The Interplay Between Knowledge,Perceived Efficacy,and Concern About Global Warming and Climate Change: A One‐Year Longitudinal Study

If the long‐term goal of limiting warming to less than 2°C is to be achieved, rapid and sustained reductions of greenhouse gas emissions are required. These reductions will demand political leadership and widespread public support for action on global warming and climate change. Public knowledge, level of concern, and perceived personal efficacy, in positively affecting these issues are key variables in understanding public support for mitigation action. Previous research has documented some contradictory associations between knowledge, personal efficacy, and concern about global warming and climate change, but these cross‐sectional findings limit inferences about temporal stability and direction of influence. This study examines the relationships between these three variables over a one‐year period and three waves with national data from New Zealand. Results showed a positive association between the variables, and the pattern of findings was stable and consistent across the three data points. More importantly, results indicate that concern mediates the influence of knowledge on personal efficacy. Knowing more about global warming and climate change increases overall concern about the risks of these issues, and this increased concern leads to greater perceived efficacy and responsibility to help solving them. Implications for risk communication are discussed.     

再就业税收政策有效性评价理论研究

 再就业是多年来备受我国各阶层人士所关注的问题，为了解决这个问题，各级政府曾先后出台了许多税收优惠政策，但其有效性还需进一步研究。根据再就业税收优惠政策的制定及其实施过程所具有的各种数量特征，其有效性的评价可以在运用库克曼——拉姆齐模型对评价基准进行测算的基础上来进行。以此为依据所进行的实证分析，应重点处理好评价任务与选用模型的功能具有一致性等四个问题。     

论宗教和道德的三种伦理关系及其在人类社会中的作用

宗教作为一种社会历史文化现象，它与社会各方面都有密切的联系，对社会历史有极大的影响。本文根据人类对“自我意识”的觉醒程度来讨论宗教和道德的三种伦理关系及其在人类社会中的作用。     

论内容违法的民事行为的效力——比较法视野下的价值与制度重构

对于内容违法的民事行为,法律有必要确定以区别对待,即违反法律效力性规定的行为当然无效,而违反非效力性规定及法律有例外规定的行为则并不当然认定为无效.随着行为效力问题理论研究的深入,结合各国、各地区立法与司法实践经验,针对我国大陆立法与司法现状,有必要对我国大陆的民事行为效力理论进行价值和制度的双向重构:一方面在行为效力认定的价值构建中,重新确定立法的指导思想,将充分尊重民法之私法性、维护行为双方意思自治等理念灌输到法律中去;另一方面则从公法与私法关系、效力判断的理念基础等方面进行价值与制度的具体重构.     

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.     

Academic performance and peer relations among rural‐to‐urban migrant children in Beijing: Do social identity and self‐efficacy matter?

Due to the household registration system, millions of rural‐to‐urban migrant children in China are ineligible to receive urban social welfare benefits. These children potentially suffer from the evolving awareness of their perceived inferior social identity and experiences of inequalities at an early stage of life. This study examined whether self‐perceived social identity is related to academic performance and peer relations among rural‐to‐urban migrant children in Beijing. Data were collected from 136 children during 2013 and 2014 in three schools for migrant children in Beijing. Path analysis showed that children who identified as a Beijinger, compared with those who self‐identified with their rural hometown, had better self‐efficacy, which in turn was associated with better academic performance and better peer relations. Enlightened by Western theories, these findings suggest that migrant children’s performance in school could be enhanced by cultivating positive perceptions of their social identity through teachers’ practice and community‐ and policy‐level social support.     

The Combined Effect of Women's Neighborhood Resources and Collective Efficacy on IPV

This study integrates gender stratification and social disorganization theories to examine neighborhood effects on intimate partner violence (IPV). Using data from the Project on Human Development in Chicago Neighborhoods, multilevel models assessed the influences of women's neighborhood‐level socioeconomic resources relative to men's and collective efficacy on a woman's risk of IPV victimization by her spouse or cohabiting partner. The findings indicate that women's relative neighborhood resources protect against IPV victimization only in neighborhoods with sufficiently high collective efficacy. Likewise, the results show that collective efficacy protects against IPV victimization only when women have at least a modicum of control over neighborhood resources compared to men. The findings emphasize the importance of considering group resources along with neighborhood social organization to better understand IPV. More broadly, this study demonstrates how a group's position in a neighborhood social hierarchy helps determine the extent to which its members benefit from neighborhood social control.     

“Do Some Wondering”: Children and their Self‐Understanding Selves in Early Elementary Classrooms

Self‐knowledge has been a central theme in many diagnoses of late modernity, and it has cued scholars to investigate everyday situations in which people express reflexive selves. Using participant observation and interview data, we examined two American elementary classrooms where children learn to express a type of “self‐understanding self” called the enterprising child. We suggest that this form of self emerges through classroom talk characterized by the popular pedagogical concept of metacognition, which encourages the learner to be aware of her thinking and learning and, crucially, to express an awareness of herself as a thinker and learner. We emphasize an interactionist view toward the situational self, and argue that how teachers manage classroom discourse socializes children into venerating the dispositional tendencies that correspond with new capitalist workplaces. We conclude by discussing the implications this may have for modern personhood, symbolic inequality in classrooms, and the political economy of linguistic forms.     

Reading self‐help literature in Russia: governmentality,psychology and subjectivity

Self‐help has become a booming business over the past decades and an increasingly visible part of popular media culture worldwide. The paper analyzes the arrival and effects of this cultural technology in post‐Soviet Russia after more than seventy years of socialism. It examines how Russians are engaging with popular psychology self‐help as a technology of the self and how they are making it meaningful in their lives. Drawing on a set of one‐to‐one and focus group interviews conducted with self‐help readers, it examines how these individuals negotiate the new ethics and the normative models of personhood put forward by the self‐help genre. It argues that popular psychology has offered a new language for making sense of the self and the social world, and highlights how the readers critically engage with the normalizing power of popular psychology by drawing on a number of local historically sedimented discourses.     

Mindfully Increasing Quality of Life: A Promising Curriculum for MSW Students

MSW students may experience considerable stress during graduate school due to multiple life demands and the challenges of social work curricula, which often involves exposure to distressing client situations. Students' quality of life may be negatively impacted without sufficient tools to manage these stressful experiences. This paper presents evaluative findings of a course/module designed to enable MSW students in a university in the Southwestern United States to increase their quality of life and build stress coping abilities by incorporating mindfulness into their daily self care routines. Findings reveal that after completing the course/module, students reported increased quality of life even though perceived stress levels did not improve. Accordingly, mindfulness holds significant promise for bolstering students' ability to cope with the challenges of graduate school and preparing for professional practice.