valence, and context of issues related to sexual and gender diversity facilitates affirmative practice at the individual student, group, and school-wide levels. The authors describe the components of the salience, valence, context, and integration (SVCI) model with emphasis on practical application. The theoretical and empirical support for each component of the model is also discussed.     

Ensuring Parliamentary Gender Equality Through a New Zipper Method: An Application to Finland

Gender equality constitutes a crucial objective for a successful societal development. Although research has found that the differences are shrinking, parliamentary composition is not gender balanced in most areas of the world. Henceforth, recent literature has undertaken important efforts aimed at developing different initiatives to promote parity in democratic parliaments, especially through the use of quota systems. Prior initiatives, although leading to an improvement of gender parity, do not manage to ensure an optimal gender-egalitarian parliamentary composition. Thus, this paper presents a method to organize closed and blocked lists of candidates that guarantees the achievement of gender-balanced representation in parliamentary elections. Specifically, parity is sought globally, in each party and also in each electoral constituency. Furthermore, the method is applied to the elections held over the last two decades in Finland. Results reveal that parity in gender representation increases at global, party, and constituency levels throughout all the parliamentary elections in Finland, even approaching optimal numerical parity (i.e. 50 % for each gender) in most of the cases.     

Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health

The two-continua model of mental health contends that both psychological distress and psychological well-being make related-yet-distinct contributions to our understanding of human health and its relations with other quality of life outcomes. Using self-reported somatization, depression, and anxiety symptoms as indicators of psychological distress and self-reported life satisfaction as an indicator of psychological well-being, the present study classified participants into one of four mental-health-status groups—mentally healthy, mentally unhealthy, symptomatic yet content, or asymptomatic yet discontent—and investigated between-group differences across three key indicators of college student functioning: academic achievement, interpersonal connectedness, and physical health. Findings provide further validation for the two-continua model of mental health among college students, showing that, when considered in conjunction with clinical symptoms, life satisfaction serves as a distinguishing indicator of college students functioning across academic, social, and physical health domains—as well as a strong predictor of the absence or presence of clinical symptoms and comorbidity. Implications for theory, practice, and future research are discussed.     

Materialism in Pedagogy Students in Chile

Many studies have used Richins and Dawson’s (J Consum Res 19: 303–316, 1992) Material Values Scale (MVS), applying it to different types of populations that exhibit a particular psychometric behavior, and showing little stability in their factorial structure. In the present study, 1,070 pedagogy students from the northern, central and southern regions of Chile answered the MVS. This sample was randomly divided in two. Using the first sub-sample (N = 539), an exploratory factorial analysis was carried out, from which a structure of nine items was grouped into two factors called “Social Success” and “Personal Happiness”, which presented adequate reliability. Later, with the second sub-sample (N = 531), the factorial structure indicated above was put to the test through a confirmatory factorial analysis. The data from the model show that the scale contains 8 items in total, grouped into two dimensions. The factorial loads are significant at the level of 1 %, which indicates that the 2-factor structure can be confirmed. Finally—using the proposed structure—the presence of the students’ material values was evaluated.