bluuebunny/crossref_metadata_2025 huggingface dataset:
INTERPRETING AND TRANSLATING MAX WEBER
Authors: Roth Guenther
Published: March 2007

Proceeding from Schleiermacher's distinction between mere interpreting and genuine translating, I argue that much of social science requires only `technical' interpreting ( Dolmetschen) rather than `creative' translating. In Max Weber's case, matters are made easier by the fact that he stayed within a recognisable pattern of international scholarship. He had actual and elective affinities with the Anglo-Saxon world, especially in politics and ethics. In spite of some epistemological difficulties, this has made his translatability and his general reception relatively easy.

The essay discusses some of the vicissitudes of the English Weber translations and concludes that general readability is the best that can be achieved, because a translation becomes outdated whenever new theoretical issues arise. Translators cannot anticipate which terms will become important in a few years. For each specific purpose new choices must often be made.
THE SOCIO-CULTURAL CONTEXT OF HIGH FERTILITY AMONG IGBO WOMEN
Authors: Isiugo-Abanihe Uche C.
Published: March 2007

The Igboland of Nigeria has been under the influence of socio-economic change since the turn of the century, as typified by a high literarcy rate, a highly migratory population, the predominance of Christianity, and built-up towns and villages. Yet Igbo fertility has remained high even by Nigerian standards. Part of the explanation for high Igbo fertility is the prevalence of peculiar socio-cultural institutions which tend to encourage or support high fertility. In this study fertility differentials, reproductive behaviour and fertility preferences and intentions are examined as a function of three well-recognised cultural institutions or contextual factors: the bestowal of high fertility honour or title to women of a given family size, patriarchal relations, and patrilinearity and son preference, together with individual status indicators. Our findings suggest that socio-cultural institutions establish or condition relationships and behaviours among the Igbo; in other words, individual fertility behaviour takes place within the context of complex social organisation and under the influence of multiple social, cultural and ideological realities.
From Physiology to Feminism
Authors: DeNora Tia
Published: March 2007

Natural Fertility Control (NFC) has existed on the margins of mainstream contraceptive practice for three decades. In the wake of recent developments in New Reproductive Technology, NFC is being reconfigured and reassessed. It is now poised to enter mainstream contraceptive markets. As configured up until the late 1980s, NFC highlighted `new facts' about the fertile female body. These `facts' in turn provided `natural resources' for the reconfiguration of conventional gender stereotypes in and outside the realm of biology. Post-1980s medicalized technologies of ovulation prediction provide a means of popularizing NFC, but also lend themselves to the erasure of these `natural resources' and with them, lay-diagnostic skills. Through these erasures, new NFC techniques are active in the reappointment of `traditional' fertile female body imagery, both within the biological sciences and within gender and sexual relations.
The Paradox of Community
Authors: Ferrara Alessandro
Published: March 2007

The advanced industrial or post-industrial societies seem to have come to a paradoxical predicament. The individualist culture which has favored the modernization process so much, now constitutes one of the most formidable obstacles to the further modernization of societies. Contemporary society seems unable to move toward solving the problems of global interdependence, of environmental risk and of its own internal complexity unless it finds a way of re-creating from within itself some aspects of the life of the community. However, in reappropriating the relevant features of community - especially the concern for the common good - we can't avoid falling back on that normative standard of self-realization, fulfillment or authenticity which in a sense represents the epitome of modern individualism and is often mistaken, by the communitarian critics of liberalism, for a mere garden variety of early-modern atomistic individualism.
Globalizing Systems, Global Cultural Models and Religion(s)
Authors: Beyer Peter
Published: March 2007

The social-scientific discussion on globalization has produced several versions that reflect tension and ambiguity in the object itself: global society. A number of polarities operate within the literature to express this tension, among them the distinction between global and local, modern and traditional, postmodern and modern, system and life-world, West and non-West, and so forth. The article uses the difference between instrumental system and cultural model to outline both the basic structures of global society and how the various polarities, while appearing as oppositions, are actually better seen as mutually conditioning ways of constructing difference and identity in global society. The examples of such relations between nations and state and between religions and religion serve to illustrate the argument. A short conclusion points to possible research projects for refining and testing the macrotheoretical model.
Some Notable Patterns of Fertility Behaviour in Africa: the Case of Kenya
Authors: Mburugu Edward K.
Published: March 2007

The high rate of population growth in Africa has led to government attempts to encourage fertility control, but economic development does not seem to be following Western demographic transition theory Kenyan total fertility was 8.1 children in 1979 and mean desired number of children for ever married women is 7.2. Key patterns of fertility contributing to these figures are high levels of pre- and non- marital fertility, traditional orientations to fertility, low prevalence of modern orientations to family size and contraception, regional and ethnic variations and high fertility among young urban women. Two theories relevant to understanding the situation may be Caldwell's theory of economic and reproductive decision-making and Freedman's social psychological emphasis on world-wide commumcations networks.
Rent-Seeking or Dependency as Explanations of Why Poor People Stay Poor
Authors: Weede Erich
Published: March 2007

A plausible answer to the question of why poor people stay poor reads that privileged people make or keep them poor. Dependency theories seem to derive their popularity among sociologists and political scientists from containing this answer. While this basic insight might be true to some extent, dependency theories still might be false as accumulating anomalies suggest. The rent-seeking approach offers a competing paradigm according to which price distortions within LDCs and between LDCs and industrialised societies contribute to the preservation of poverty. In contrast to dependency theory, the rent-seeking approach is fully compatible with neo classical micro-economic theory While a review of cross-national studies serves to call dependency theories into question, it cannot yet provide much support for a rent- seeking approach. There are simply not enough studies
Market Configurations: Toward a Framework for Socio-Economic Studies
Authors: Flam Helena
Published: March 2007

The article develops a theoretical framework for studies in economic sociology as a critical alternative to research programmes proposed by Etzioni, Himmelstrand and Smelser. The framework assumes that any real national economy contains only a miniscule segment that can be called market proper and therefore focusses on the dynamics which delinate both market and non-market distributional regimes. Grounded in Weber, the article advances the idea that classes, status groups, political parties and the states are the powerful agents delineating the three important markets in labour, commodities and credit. It emphasises the centrality of conflict associated with legislative changes in the delineation and structuring of distributional regimes. In particular, it singles out conflicts pertaining to definitions of legitimate commodities, sellers/buyers, pricing principles and regulatory agencies and organisa tions active in and outside the market as the strategic research sites. Finally, it distinguishes various distributional regimes in terms of accessibility rules and pricing principles, on the one hand, and agents providing and buying goods and services, on the other.
International Collaborative Study of Oral Health Outcomes
Authors: Cohen Lois K. , Bailit Howard L. , Barmes David E.
Published: March 2007

Building upon the completed WHO International Collaborative Study of Dental Manpower Systems in Relation to Oral Health Status (ICS-I), a project which extended from 1972-1983 and was operational in ten industrialised countries, the new five-year cross-national study of oral health outcomes (ICS-II) is described. The new project includes some of the industrialised countries having participated in ICS-I plus some new ones, as well as a limited number of middle-income developing countries (Egypt, India and Uruguay).
Sociological and Religious Origins of the Non-Profit Sector in Israel
Authors: Jaffe Eliezer David
Published: March 2007

Third-sector non-profit associations and voluntarism among Jews developed primarily under stateless conditions for nearly 2000 years during the exile of the Jewish people from its homeland. Only in modern times, with the re-establishment of Jewish statehood, has there been cause to assess and study the relationship between the non-profit sector and the state. This situation in which the voluntary, non-profit `third sector' developed in the absence of a state (and in some ways, acted as a substitute for it) on a worldwide basis for the specific purpose of preserving religious and group identity is a unique phenomenon among the nations of the world (Anheier and Siebel 1990; Powell 1986). This article describes some of the historical roots of the non-profit or `third sector' in Israel from a sociological, religious, political and socio-economic perspective, its relationship to the state, and some comparative trends in other countries.
In Search of the Purpose of Technology Implementation
Authors: Schuttloffel Merylann J. "Mimi"
Published: March 2007

The integration of technology into the classroom infers changes in the role of teacher with two emerging tensions. The first tension is between the idea of technology as a tool providing technical proficiency and efficiency and the vision of technology as a catalyst for educational reform. The second conflict is between the traditional culture of schooling and life in classrooms and the anticipated transformed culture. This article focuses on data found during three separate case studies involving the implementation of technology in a grade school, a high school, and a university. Significant questions raised relate to teacher beliefs about the culture of classrooms and schools, specifically about relationships with students. Recommendations for policy and practice include the importance of a clear purpose for the implementation of technology and an understanding of classroom culture.
Possible Selves and Future Orientation:
Authors: Yowell Constance M.
Published: March 2007

To explore the structure and function of the aspirations of Latino boys and girls, theoretical and methodological approaches of future orientation and possible selves were integrated. In interviews with 38 students, the content, priority, optimism, internality, temporal extension, and specificity of students’ hoped-for selves were assessed. Students showed high educational and occupational aspirations and high rates of optimism and internal control across five domains of hoped-for selves. The occupational domain was a greater priority for boys than for girls. Girls reported more constrained views of their futures than did boys. Students reported global fears in the domain of personal well-being, and limited specificity within occupational and educational domains. The combination of limited specificity and global fears might result in an imbalance between hoped-for and feared selves. The imbalance might have negative repercussions for students’ future academic motivation and highlights the possible need for further research and possible educational reform.
Generality of the Controlling Variables Scheme in Early Adolescence
Authors: Pulos Steven , Linn Marcia C.
Published: March 2007

The present study examined the generality of the formal operations scheme of controlling variables across different tasks. It was hypothesized that performance would be favorably affected by the subjects' familiarity with the content of the task. Seven controlling variables tasks (four laboratory, one naturalistic and two neutral) were administered to urban and rural thirteen year olds. Groups were selected such that the rural group was more familiar with the content of the naturalistic task than was the urban group, while the urban group was more familiar with the content of the laboratory tasks. Both groups were equally familiar with the artificial variables in the neutral tasks. It was found that the rural group performed significantly better than the urban group on the naturalistic task and the urban group performed significantly better on 3 of the 4 laboratory tasks. No significant differences between the groups were found on the neutral tasks. The types of strategies employed by the subjects were examined; it was found that most subjects used more than one strategy, and used the controlling variables strategy at least once, but not consistently on all seven tasks.
Productive Learning in Social Studies Among Early Adolescents
Authors: Walberg Herbert J. , Tsai Shiow-Ling
Published: March 2007

To probe a psychological theory of educational productivity, social studies achievement and attitude test scores of 2,426 13-year-old high school students were statistically related to each other and indicators of constructs that prior research shows are associated with learning out comes. In 8 linear and log-linear, ordinary least-square regressions with from 5 to 9 independent variables, several production factors are significant-socio-economic status, home environment, student-centered instruction, and time or amount of study; and item-learning correlations yield clues for improving learning productivity. Systems regressions, however, reveal ambiguity in the causal relations in that measurement error and exogenous and reverse causes may account for the significant findings.
The Youth Culture Controversy: An Evaluation
Authors: Niles F. Sushila
Published: March 2007

Based on some evidence gathered from a study of early adolescents, this article attempts to resolve the "youth culture" controversy. It suggests that peer influence is strong during early adolescence but is limited only to certain areas of behavior which are largely allowed by parents. Furthermore, this trend of increased peer influence is symptomatic of a normal development toward autonomy and the forging of an individual identity. It is also argued that an interest in a "pop" culture is often mistakenly represented as the phenomenon of "youth culture," characterized by anti-adult, even antisocial behavior. In sum, utilizing research data gathered among 272 early adolescent females in Northern England, the argument is that, in actuality, there is no youth culture controversy.
Research Needs in Teacher Activities: Results of a National Survey
Authors: Clark Donald C. , Babich George , Burpeau Michele Y.
Published: March 2007

The extent to which members of the National Middle School Association felt that teacher classroom activities should be researched was investigated through a national sample. The respondents, predominately school principals at either the middle school or junior high level ranked sixteen areas of research in three categories: (a) classroom management, (b) instructional design, and (c) effective interpersonal relationships. Data reveal four areas of high research priority. They are: (1) student motivation, (2) teacher/student interpersonal relationships, (3) classroom climate, and (4) structuring instruction for individual differences. In all, 90 percent of the respondents indicated a research need in 15 of the 16 areas investigated. Even though the sample is dominated by public school principals (77 percent of the respondents), the need for effective research of actual teacher classroom practices is indicated.
Modification of Gender Differences in the Understanding of Displaced Volume
Authors: Pulos Steven , de Benedictis Tina , Linn Marcia C. , Sullivan Patricia A. , Clement Catherine A.
Published: March 2007

Males generally perform better than females on tasks involving the displaced-volume concept. This training study examined whether experience and/or aptitudes play parts in this differential performance. Middleclass 8th graders who failed items on a group pre-test of displaced volume were assigned to training or control groups. All trained subjects, male or female, improved in performance on the displaced-volume task. Observations of facial expressions and postures during training added to evidence that males and females responded similarly to training. The control group showed gains as well. Training effects did not generalize to related tasks. Improvement during training was related to an aspect of Field Dependence-Independence called Familiar Field.
Self-Concept and Sex-Role Orientation: An Investigation of Multidimensional Aspects of Personality Development in Adolescence.
Authors: Ziegler Christine B. , Dusek Jerome B. , Carter D. Bruce
Published: March 2007

A total of 354 6th through 12th grade adolescents completed both a measure of self-concept and a revised version of the Bem Sex Role Inventory in order to assess relationships between sex-role orientation and self-concept during adolescence. It was hypothesized that sex-role orientation and self-concept were systematically related multi-dimensional aspects of personality. The results confirmed the major hypotheses. Overall, Masculine and Androgynous adolescents scored significantly higher than did Feminine and Undifferentiated adolescents on the instrumental self-concept dimension of Achievement/Leadership. In contrast, Feminine and Androgynous adolescents scored significantly higher than their Masculine and Undifferentiated peers on the expressive self-concept dimension of Congeniality/Sociability. Feminine adolescents exhibited significantly higher adjustment self-concepts than did their Undifferentiated peers, but both groups scored lower on this aspect of self-concept than did Androgynous and Masculine adolescents. Finally, on the dimension of Masculinity/Femininity, Masculine adolescents scored significantly higher, and Feminine adolescents significantly lower, than did their Androgynous and Undifferentiated peers. Regression analyses indicated a significant Masculinity component for the instrumental, and a significant Femininity component for the expressive, dimension of self-concept. In addition, only Masculinity contributed significantly to the regression predicting overall Adjustment scores. No age differences emerged from any of the analyses. The results illustrate the utility of the notion that self-concept and sex-role orientation are multidimensional constructs.
School from the Young Adolescent's Perspective: A Descriptive Report
Authors: Schulenberg John E. , Asp C. Elliot , Petersen Anne C.
Published: March 2007

Despite efforts over the past few decades to provide a better educational environment for young adolescents, little is empirically known regarding the students' perceptions of school. The present study was undertaken to directly tap young adolescents' views about school as they progressed from elementary to junior high school. As part of a larger research project, 335 sixth grade students (153 boys and 182 girls) were randomly selected from two successive cohorts and followed longitudinally through the eighth grade. Structured interview data pertaining to the students' views and attitudes about various aspects of school, as well as school reported grades, were collected each year. Several important findings emerged in the areas of: (1) academic concerns and preferences, (2) grades, (3) extra curricular activities, (4) the relative importance of athletics, popularity, and academics, (5) views about the transition into junior high, and (6) trouble-causing activities. Among the most striking findings were: (1) grades declined significantly over the years, (2) academics were generally more important than athletics or popularity (especially for boys), (3) there were few significant sex differences in regard to athletics, and (4) the transition to junior high school went better junior high deserves more empirical and critical attention.
Change and Stability in Self-Esteem between Late Childhood and Early Adolescence
Authors: Wallace James R. , Cunningham Thomas F. , Monte Vickie Del
Published: March 2007

Our purpose was to examine indices of change and stability in self-esteem between late childhood and early adolescence. The Coopersmith Self-Esteem Inventory was administered to 70 children at approximately age 9 and again at age 14. Analyses of the longitudinal data revealed significant (p < .05) increases in general measures of self-esteem as well as in specific subscales of the Self-Esteem Inventory. Significant test-retest correlation coefficients also attested to the relative stability of self-esteem measures across the five year age span. The findings contribute to the composite of recent longitudinal research indicating systematic increases in self-esteem throughout adolescence.
Physical Similarity of and Disclosure of Menarcheal Status to Friends: Effects of Grade and Pubertal Status
Authors: Brooks-Gunn J. , Warren Michelle P. , Samelson Marion , Fox Richard
Published: March 2007

This study explores the relationship of friendship characteristics, specifically perceived reciprocity and self-disclosure of menarcheal status, to physical similarity, pubertal status, and grade level. One hundred and twenty girls in fifth, sixth, and seventh grades were interviewed about their friendships. Each girl was asked to name her "best," "close," and ",other" friends, as well as whether the friendships were reciprocal, whether each friend would tell the subject when she began menstruating (or, if postmenarcheal, did tell), and vice-versa. Girls rated the similarity of each friends' physical development to their own physical development. A nurse rated the girls' physical development by the Tanner method.
Identity Formation, Metaphors, and Values
Authors: Waterman Alan S.
Published: March 2007

Berzonsky (1986), in elaborating on the discovery and creation (construction) metaphors for identity formation, has not accurately represented my views on two key points: (1) the implications of the discovery metaphor regarding personal responsibility and accountability, and (2) the possibility of conducting scientific research involving metaphors for psychological processes. Our contrasting perspectives on these issues are discussed.
Television and Temporal Development
Authors: Hirsch Bennett Z. , Kulberg Janet M.
Published: March 2007

Children view large amounts of television from very early on, and television's effects permeate our culture and society. In areas of temporal development, proponents of Piaget would argue that children under the age of eight or nine lack the operations that permit logical structuring of temporal relationships and are thus more easily distracted by other information and cues. Television viewing may distract or maintain a child's attention, and may also guide attention into extremely structured, regimented time frames. The major objectives of the present investigation were to determine whether childrens' short term temporal judgments were related to: (a) viewing hours in preschool years, (b) speed of the action being viewed and (c) age and gender. One hundred eight children were grouped by ages 4-0 to 5-11, 6-0 to 7-11, and 8-0 to 9-11. All subjects viewed short television segments of varying length and action and were asked to estimate the length of time of each segment. Parents of children in the study completed a developmental questionnaire specifying the television hours viewed by their children while in the preschool years. Significant age differences in temporal judgment accuracy were found. The older the children were, the more accurately they performed. Significant effects were also found in accuracy when the action levels varied, from a no TV condition to slow, moderate and fast presentation of the TV segments. When the TV was not on, judgment improved on the estimation task. A third area of significance was found in total hours of viewing in the child's preschool years: children who watched less television showed improved interval estimation skills. Children's age and amount of television viewing in the preschool years are major factors in the development of temporal judgment abilities.
The Smiling Sunbather and the Chivalrous Football Player: Young Adolescents' Images of the Ideal Woman and Man
Authors: Stiles Deborah A. , Gibbons Judith L. , Schnellmann Jo
Published: March 2007

One hundred and eighty-one ninth grade students were randomly as-signed the ideal man or ideal woman version of a questionnaire in which they ranked ten qualities of the ideal person and drew a picture of the ideal person doing something. Four ideal types emerged. Girls depicted the ideal man as "the chivalrous football player" (kind and honest, fun loving, smiling, and bringing flowers). Boys depicted the ideal man as"the frowning football player" (fun loving, frowning, and engaged in sports). Girls described the ideal woman as "the smiling hardworker' (kind and honest, smiling, intelligent, and having adult responsibilities). Boys perceived the ideal woman as "the smiling sunbather' (good looking, sexy, smiling, and engaged in leisurely activities). Some exceptions were noted, but overall, gender differences in the emerging values of young adolescents were reflected in their ideal images.
Parent-Child Closeness as an Influence on the Projected Life Course of Rural Adolescent Girls
Authors: Crouter Ann C. , Carson Judith Hall , Vicary Judith R. , Butler Janice
Published: March 2007

This study examined the relationship between young adolescent girls' feelings of closeness to mother and father and the ages at which they expected to make certain transitions to adult life, including becoming sexually active, marrying, becoming a mother, establishing an independent residence, completing education, and beginning to work full-time. Interviews with 106 girls (13-17 years of age) from a rural school district were conducted. Results indicated that the closer girls felt to their mothers, the later they expected to make the transitions related to sexuality and family formation. Feelings of closeness to father covaried with girls' expectations of becoming sexually active later but were not related to expectations about the timing of other transitions. Although analyses of the stability of girls' ideas about life course timing revealed considerable stability in girls' timing expectations across a six-month period, it was also clear that some shifting in ideas about life course transitions and timing had occurred. A more fine-grained study of continuity and change in these ideas across the adolescent years would be a promising direction for future research.
Early Adolescents' Perceptions of Stress
Authors: Greene A. L.
Published: March 2007

This study examined the types of events that early adolescents described as stressful, including the affective response (e.g., anger, sadness, anxiety) and impact (e.g., disruption of daily routine) associated with each event occurrence. Eighty-four male and female 4th-6th graders provided a corpus of 575 stressful events (X = 7.37). Few students described the events most commonly studied by stress researchers. Death of a pet was the most frequently mentioned stressor (69%), followed by death of a relative (60%), grades (32%), and illness/injury (32%). While self concerns, such as physical appearance, and moving to a new home produced the most wide ranging impacts associated with individual stressors, school emerged as the most stressful of the domains considered, generating the highest number of disruptive impacts and the second highest number of affective responses. These data underscore a need to obtain additional information concerning the stressors of early adolescence, as they are perceived by adolescents themselves. The findings are discussed in terms of a necessary distinction between the stresses and strains of early adolescence and the role of school as a chronic strain in the day to day experience of early adolescents.
A Comparison of Role Strain and Coping Strategies by Gender and Family Structure among Early Adolescents
Authors: Bird Gloria W. , Harris Rhonda L.
Published: March 2007

This study examined differences in peer and family role strain and use of coping strategies by gender and family structure using data from a sample of 203 eighth-grade early adolescents. Post hoc ANOVA results indicated significant differences among early adolescent males and females on level of role strain experienced as family members and in use of Social Support and Ventilation factors as coping strategies. Female adolescents experienced significantly greater family role strain than did males. Female early adolescents reported using Social Support significantly more often and Ventilation significantly less often than did their male counterparts. Data analysis also revealed that adolescents in single-parent families used Family Support to cope with stress significantly less often than did adolescents in two-parent families. The implications of these findings are identified and discussed and directions for future research are suggested.
Effect of Reproductive Status Changes on Family Functioning and Well-Being of Mothers and Daughters
Authors: Paikoff Roberta L. , Brooks-Gunn Jeanne , Carlton-Ford Steven
Published: March 2007

Associations among family relations, mother reproductive status, daughter reproductive timing, and well-being were examined in 144 mothers and their adolescent daughters. First, effects of mother reproductive status and daughter reproductive timing on reports of family functioning were explored. Mothers of early maturing daughters perceived less family conflict than did those with on-time or late daughters. Second, the correlates of mother and daughter well-being were examined. Maternal perceptions of family cohesion were associated negatively with maternal depressive affect and positively with maternal body image. Maternal dieting behavior and bulimic symptoms were higher in postmenstrual mothers. For daughters, maternal perceptions of family cohesion were associated negatively with dieting and bulimic symptoms, and positively with body image. The interaction between mother menstrual status and daughter age at first menarche also influenced daughter dieting. Findings are discussed in terms of their implications for mother-daughter interaction during the adolescent years.
Early Adolescent-Peer Group Fit, Peer Relations, and Psychosocial Competence
Authors: East Patricia L. , Lerner Richard M. , Lerner Jacqueline V. , Soni Rachna Talwar , Ohannessian Christine M. , Jacobson Lauren P.
Published: March 2007

At three points during the school year, 101 sixth graders were studied to examine the within- and across-time interrelations among (a) the goodness of fit between early adolescents' temperamental characteristics and the temperamental preferences held by the peer group, (b) adolescents' peer relations, and (c) adolescents' psychosocial competence. Results were as follows: (a) All variables (ft peer relations, and competence) were highly stable across all times of testing; (b) for certain temperament characteristics, early adolescent-peer group fit was positively related to favorable peer nominations and to self- and teacher-rated competence; and (c) favorable peer nominations were highly correlated with both self- and teacher-rated competence. Additional analyses revealed many across time-across domain patterns of covariation. The implications of early adolescent-peer group fit for early adolescents' peer relations and psychosocial functioning are discussed.
Parent Depression and Parent Authoritative Discipline as Correlates of Young Adolescents' Depression
Authors: Gallimore Melanie , Kurdek Lawrence A.
Published: March 2007

This study related the self-reported severity of depression in a nonclinic sample of 35 young adolescents (mean age = 13.63 years) to mothers' and fathers' self-reported severity of depression and parents' use of an authoritative discipline style. Authoritative discipline was assessed from the adolescents' viewpoint as well as that of each parent. The severity of adolescents' depression was positively related to the joint severity of fathers' and mothers' depression and was positively related to the extent that adolescents agreed that their fathers used authoritative discipline. Adolescent depression was not related to parents' own reports of their authoritative discipline. When the extent of fathers' perceived authoritative discipline was controlled, fathers' depression did not account for a significant increase in the explained variability of adolescents' depression. The relation between parent and adolescent depression may be mediated by parent authoritative discipline.
A Longitudinal Examination of the Social-Cognitive Foundations of Adolescent Egocentrism
Authors: Vartanian Lesa Rae , Powlishta Kimberly K.
Published: March 2007

The theoretical foundations of the imaginary audience (IA) and personal fable (PF) have been debated for years. Two studies were conducted to (a) replicate previous support for an alternative model linking the constructs to Level 3 social perspective-taking ability and (b) follow the constructs longitudinally. Data from 96 middle school students replicated previous findings: Level 3 social perspective-taking ability was associated with heightened PF and not IA. However, a Grade x Social Perspective-taking interaction indicated that elevated PF was related to Level 3 for sixth grade students only; a grade-related decrease in PF occurred among Level 3 students. Thirty-nine participants were retested a year later; those results verified the grade-related decline in PF seen in Study 1. Elevated PF was a function of social cognition and some sort of social experience (e.g., the experience of a school transition); Level 4 ability did not appear to be necessary for decreased sensitivity..
Extended Family Members and Unrelated Adults in the Lives of Young Adolescents
Authors: Scales Peter C. , Gibbons Judith L.
Published: March 2007

The presence of caring adults in the extended family and unrelated adults, such as neighbors, teachers, youth workers, and clergy, is thought to make a positive contribution to young adolescent development. Many reports mention the importance of those relationships, but there is a sparse empirical literature describing their nature and role in young adolescents' lives. The available literature is reviewed here with respect to (a) identifying the nonparental adults who positively affect adolescents; (b) characterizing the kinds and frequency of contact between adolescents and nonparental adults; and (c) articulating the functions that the relationship serves and specifying the personal characteristics of the nonparental adult. Specifically addressed in this article are the ways in which age and grade, gender ethnicity, and socioeconomic status of the adolescent, and the characteristics of the community, affect adolescents' relationships with nonparental adults.
Stress, Social Support, and Adjustment of Adolescents in Middle School
Authors: Wenz-Gross Melodie , Siperstein Gary N. , Untch Andrew S. , Widaman Keith F.
Published: March 2007

Examined in this study were middle school stress, social supports, and adjustment of 482 sixth-, seventh-, and eighth-grade adolescents. Multiple regression analyses were used to relate differing types of stress and social support to students' self-concept, feelings of depression, and liking of school. The effects of adolescent characteristics (gender, grade level, grade point average, and education placement status) also were assessed. Results showed that higher academic stress and less emotional support from the family were related to lower academic self-concept, and higher peer stress and less companionship support from peers were associated with lower social self-concept. Emotional support from the family moderated the influence of peer stress on feelings of depression. Problem-solving support from adults outside the family moderated the effects of teacher/rules stress on adolescents' liking of school. The importance of identifying the linkages between types of stress, social support, and adjustment, using a developmental perspective, is discussed.
Maternal Predictors of Early Adolescent Achievement-Related Outcomes
Authors: Linver Miriam R. , Silverberg Susan B.
Published: March 2007

Investigated in the present study was the association between maternal parenting practices and school and developmental achievements among early adolescents. Guided by theories and previous research on gender differences, of special interest in the present study was whether and how adolescent gender would moderate the association between individual parenting practices (warmth, monitoring, psychological autonomy giving) and adolescent school and developmental achievements (school grades and psychosocial maturity). Fifty-eight early adolescents participated in the study; all adolescents were attending or had just completed eighth grade. Results indicated that monitoring made the largest individual contribution to school grades and psychosocial maturity and that gender moderated the association between two of the three parenting practices and adolescent psychosocial maturity. Specifically, the associations between warmth and psychological autonomy giving and psychosocial maturity were stronger for girls than for boys. The importance of examining individual parenting practices as well as explanations for the moderating effect of gender are discussed.
Early Adolescent Gender Differences in the Use of Ruminative and Distracting Coping Strategies
Authors: Broderick Patricia C.
Published: March 2007

Recent literature reviews of the antecedents of adolescent depression propose that rumination is one of the risk factors that has been associated with higher rates of depression among girls. Rumination is defined as a stable, emotion-focused coping style that involves directing attention inwardly toward negative feelings and thoughts. Distraction involves turning attention away from unpleasant thoughts or events to reduce negative feelings. Investigated in this study was the preference for ruminative or distracting coping in 174 4th- and 5th-grade students. Participants' coping styles were assessed for academic, family, and peer problem situations by means of quantitative and free response analyses. Girls were more likely than boys were to endorse a ruminative approach to deal with all stressors. Spontaneous responses to vignettes depicting problems revealed that girls produced more ruminative and self-focusing responses to all problem areas, whereas boys used more problem-solving and distraction.
Gender Differences in Responses to Friends' Hypothetical Greater Success
Authors: Benenson Joyce F. , Benarroch Deborah
Published: March 2007

Based on previous findings in which the dynamics off friendships of girls and boys were shown to vary, it was believed that girls and boys would differ in their caring about their friends `hypothetical greater success. A questionnaire was completed by 18 girls and 23 boys from 7th and 8th grades about how much those adolescents cared about being successful in six domains and how much they would care if their closest friends were successful and they were not successful in the six domains. Boys cared more than girls did about athletics, whereas girls cared more than boys did about having close. friends. How-ever, girls indicated that they would care more than boys did about the success of their same-gender friends in the areas of romantic relationships, popularity, attractiveness, and close friendships. The implications of these gender differences for self-evaluations and relationships are discussed.
Factors Associated with Bullying Behavior in Middle School Students
Authors: Bosworth Kris , Espelage Dorothy L. , Simon Thomas R.
Published: March 2007

In this study, bullying was examined as a continuum of mild-to-extreme behaviors, and the potential correlates of bullying others were delineated. To improve identification and targeting of those youth at risk for bullying, demographic, behavioral, and psychosocial correlates were tested on a continuous measure of bullying behavior rated according to the number and frequency of behaviors. Among 558 middle school students surveyed in 1995, only 20% reported no bullying behavior. In multiple regression analysis, misconduct, anger, beliefs supportive of violence, confidence in using nonviolent strategies, and intentions to use nonviolent strategies were associated with levels of bullying behavior. Although boys reported more bullying behavior than did girls, gender was not a significant predictor in the multiple regression analysis. These study results were inconsistent with the perspective that early adolescents were either bullies or nonbullies and indicated the need for a comprehensive approach to preventing bullying behavior.
Paid Work in Early Adolescence:
Authors: Entwisle Doris R. , Alexander Karl L. , Olson Linda Steffel , Ross Karen
Published: March 2007

Descriptive data on paid work performed both by White and African American students in Baltimore were collected as part of a more extensive longitudinal study. More than one-half of the youth worked for pay during the school year at 13 and 14 years of age, and around 70% worked during the summers. Those who started work the earliest were those who had done more chores at home. Patterns of work by these relatively low socioeconomic status (SES) students are consistent with patterns of youth employment in other parts of the country. For example, rates of employment for African American youth were lower than for White youth. Despite weaker academic records, the lowest SES African American boys at 13 years of age held proportionately more of the semi-skilled jobs (clerical, sales, and craft) than did White students of either gender or African American girls. The findings are discussed in a life course framework.
Teaching Ethics in Marketing Research: An Experiential Approach
Authors: Schneider Kenneth C.
Published: March 2007

This study shows how an experiential exercise can be used to better introduce students to ethical issues in marketing research or other technique-based courses whose structure does not lend itself well to a discussion of ethics. Students who participated in an experiential exercise in marketing research ethics tended to (1) show more substantial changes in attitudes toward ethics and (2) demonstrate a more realistic understanding of the complexity involved in resolving ethical issues than did students not able to participate in such an exercise.
Analysis of Authorship in the Journal of Marketing 1960-1981
Authors: Marquardt Raymond A. , Murdock Gene W.
Published: March 2007

This article analyzes the authorship of articles published in the Journal of Marketing between 1960 and 1981. Comparisons are made by author, academic rank, institution and by occupation. Based on these findings, suggestions are made for creating an atmosphere that encourages a greater lifetime involvement in research.
Instructional Skills Enhance the Understanding of Instructional Content
Authors: Wubbena Dennis R.
Published: March 2007

The instructional skills of an instructor have a direct effect upon the reception of the course content by the class participants. Learning theory establishes the importance of these skills and provides insight as to how we can apply selected propositions in an effort to enhance the understanding of instructional content.
Productivity Ratings of Institutions Based on Publication in Eight Marketing Journals: 1983-1984
Authors: Clark Gary L.
Published: March 2007

Institutions are ranked based on the number of publications produced by each school's faculty in eight marketing journals. The 423 articles analyzed were produced by 621 different individuals employed at 60 different businesses and 196 different academic institutions. The vast majority of individuals (85 percent) were credited with having authored or co-authored only one article during the time period used for the analysis.
Graduate Program of Instruction in Marketing Research: A Need Assessment
Authors: Segal Madhav N.
Published: March 2007

This article examines the nature of the marketing research industry's need and demand for professional marketing researchers. The empirical investigation is under-taken to analyze the current hiring and training practices for marketing research personnel and to assess specific perceived inadequacies among newly hired marketing researchers. The survey findings are discussed with implications for collegiate instruction and academic program development in marketing research.
Industry Views on Content of the International Marketing Course
Authors: McDaniel Stephen W. , Smith L. Murphy
Published: March 2007

Recent studies point out the importance of, as well as the need for, improving the course in international marketing. The present study provides input from 225 of the largest U.S. corporations regarding their views on appropriate content in the international marketing course. Results indicate a preference for subject matter having the most direct impact on marketing activities.
The Impact of Computerized Test Banks as a Study Aid in an Introductory Marketing Course
Authors: Morris Linda J. , Byers C. Randall
Published: March 2007

This article reports the results of an empirical study assessing the effectiveness of a Computer-Assisted Instruction (CAI) tutorial program for an introductory marketing course. The results indicate examination performance was enhanced by the CAI study tool, but level of question difficulty did not affect test performance.
Retail Location Decision Making Using a Market Potential Approach: A Group Project
Authors: Darian Jean C.
Published: March 2007

In the project, each student group chooses a particular type of store and constructs an index of market potential to help choose a new location for the store. In addition to gaining experience in making decisions based on limited information, students also are exposed to online data bases and gain practice using Lotus 1-2-3.
Introducing Antitrust in the Basic Marketing Course
Authors: Kelley Craig A.
Published: March 2007

The federal antitrust acts have a strong influence on a number of marketing decisions. Although the acts are usually discussed in a basic marketing course, most introductory marketing textbooks do not discuss these acts in enough depth for the student to understand how marketing activities are affected. This article provides the marketing educator with a framework for introducing antitrust in the basic marketing course. Common terminology used in antitrust and key court decisions that established judicial standards in selected areas of antitrust are also presented for the marketing educator's reference.
An Experiential Approach to Marketing Education
Authors: Wynd William R.
Published: March 2007

This article reports a procedure for leading a class to generate product ideas, select one, produce a product or service, develop and implement a marketing plan, and distribute the profits. Marketing comes alive as students relate the textbook to the real world through this experiential approach to marketing education.
The Impact of Classroom Style on Student Attitudes toward Sales Careers: A Comparative Approach
Authors: Lagace Rosemary R. , Longfellow Timothy A.
Published: March 2007

It is suggested that a participative-style sales class rather than the more traditional lecture-style class may be beneficial in changing and improving students' attitudes toward sales positions. Implications for corporate sales recruiters and marketing faculty are offered.