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Molly Dawes Angela Starrett Kate Norwalk Jill Hamm Thomas Farmer 《Social Development》2023,32(3):922-943
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student- (gender, popularity status), classroom- (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher-level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th-grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed-effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed. 相似文献
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This research aims to investigate whether or not leaders, one of the main recipients of employee voice, develop good relationships with those who speak up. Drawing on resource theory and social exchange theory, we contend that constructive voice provides both information and affect resources to the leader, which in turn promote a resource-based exchange relationship with the leader (i.e., leader–member exchange; LMX). We further propose that leaders with an originality cognitive style are more likely to capture the resource value of constructive voice, while leaders who closely follow rules might not view constructive voice in a positive way, thus affecting their LMX relationships with the focal employee. Through a two-wave field survey among 199 leader–follower dyads (Study 1) and a vignette-based experiment among 221 leaders (Study 2), we found that leaders, especially leaders who advocated high originality, developed high-quality LMX relationships with those who engaged in constructive voice due to their perceptions of affect but not information resource. 相似文献
605.
In the United States, legal financial obligations (LFOs) include many types of monetary sanctions. For example, fines are tied to specific offenses and imposed at conviction and fees charge people for the “use” of courts, prisons, and other public services. With the rise of mass incarceration, millions of people across the U.S. owe billions of dollars in LFOs. Yet despite the widespread use of monetary sanctions, it was not until the last decade that research began to uncover the vast system of LFOs embedded throughout U.S. laws and understand their far-reaching socioeconomic consequences. This paper reviews recent research on LFOs across three areas: (1) the political development of LFOs, (2) their implementation and enforcement, and (3) the consequences of LFOs on people, broader social networks, and the functioning of public institutions. We conclude with recommendations for future research that explores the hidden processes connecting these three areas and accounts for the fractured nature of the U.S. government. 相似文献
606.
Genevieve F. Dash Angela D. Bryan Erika Montanaro Sarah W. Feldstein Ewing 《Journal of research on adolescence》2023,33(3):1038-1047
Because adolescents are unlikely to seek, receive, or complete treatment for alcohol and/or cannabis misuse, it is important to enhance the lasting impact of clinical contacts when they do occur. Adolescents (N = 506; 72.5% Hispanic) were randomized to motivational interviewing (MI) versus alcohol and cannabis education (ACE). Latent growth models estimated change over time. Significant reductions in alcohol use were observed, with slightly greater reductions by 12-month follow-up for MI. Both interventions significantly reduced cannabis use, with no treatment group differences. When outcomes were examined comparing Hispanic to non-Hispanic participants, there were no significant differences in intervention efficacy by group. MI's inherently client-centered and culturally adaptive approach may contribute to its equitable degree of behavior change for youth across race/ethnic backgrounds. 相似文献