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Descriptors:
College Students; Student Attitudes; Ethics; Moral Values; Sex Differences; Age Differences; Surveys; Case Studies; Athletics; Student Participation

Abstract:
It is important to understand the ethical values of college students because they will be the leaders of the future. As part of an undergraduate honors project, a survey was developed that consisted of eight cases depicting ethical dilemmas in the classroom. Each case included a choice of four actions ranging from most ethical to least ethical. The survey was administered to a convenience sample (N=172) of college students at a large land-grant university. Analysis revealed that responses reflecting ethical values increased with students' age and that female students were more ethical than male students. Those who participated in sports were less ethical than students who did not participate in sports. Contains 2 tables, and a list of ethical dilemma case studies with possible solutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Religious Factors; Drinking; Parent Child Relationship; Foreign Countries; Sex Differences; Family Structure; Adolescents

Abstract:
A multi-level Durkheimian theory of familial and religious influences on adolescent alcohol use is developed and tested with hierarchical linear modeling of data from Icelandic schools and students. On the individual level, traditional family structure, parental monitoring, parental support, religious participation, and perceptions of divine support and social constraint are associated with less adolescent alcohol use. Individual parents knowing other parents (intergenerational closure) is not associated with less alcohol use among their children, but all students drink less in schools where such intergenerational closure is high. The religiosity of individual parents is not significantly related to their children's alcohol use, but female students drink significantly less in schools where religious parents are more prevalent. The results are generally consistent with the proposed theoretical model. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Learning; Student Motivation; Goal Orientation; Competition; Questionnaires; Sex Differences; Extracurricular Activities; Achievement Need; Elementary School Students

Abstract:
This study constructed questionnaire measures of cooperative and competitive orientations, and pilot-tested them with 1,176 elementary school-age 4-H members and non-members. A measure of parent support was also obtained from these children. Factor analyses revealed that competitive and cooperative learning orientations are orthogonal and not oppositional. Analyses of variance revealed that 4-H members have lower competitive and cooperative orientations, compared to non-members; also, that boys have substantially higher cooperative orientations than girls. These unexpected results need replication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; College Students; Foreign Countries; Sex Differences; Labor Market; Academic Degrees; Higher Education; Study Habits

Abstract:
This article develops the construct of degree purchasing as an instrumental orientation towards education in which students value education primarily as a vehicle for labour market participation rather than as an avenue for learning. This study of 188 Canadian university students found that a substantial proportion of students tended to be more interested in acquiring a diploma than the learning that it represents. Female students were more instrumentally oriented than male students, and younger students devalued learning to a greater extent than older students. Finally, a degree purchasing orientation was associated with poor study habits, the use of resistance strategies in the classroom, low positive affect, and poor course performance. Implications for higher education and suggestions for future research are discussed. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychology; Guidance Centers; Sex Differences; Intervention; Counseling Services; Stress Variables; College Students

Abstract:
The authors examined psychological distress and relational patterns in college men and women. Peer, mentor, and community relationships; year in school; and family experiences were hypothesized to predict psychological distress, although predictive patterns were expected to differ in women and men. Overall, results supported the hypotheses. Findings are interpreted from the perspective of the relational-cultural model. Counseling implications focus on interventions congruent with the specific relational needs of women and men. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sex Fairness; Student Attitudes; Sex; Teacher Behavior; Sex Differences; Context Effect; Age

Abstract:
Children (N = 76; ages 5-10 years) participated in a study designed to examine perceptions of gender discrimination. Children were read scenarios in which a teacher determined outcomes for 2 students (1 boy and 1 girl). Contextual information (i.e., teacher's past behavior), the gender of the target of discrimination (i.e., student), and the gender of the perpetrator (i.e., teacher) were manipulated. Results indicated that older children were more likely than younger children to make attributions to discrimination when contextual information suggested that it was likely. Girls (but not boys) were more likely to view girls than boys as victims of discrimination, and children with egalitarian gender attitudes were more likely to perceive discrimination than were their peers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Environment; Norms; Peer Acceptance; Interpersonal Competence; Prosocial Behavior; Aggression; Classroom Environment; Middle School Students; Student Behavior; Foreign Countries; Sex Differences

Abstract:
This study introduces a social context model within which peer acceptances of prosocial-leadership, aggression, and social withdrawal were examined as functions of the contextual norms of these behaviors. The major postulate of the model is that the extent to which a behavior permeates a social context facilitates peer acceptance of the behavior. Specific hypotheses with respect to classroom and gender as different social contexts were formulated and supported when tested in a sample of 4,650 Chinese middle school students from 82 classes. The discussion emphasizes the theoretical as well as the methodological need for alternative conceptualizations of peer relations that reflect both individual differences and contextual variations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Young Children; Number Concepts; Numeracy; Testing; Mathematics Skills; Comparative Analysis; Sex Differences; Age

Abstract:
This study examines young children's number sense in subjects from Finland (n =254), Hong Kong (n =246), and Singapore (n =130). Chinese, English and Finnish versions of the Early Numeracy Test (ENT; Van Luit et al., 1994) were used. Two highly correlated aspects of number sense were measured, one reflecting children's abilities to organize and compare quantities (i.e. relational skills), and the other pertaining to their ability to operate with number-word sequence (i.e. counting skills). The results showed significant age-related gain on the relational and counting scales. No gender or language differences were found. The children in Hong Kong and Singapore outperformed those in Finland in relational and counting tasks starting at the age of four years. The children in Singapore also had better relational and counting skills than those in Hong Kong. Differences in teaching were assumed to explain the findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Coping; Learning Disabilities; College Students; Comparative Analysis; Social Support Groups; Anxiety; Gender Differences; Sex Differences

Abstract:
The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self-reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without LD were more task orientated and perceived more support than students with LD, while students with LD used more emotional coping strategies than NLD students. Differences were also obtained regarding age and gender. The study highlights the importance of further investigations with a larger sample and the support sources of students with LD, and suggests developing task-oriented coping strategies designed especially for students with LD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Factor Analysis; Structural Equation Models; School Surveys; Early Adolescents; Middle School Students; Social Reinforcement; Cross Cultural Studies; Gender Differences; Foreign Countries; Sex Differences

Abstract:
The School Reinforcement Survey Schedule (SRSS) was administered to 2,828 boys and girls in middle schools in the United States and an Italian translation was administered to 342 boys and girls in middle schools in Northern Italy. An exploratory factor analysis using half the American data set was performed using maximum likelihood estimation with a promax rotation. This analysis produced a structural equation model with six interpretable latent variables. This analysis was confirmed by results demonstrating a good fit with the other half of the American sample and separately with the Italian sample. Scores for the six latent variables were constructed and information about the distribution of scores was obtained. Multiple comparisons of the means were performed by gender, within each national sample, for each of the six latent variables. American and Italian girls report obtaining greater enjoyment from a wider variety of school activities compared to American and Italian boys. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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