scholarly journals Harsh discipline and readiness for interpersonal aggression in Poland and the USA: the mediating role of sensitivity to provocations and frustrations

2015 ◽  
Vol 46 (4) ◽  
pp. 543-554
Author(s):  
Monika Dominiak-Kochanek ◽  
Karolina Konopka ◽  
Mary Bower-Russa ◽  
Adam Frączek
Keyword(s):  
Cultural Context ◽  
Emotional Reaction ◽  
Physical Punishment ◽  
Mediating Effect ◽  
Psychological Aggression ◽  
Self Report ◽  
Harsh Parenting ◽  
The Usa ◽  
History Of

Abstract This study examined the effect of history of harsh parenting on readiness for aggression in young adults testing the mediating effect of emotional reaction to frustration and provocation that is assumed to arise in the context of a history of physical punishment and psychological aggression. Data were collected from 402 participants including 187 Poles (Mage = 9.5; SD = 1.2) and 215 Americans (Mage = 19.16, SD = 1.15). Participants reported retrospectively on corporal punishment and psychological aggression experienced during childhood. Based on self-report instruments, sensitivity to provocation and frustration and three patterns of readiness for aggression in adulthood were assessed. Contrary to the US sample, sensitivity to provocation and frustration were mediators in the Polish sample alone. The important role of contextual factors that define harsh parenting circumstances, such as cultural context and sex of the parent, are discussed.

The Role of Maternal Self-efficacy in the Link Between Childhood Maltreatment and Maternal Stress During Transition to Motherhood

2021 ◽  
pp. 088626052110428
Author(s):  
Gabriella Bentley ◽  
Osnat Zamir
Keyword(s):  
Childhood Abuse ◽  
Childhood Maltreatment ◽  
Parental Stress ◽  
Self Efficacy ◽  
Self Report ◽  
Convenience Sample ◽  
History Of Childhood ◽  
Transition To Motherhood ◽  
History Of

The transition to motherhood is a significant developmental milestone in many women’s lives. This transitional period may be more stressful for women with a history of childhood maltreatment (CM) than for women without such a history. This study tested whether parental self-efficacy (PSE) accounts for the link between CM and parental stress in mothers transitioning to motherhood. The study used a convenience sample of 1,306 first-time mothers of children aged two years or younger. Mothers filled out online self-report questionnaires assessing history of CM, PSE, and prenatal stress. Consistent with the hypotheses, exposure to CM was directly associated with greater parental stress. Also, PSE partially mediated the associations between CM and parental stress, such that mothers with a history of childhood abuse reported a lower level of PSE, which in turn was associated with greater parental stress. In conclusion, the study highlights the important role of negative cognitions related to parenting for maternal dysfunction following exposure to childhood abuse. These findings suggest a need to incorporate preventive interventions designed to promote PSE for mothers exposed to CM. Such programs may alleviate parental stress and further support the healthy development of the child.

Examining The Link Between Harsh Parenting And Non-Suicidal Self-Injury In Adolescence: The Role of The COMT Val158Met Polymorphism And Depressive Symptoms

2021 ◽  
Author(s):  
Jinmeng Liu ◽  
Xia Liu ◽  
Hui Wang ◽  
Yemiao Gao
Keyword(s):  
High School Students ◽  
Depressive Symptoms ◽  
Junior High School ◽  
Longitudinal Design ◽  
Self Report ◽  
Harsh Parenting ◽  
Comt Val158met ◽  
Val158met Polymorphism ◽  
Self Injury

Abstract Background: Previous studies have suggested negative parenting environments, especially harsh parenting, is a specific risk factor for non-suicidal self-injury (NSSI). However, the potential mechanism between harsh parenting and NSSI has not been explored. Based on the experiential avoidance model and empirical researches, we aimed to examine if depressive symptoms are a mediator between harsh parenting and NSSI. Moreover, the catechol-O-methyltransferase (COMT) Val158Met polymorphism related to depressive symptoms may also exert a moderating effect on NSSI, thus, the interaction between harsh parenting and COMT were also considered in our study.Method：373 junior high school students were recruited for the study by using a longitudinal design. Adolescents answered self-report questionnaires and provided Saliva samples for DNA genotyping.Result：The results revealed that harsh parenting was positively associated with NSSI after 18 months, and this association was mediated by depressive symptoms. Moreover, the moderating role of COMT in the direct and indirect effect of harsh parenting on NSSI only among adolescents with two Val alleles. However, the relationship was not significant for Met carriers.Conclusion: Genetic variations of COMT Val158Met may be a critical candidate in understanding the development of depression and NSSI. We conclude that the Val homozygotes of the COMT Val158Met polymorphism play a susceptible role both in depressive symptoms and NSSI.

Excavating Women: Towards an Engendered History of Archaeology (1998)

2008 ◽  
Author(s):  
Margarita Díaz-Andreu ◽  
Marie Louise Stig Sørensen
Keyword(s):  
Intellectual History ◽  
History Of Archaeology ◽  
Disciplinary History ◽  
The Usa ◽  
History Of ◽  
Minor Part ◽  
A Minor ◽  
Critical Historiography ◽  
Knowledge Claims

Gender archaeology has by now become a relatively well-established research topic within archaeology. Recent years have seen the publication of a number of edited volumes, a rapidly expanding number of papers, and even a few journals and newsletters dedicated to this subject. It is, therefore, very surprising that in this literature the historiographic analysis of women archaeologists has played only a minor part. Likewise they are hardly acknowledged in the ‘folk’ histories of the discipline (Lucy and Hill 1994: 2). The need to understand the disciplinary integration of women, to appreciate the varying socio-political contexts of their work, to reveal the unique tension between their roles as women and their academic lives, has become obvious and is strongly felt in many areas of the discipline. The insights yielded by such analysis will have significance at many levels and will be of paramount importance for the intellectual history of archaeology. In particular, such insights will necessitate a much-needed revision of disciplinary history by revealing its mechanisms of selecting and forgetting, and will play an important role in the analysis of archaeology’s knowledge claims. Histories of archaeology have broadly accepted, and spread, a perception of archaeology as being male-centred, both intellectually and in practice. These accounts, written by male archaeologists such as Glyn Daniel (1975), Alain Schnapp (1993), and Bruce Trigger (1989), are inevitably androcentric in their conceptualization and reconstruction of the disciplinary past. Their versions have, however, recently begun to be contested, as concern with critical historiography has grown, and a few explicit historiographical accounts of women archaeologists have appeared. So far, with regard to the role of women, the most extensive contributions are the edited volumes by Claassen (1994) and du Cros and Smith (1993). While providing an important beginning, these publications show that there is still a long way to go. In particular they demonstrate a gap in research coverage, as no investigation of the contribution of women outside the USA and Australia exists.

scholarly journals Social and Cultural Context Affecting the Activities of Women Painters of Pahlavi Era (1925-1978)

2016 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
Azadeh Alipoor Heris ◽  
Abolghasem Dadvar
Keyword(s):  
Cultural Context ◽  
Decisive Role ◽  
Social Contexts ◽  
Social Position ◽  
Urban Life ◽  
Government Support ◽  
Cultural Foundations ◽  
The Social ◽  
History Of

Different factors were affecting the presence of women during the Pahlavi era. In new structures after the constitutional period and along with the absolute modernism of Pahlavi, discourses changes were made based on democracy, socialism, Shia resistance and autonomy, court to government and political figures to people. During this period the role of women was formed on the basis of their social position and in their gender approach it changed from a <class in itself> to a <class for self>. The consequences of social contexts led to witness more active presence of women during Pahlavi era compared with the past periods particularly in the visual arts arena; so that the history of the Tehran galleries from 1953-1978 which reflects their activities during that time confirms this fact. The purpose of the present essay is to analyze the social contexts which have attracted women from margin to the center and attending to them since no study has been done in this respect seems essential and it’s an attempt to answer the question that what social contexts have been influential in boosting up the presence of women especially women painters of Pahlavi era? In this research the data collect is library type and filed study and it has been compiled in a comparative descriptive-analytic method, the origin and social contexts of the women painters of the Pahlavi era whose works were displayed were studied and analyzed and it can be inferred that the presence of supportive men in families, education, social context, urban life, publicizing the culture thanks to the cultural foundations and media, the actual and legal presence of the queen, government support due to cultural policies, women social movements, and the transformation of the women role in twentieth century had decisive role on enhancing the social position of women particularly the role of the women painters of the second Pahlavi era.

Effects of workaholism on satisfaction among US managerial and professional women

2015 ◽  
Vol 30 (8) ◽  
pp. 635-651 ◽  
Author(s):  
Daniele V Levy
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Life Satisfaction ◽  
Professional Women ◽  
Self Report ◽  
Content Type ◽  
Work Enjoyment ◽  
High Drive ◽  
The Usa

Purpose – The purpose of this paper is to evaluate relationships between workaholism and satisfaction outcomes with job, career and life overall among managerial and professional women and explore the moderating role of social support in these associations. Design/methodology/approach – Self-report measures collected online from 350 alumnae from top-ranked business schools currently in the US labor force were analyzed through hierarchical multiple regression analyses. Findings – Workaholism components explained significant amounts of variance in job, career and life satisfaction. Specifically, lower levels of work enjoyment were consistently associated with detrimental outcomes and high drive impacted both job and life satisfaction negatively. Social support moderated the relationship between job satisfaction and workaholism through work enjoyment, with women with greater social support demonstrating higher job satisfaction at equivalent work enjoyment levels versus those with low social support. Research limitations/implications – This paper shares methodological weaknesses involving the nature of the sample and self-report methods of measurement common to workaholism research. Practical implications – In the context of today’s competitive workplaces, results provide a cautionary message of the harmful effects of workaholic dispositions for a certain segment of professional women. It emphasizes the importance of work enjoyment and positive intrinsic motivation, while suggesting that job designs that reflect the work involvement predispositions of each woman can be beneficial. Originality/value – This paper extends the understanding of workaholism correlates to female MBA graduates from top management schools in the USA and investigates, for the first time, the role of social support in those relationships.

Resistance and Persistence: An Expectancy-Value Approach to Understanding Women’s Participation in a Male-Defined Sport

2005 ◽  
Vol 14 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Moira E. Stuart ◽  
Diane E. Whaley
Keyword(s):  
Cultural Context ◽  
Significant Others ◽  
Gender Role Socialization ◽  
Expectancy Value ◽  
Role Socialization ◽  
Women's Participation ◽  
The Usa ◽  
And Gender ◽  
The Individual

Achievement choices emanate from a variety of individual and contextual factors, including the influence of significant others and gender-role socialization. An understanding of these factors is important for promoting participation in sport, particularly for women engaged in masculine-typed sports. Five members of the USA women’s wrestling team were interviewed regarding the personal and contextual variables that influenced their choice to wrestle. Questions focused on the athletes’ expectations of success and value for wrestling, their identity as a wrestler, the role of significant others, and the cultural context of wrestling for women. Results revealed that each woman had a strong wrestling identity, had high perceptions of ability, and placed high value on achieving in wrestling. Parents and coaches were the main providers of wrestling opportunities; however, negative interpretations of their involvement from a variety of significant others outnumbered positive influences. While the individual factors confirm sources that would lead a person to select and persist at an achievement task, societal messages did not support these choices. Discussion centers on issues of resistance, persistence, and applied messages.

scholarly journals Modernization of Arts Education Paradigm by the Principle of Historical Continuity

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 101-106
Author(s):  
Vaidas Matonis
Keyword(s):  
Cultural Context ◽  
Arts Education ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Democratic Culture ◽  
The Past ◽  
Historical Continuity ◽  
Works Of Art ◽  
History Of

The purpose of the article is to show how the principle of historical continuity could be realized in order to make educational process more integral and purposeful. Research reveals relevance of historical continuity to the valuable forms of human’s spiritual activity. Main ideas which are developed in the article are based on the principles of the cultural policy elaborated by M. Lukšiene. The author of the article established a goal to evaluate art as a means to educate the sense and/or understanding of historical continuity, by the same token elevating perception of artworks to the metacognitive level and enlarging the field of historical and cultural contexts. Material of the investigation is laid by invoking the philosophical analysis of socio- and psychocultural phenomena and their impact on modernization of arts education. The role of the historical continuity and cultural awareness have activated during the last decades after the method of interpretation had intensified in valuable forms of human spiritual activity (moral, politics, aesthetics). So after such qualities of the works of art as depiction and/or craftsmanship had depreciated, the interpretation of the works of art and even the evaluation of interpretations sets in more and more robustly. In the presents of such or other contradictions the reform of European education has rippled by various different waves. As a result, the competence of democratic culture which enables the values, including artistic values, of democratic culture to implant to the attitudes of learners becomes the most essential orientation for teacher education. Development of democratic culture in EU defies such aspects of activity as knowledge and understanding of human rights, democratic participation and especially the development of competence for engaging in a meaningful and open - minded intercultural dialogue. Author is convinced that in order to realize and promote these ideas they should be accompanied by the development of the competence of dialogue with the past. Development of the competences of historical continuity and cultural context is increasing by mastering the ideas of great thinkers on education, including arts education, and helps to impersonate one of the most important domains of cultural heritage – educational potential of culture. In other words, historical continuity and cultural context are such core principles and values which can enable the development of the competence of full-rate intercultural dialogue. In case of arts education, when the paradigm of artistic thinking is rapidly changing, it is evident that an integrated history of artistic education should be developed. The main role of such academic course is not only to reveal cultural peculiarities of different countries but also to show the reasons of unequal educational power of different arts in different epochs. The role of historical continuity and cultural context is growing according to the development of digital technologies which are changing social conditions and possibilities of traditional artistic functions. Just the history of art and ideas of artistic education could balance both historical continuity of social artistic functions and involve learners into dialogue with the past.

scholarly journals Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Yun Luo ◽  
Anyi Wu ◽  
Hui Zhang
Keyword(s):  
Chinese Students ◽  
Mediating Effect ◽  
Self Report ◽  
Self Concept ◽  
Physical And Mental Health ◽  
Cross Sectional ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students.Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program.Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness.Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts.Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.

scholarly journals Healing in a Cultural Context: The Role of Healing as a Defining Character in the Growth and Popular Faith of the Zion Christian Church

2017 ◽  
Vol 43 (3) ◽  
Author(s):  
James Kenokeno Mashabela
Keyword(s):  
South Africa ◽  
Cultural Context ◽  
The Political ◽  
Christian Church ◽  
Black Africans ◽  
African Independent Churches ◽  
Independent Churches ◽  
History Of ◽  
Fundamental Needs

This article revisits the role healing has played in the growth of the Zion Christian Church (ZCC) as one of the fastest growing African Independent Churches (AICs) in South Africa. The article argues that the ZCC is appealing to black Africans because it addresses healing within the cultural context of an African. Healing within the cultural context speaks to the fundamental needs of an African. The fundamental needs of an African see healing as addressing more than just a body ailment, but the totality of a person. The paper revisits the history of healing in the ZCC, and in so doing, will be a revisit to this church’s history. In revisiting this history, the discrimination that this church faced from the political authorities and from the white mission churches will also be referred to. 

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