The Reported Influence of Research Participation on Premarital Relationships

We examined the reported influence of participation in research on individuals in premarital relationships. Data were from a larger longitudinal study of 60 dating couples. We designed a questionnaire to evaluate the effects of participation. Responses to open‐ended questions revealed 3 major sources of influence: attention to relationship evaluation, effects on relationship activities, and indirect or no influence. Closed‐ended items yielded 2 dimensions: relationship‐defining influence and relationship‐evaluating influence. Relationship‐evaluating influence was greater the more respondents participated in the study. The higher were respondents' scores on relationship‐evaluating influence, the more their relationship satisfaction increased over the year long study. We conclude that the effects of participating in the research are primarily educational and enriching in nature, rather than therapeutic as suggested in previous research ( Rubin & Mitchell, 1976 ).     

Family Relationships of Lesbians and Gay Men

The family lives of lesbian and gay people have been a source of controversy during the past decade. Despite prejudice and discrimination, lesbians and gay men have often succeeded in creating and sustaining family relationships. Research on same‐gender couple relationships, parent‐child relationships, and other family relationships is reviewed here. In general, the picture of lesbian and gay relationships emerging from this body of work is one of positive adjustment, even in the face of stressful conditions. Research is also beginning to address questions about individual differences among the family relationships of lesbians and gay men. Future work in this area has the potential to affect lesbian and gay lives, influence developmental and family theory, and inform public policies in the decade ahead.     

坚持正确的舆论导向必须正确认识和处理的几个关系

高校学报坚持正确的舆论导向是由高校学报的性质决定的。政治性与学术性是高校学报的双重属性,我们必须把政治导向性融入其学术研讨之中。以崇尚学术品位为办刊目标的高校学报要坚持正确的舆论导向必须正确认识和处理贯彻“双百”方针与遵守宣传纪律的关系,倡导学术自由和加强政治纪律的关系,鼓励理论创新与坚持马克思主义指导的关系。     

Does Family Structure Matter? A Comparison of Adoptive,Two‐Parent Biological,Single‐Mother,Stepfather, and Stepmother Households

Using data from the National Survey of Families and Households, we compared quality of family relationships and well‐being across five different family structures with a particular focus on adoptive households. Four theoretical perspectives, each emphasizing the importance of different factors in determining relationship quality and well‐being, guided this work and led us to compare adoptive families with families that include two biological parents, single mothers, stepfathers, and stepmothers. We found the most support for the perspective stressing the importance of family processes that occur in all types of families, rather than family structure. Specifically, there were few family structure differences based on fathers' and children's reports, and structure differences in mothers' reports were no longer significant after controlling for disagreements between family members. The implications of these results for adoption theory and policies are discussed.     

The Reliability of Measurement and the Cross‐Time Stability of Individual and Family Variables

Using data from a 31‐year panel study, we evaluate both the reliability of measurement of family attitudes, relationships, and self‐concepts and the stability of these variables across time. We also compare the reliability of measurement and the stability of variables across time in these domains of family life with the reliability and stability of behavioral dimensions. Our results provide considerable support for the hypothesis that family relationships, attitudes, and self‐concepts can be measured reliably. We also demonstrate that self‐concepts and family relationships and attitudes have high levels of stability across significant periods of time, and that these are comparable to those for the behavioral indicators we examined.     

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher‐rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self‐efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors.     

Using intergenerational relationship teaching strategies in a college-level online gerontology course

Society members educated in gerontology are needed to care for older adults in the United States. Young people may have misconceptions and lack of awareness about aging and older adults, which may influence choosing jobs working with elders. However, research has shown that on-ground courses using intergenerational relationships as a teaching strategy have proved to be effective in changing the views of students. This article reports on the experiences of college-level students in an online gerontology course that used an intergenerational relationship teaching strategy. Through journal entries and discussion board postings, students shared new understandings about aging, elders, and themselves. Data were analyzed using narrative inquiry and the threedimensional (3D) inquiry space. Findings showed students’ views could be changed through intergenerational relationships with reflection in an online course.     

Strangers are friends I haven't met yet: a positive approach to young people's use of social media

This article reports on a recent research project undertaken in the UK that investigated young people's use of a range of prominent social media tools for socialising and relationship building. The research was conducted by a way of online survey. The findings suggest that this sample of British young people's socialising and relationship-building practices via the range of prominent social media tools reflect similar behavioural categories used offline. The use of these social media tools provides young people with an opportunity to manage, simultaneously, different categories of relationships in a multiplicity of ‘spaces’ created by these tools. The findings challenge the widely held belief that young people expose themselves to risk on social media as they indiscriminately befriend strangers. There is an absence of evidence of ‘unjustified’ intent to harm others. Indeed the findings indicate a strong desire to primarily support and protect those with whom relationships have been carefully established. The research suggests in fact that online engagement through social media can be positive and constructive for young people. It appears to provide them with a challenging ‘space’ to practice identity and relationship management strategies.