The sex-role orientation was determined for 352 high school seniors in Plano, Texas. Using maternal employment status as the independent variable, the students were divided according to full-time employed mothers or full-time homemaker mothers. Results indicated that adolescents of employed mothers had a more liberal sex-role orientation and attitude towards the division of household tasks than adolescents of homemaker mothers. When male and female scores were analyzed separately, the order from most liberal to least liberal was females of employed mothers, females of homemaker mothers, males of employed mothers, and males of homemaker mothers. The mean scores indicated a nontraditional attitude. The study also indicated that maternal happiness with employment did not affect male and female sex-role orientation.

Lai, Yuk Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 128-132). / Abstracts in English and Chinese. / ABSTRACT --- p.i-ii / 摘要 --- p.iii / ACKNOWLEDGEMENTS --- p.iv / Chapter Chapter 1: --- The Paradox --- p.1-13 / Chapter 1.1. --- "The ""Nature vs. Nurture"" Debate on Love" --- p.1 / Chapter 1.2. --- The Paradox --- p.6 / Chapter 1.3. --- Research Objectives and Significance --- p.9 / Chapter 1.4. --- Organization of the Dissertation --- p.12 / Chapter Chapter 2: --- Theoretical Framework and Research Methodology --- p.14-43 / Chapter 2.1. --- The Study of Love --- p.14 / Chapter 2.2. --- The Traditional Conception of Love --- p.16 / Chapter 2.3. --- The Modern Conception of Love --- p.21 / Chapter 2.4. --- The Postmodern Conception of Love --- p.29 / Chapter 2.5. --- Assumptions --- p.35 / Chapter 2.6. --- Research Methodology --- p.38 / Chapter Chapter 3: --- "Love, Marriage and Sex" --- p.44-70 / Chapter 3.1. --- Love --- p.44 / Chapter 3.2. --- Marriage --- p.56 / Chapter 3.3. --- Sex --- p.62 / Chapter 3.4. --- "Relationship among Love, Marriage and Sex" --- p.66 / Chapter Chapter 4: --- Paradox Resolved!? --- p.71-87 / Chapter 4.1. --- Understanding and Resolving the Paradox --- p.71 / Chapter 4.2. --- The Crux ´ؤ Instrumental Rationality --- p.75 / Chapter 4.3. --- Intrinsic Tensions --- p.79 / Chapter Chapter 5: --- Cyber-affairs --- p.88-103 / Chapter 5.1. --- The Cyberspace --- p.88 / Chapter 5.2. --- A New Medium for Love Encounters --- p.91 / Chapter 5.3. --- Cyber-affairs: Cyberlove and Cybersex --- p.94 / Chapter 5.4. --- Emotional Infidelity and Effects on Offline Relationships --- p.99 / Chapter Chapter 6: --- Towards a Postmodern Conception of Love --- p.104-119 / Chapter 6.1. --- Manifestations of the Postmodern Conception of Love --- p.104 / Chapter 6.2. --- Concluding Remarks --- p.113 / Chapter 6.3. --- Limitations and Niches for Further Studies --- p.118 / Appendices --- p.120-127 / Appendix 1: Tables --- p.120 / Appendix 2: Semi-Structured Questionnaire --- p.124 / References --- p.128-132

The study investigates youth perceptions of their relationships with adults in Ugu North a rural area in Southern Kwa-Zulu Natal. A review of literature revealed that limited research has been done in South Africa and other countries on the nature of relationships that exist between youth and adults in rural areas. From the available literature and the study it became clear that there is no comfortable relationship between youth and adults in Ugu North rural area. Research was conducted at a school and the participants were the learners. The researcher used availability sampling and systematic random sample to select participants. The researcher used two methods of data collection - focus group discussions and questionnaires for individual completion. The study revealed that there is no comfortable relationship between youth and adults in rural areas. By adults the research is referring to parents, teachers, possible caregivers and community members. Conclusions are drawn from the study and recommendations are made on how relationships between youth and adults in rural areas can be improved. / Thesis (M.Soc.Sc.)-University of Natal, Durban, 2004.

Recent studies on the transmission of attitudes between parents and youths have shown that many of the contradictions of earlier research can be resolved by focusing on perceived rather than actual attitudes. The present study examined the relative value of perceived and actual attitudes in predicting attitude transmission to parents from their children as well as to youths from their parents. The study also considered the direction of misperceived attitudes ( overestimation or underestimation of differences between parents and youths) in examining the concept of "developmental stake" (Bengtson & Kuypers, 1973). Youth in the study were selected randomly from the undergraduate student body of Virginia Tech. Questionnaires were mailed to 398 mother-father-youth triads asking for personal and perceived cross-generational responses to items on eight concise, multiple-item attitude scales. Seventy percent (280) of the complete triads responded. Results from paired t-tests were mixed: parents tended to overestimate the differences between themselves and their young-adult children ( as predicted), but youths did not generally misperceive their parents' attitudes. Multiple regression analysis overwhelmingly supported the value of perceived cross-generational attitudes as predictors of the actual attitudes of youths, and reciprocally of parents. The results suggest a need to increase the variance of the Youth population and study their development longitudinally to determine the validity of the developmental stake concept. / M.S.

Thesis (DPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This thesis exanunes whether the historical consciousness of grade 10 youth would increase should there be an intervention facilitated for this purpose, that is that they would show a heightened consciousness of the relation between school history and current affairs, politics and other societal issues. This intervention comprises the My New World text produced within the populist historiographical tradition in South Africa. The notion of historical consciousness is defined as the complex relation between an interpretation of the past, a perspective of the present and expectations of the future ROsen (1989; 1994). The investigation comprised a theoretical and empirical component. The theoretical component is informed by the theories of epistemology, knowledge, schooling and curriculum. The empirical component is based on the Youth and History Survey conducted on historical consciousness amongst youth in Europe in the early 1990s. Both this study and the European study were conducted during periods of political transition. The chosen research methodology was that of triangulation, combining quantitative with qualitative methods. The quantitative component was based on the measurement used in the European study, and comprised an experimental pre-test and post-test research design, measuring "inside school" and "outside school" historical consciousness. The study was conducted in 8 grade 10 classrooms at 8 schools in Cape Town, representative of class, race, language and gender. The teachers acted as facilitators of the intervention. The conclusion reached in the research is that although the intervention resulted in an increased enthusiasm amongst individuals for school history and interest in political issues and an understanding for the present as in evidence from the qualitative data, this was not reflected in the quantitative data which showed no significant increase in the "inside school" nor "outside school" historical consciousness amongst youth of average 15 years in grade 10 history classrooms in Cape Town. It can therefore not be empirically concluded that when youth are exposed to populist history over a limited period that they would show an increased "outside school" or "inside school" historical consciousness even though an intervention might aim to increase such a consciousness. A significant finding is that the case for an already existent historical consciousness related to the variables of class and gender holds. Instead of increasing the levels of historical consciousness, the intervention resulted in a surfacing of long-held attitudes, perceptions and beliefs of people, society, the past, the present and the future. The intervention succeeded in bringing these complex layers of variables and related factors that impact on perceptions and attitudes to the surface. Given this complexity, it was also concluded that an empirical study of historical consciousness amongst youth through an intervention over a limited period of time is risky, if not of little value. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die vraag of die historiese bewussyn van graad 10-leerders sal toeneem indien daar vir hierdie doe I 'n intervensie sou plaasvind, met ander woorde of hulle 'n verhoogde bewussyn van die verhouding tussen die yak Geskiedenis op skool en sake van die dag, die politiek en ander gemeenskapsake sal aantoon. Die tersaaklike intervensie behels die teks van My New World wat daargestel is binne die raamwerk van die populistiese historiografiese tradisie in Suid-Afrika. Die begrip 'historiese bewussyn' kan omskryf word as 'n komplekse verhouding tussen die interpretasie van die verlede, 'n perspektief oor die hede, en verwagtinge oor die toekoms (Rusen 1989; 1994). Die ondersoek bevat 'n teoretiese sowel as 'n empiriese komponent. Die teoretiese komponent is gebaseer op epistemologiese, onderwys- en kurrikulumteoriee. Die empiriese komponent vind sy grondslag in die Youth and History Survey ondersoek oor historiese bewussyn wat in die vroee 1990' s onder Europese jongmense geloods is. Beide hierdie studie en die Europese navorsing is in tye van politieke oorgang onderneem. Die navorsingsmetode wat gebruik is, is die van triangulasie wat uit 'n kombinasie van kwantitatiewe en kwalitatiewe metodes bestaan. Die kwantitatiewe komponent lS gebaseer op die meting wat in die Europese studie gebruik is, en bestaan uit 'n eksperimentele voor- en natoets navorsingsontwerp wat die historiese bewussyn "binne" en "buite" skoolverband meet. Die studie is geloods in agt graad 10-klaskamers by agt skole in Kaapstad wat klas, ras, taal en geslag verteenwoordig het. Die betrokke onderwysers het as fasiliteerders vir die intervensie opgetree. Die gevolgtrekking waartoe in die ondersoek geraak is, is dat, alhoewel die intervensie tot verhoogde entoesiasme vir Geskiedenis as skoolvak en tot belangstelling in politieke kwessies en 'n begrip van die hede onder individuele leerders gelei het (soos afgelei kon word uit kwalitatiewe data), hierdie tendens nie weerspieel is deur die kwantitatiewe data nie: eersgenoemde het nie 'n beduidende verhoging in die historiese bewussyn "binne" of "buite" skoolverband onder leerders met 'n gemiddelde ouderdom van 15 jaar getoon nie. Daar kan dus nie empiries tot die gevolgtrekking geraak word dat wanneer leerders vir 'n beperkte tyd aan populistiese geskiedenis blootgestel word, hulle 'n verhoogde historiese bewussyn "binne" of "buite" skoolverband sal aantoon nie, selfs al sou so 'n intervensie dit weI ten doel he om so 'n bewussyn te verhoog. 'n Beduidende bevinding is dat daar 'n saak uitgemaak kan word vir 'n reeds bestaande historiese bewussyn wat in verband staan met die veranderlikes van klas en geslag. In plaas daarvan om die vlakke van historiese bewussyn te verhoog het die intervensie die gevolg gehad dat lank bestaande houdings, persepsies en oortuigings oor mense, die gemeenskap, die verlede, die he de en die toekoms, na die oppervlak beweeg het. Die intervensie het dus daarin geslaag om hierdie komplekse lae veranderlikes en verwante faktore wat persepsies en houdings beinvloed, na die oppervlak te bring. In die lig van die kompleksiteit hiervan, is daar ook tot die gevolgtrekking geraak dat 'n empiriese studie van historiese bewussyn onder jongmense oor 'n beperkte tyd deur middel van intervensie riskant is, indien nie van min waarde nie.

The purpose of the study was to compare the attitudes of 4-H youths and their parents concerning 4-H competitiveness. The sample was composed of seventy-nine 4-H youths and their parents from three North Texas Counties. The instruments, which consisted of an "Opinionnaire for Parents" and an "Opinionnaire for 4-H'ers," were designed to obtain the 4-H'ers' and parents' attitudes about 4-H competition. The study revealed no significant difference in competitive attitudes between 4-H youths' and their parents' or between younger and older 4-H'ers. 4-H boys were found to have more competitive attitudes than 4-H girls. No significant relationship was found between parents' level of competitiveness and length of 4-H service.

The problem of this study was to determine the attitudes of teenagers toward early parenting. A fifty-two item questionnaire was given to 253 students enrolled in Homemaking I, Homemaking II, or Home and Family Living classes. Data are reported in five sections: teenagers' (1) attitudes about early parenting, (2) perceptions of child abuse and neglect, (3) beliefs about disciplining and punishment, (4) preparation for parenting skills, and (5) attitudes toward parenting education classes. Different results were obtained on measures of race, sex, and grade levels. Very few differences in attitudes were identified between ethnic groups and grade levels. Males and females differed in attitudes toward birth control and parenting tasks.

以往的研究以独立自我和互联自我为理论构架，比较了中国父母的教养方式和西方父母的教养方式。这些研究普遍认为中国父母不重视子女的独立发展。但是，一小部分相反的证据以及中国城市快速的现代化进程使得这一结论的准确性受到质疑。为了解决这一争论，本研究以“独立多面性思想为指导，从文化的角度区分了两种重要的独立功能自立（即个人能力、努力和责任）和个性（即自信敢言和独特性）。本研究由一个焦点小组研究（研究一）和相关研究（研究二）组成。前者初步收集自立和个性的区别，后者在城市和农村青少年中调查父母提升自立和父母提升个性的结构性和功能性差异。 / 研究一调查了23个中国大学生，结果指示中国人倾向于认为自立是自己处理自己的事情的能力，而个性是独立思考而不人与亦云的能力。研究二调查了314名城市初中生和536名农村初中生。在初中生的报告中，父母提升自立和父母提升个性是两个相关但不相同的概念。比起提升个性，中国城市和农村的青少年报告父母更多地提升（子女的）自立。但城市青少年比农村青少年报告父母更多提升自立和个性。青少年报告的父母提升自立比提升个性更能预测他们的学业功能和互惠孝顺观念（即基于感激和回报而关心支持父母的观念）。青少年报告的父母提升个性能预测他们的情绪功能，但这个作用更常见于城市而非农村。 / 本研究的结果填补了父母对青少年初期的子女多种独立功能社会化的研究空白，阐明了青少年发展中独立功能具有多面性的本质。而且这些结果再次证明了社会文化变迁对父母社会化影响，反映了中国父母教养方式的动态性和复杂性。同时也为今后多文化的研究提供启示。 / Prior research contrasting Chinese parenting with Western parenting within the framework of independence vs. interdependence often portrayed Chinese parents as deemphasizing offspring’s independent development. However, a small body of evidence contradictory to this stereotypical picture and modernization occurring dramatically in urban China cast doubt on this conclusion. In order to enlighten the debate on Chinese parental socialization of independence, the current research, guided by the notion of multifaceted independence, attempted to differentiate two essential forms of independence self-reliance (i.e., individual effort, ability and responsibility) and individuality (i.e., assertiveness and distinctiveness). It included a focus group study as a preliminary step to accumulate evidence of distinction of self-reliance and individuality and a correlational study as a primary step to examine the conceptual and functional distinction between parental promotion of self-reliance and promotion of individuality in the perception of urban and rural Chinese early adolescents. / In the study 1, a focus group study on a sample of 23 Chinese university students showed that Chinese people tended to interpret self-reliance as an ability to handle personal affairs on one’s own and individuality as a capacity to have independent thinking rather than following the crowd. Study 2 was based on the reports of 314 urban and 536 rural early adolescents. Overall, the findings suggest that adolescents’ perceived parental promotion of self-reliance and promotion of individuality were two overlapping yet distinct constructs. The former was reported to a higher degree than the latter cross the urban vs. rural group, but both were reported higher in the urban than in the rural group. Perceived parental promotion of self-reliance (vs. promotion of individuality) was more likely to predict adolescents’ enhanced academic adjustment and reciprocal filial piety attitudes (i.e., attitudes toward caring and supporting parents out of appreciation and reward) reported concurrently cross the urban vs. rural group. Perceived parental promotion of individuality, however, was effective to predict adolescents’ heightened emotional adjustment reported concurrently, but more likely to work in the urban vs. rural context. / The findings fill in the omission of parental socialization of multiple forms of independence when offspring enter into adolescence, and shed light on the multifaceted nature of independence in adolescent development. They also add to extant evidence documenting the effects of sociocultural changes on parental socialization, which reflects the dynamics and complexity of contemporary Chinese parenting and provides implications for future studies with multiple cultural groups. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Lin, Li. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 154-180). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract and appendixes also in Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.iv / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.ix / Chapter Chapter 1: --- Introduction --- p.1 / Chapter 1.1 --- Chinese Parental Socialization of Independence --- p.5 / Chapter 1.2 --- Conceptualizing Independence into Two Forms: Self-reliance and Individuality --- p.11 / Chapter 1.3 --- Effects of Parental Promotion of Self-reliance and Promotion of Individuality on Children’s Psychosocial Functioning --- p.22 / Chapter 1.4 --- Urban-rural Variations --- p..31 / Chapter 1.5 --- Overview of the Current Study --- p.37 / Chapter Chapter 2: --- Study 1--Focus Group on Understanding of Self-reliance and Individuality / Chapter 2.1 --- Introduction --- p.42 / Chapter 2.2 --- Methods --- p.43 / Chapter 2.3 --- Results --- p.45 / Chapter 2.4 --- Conclusion and Discussion --- p.49 / Chapter Chapter 3: --- Study 2--Validation of the Conceptual and Functional Distinction between Perceived Parental Promotion of Self-reliance and Parental Promotion of Individuality Implications to Functioning Early Adolescents’ Psychosocial / Chapter 3.1 --- Introduction --- p.53 / Chapter 3.2 --- Methods --- p.62 / Chapter 3.3 --- Results --- p.78 / Chapter 3.4 --- Conclusion and Discussion --- p.117 / Chapter Chapter 4: --- General Discussion / Chapter 4.1 --- Distinction of Perceived Parental Promotion of Self-reliance and Promotion of Individuality --- p.130 / Chapter 4.2 --- Effect Size --- p.144 / Chapter 4.3 --- Implications for Cultural Studies in Parental Socialization of Independence --- p.145 / Chapter 4.4 --- Limitations and Future directions --- p.148 / Chapter 4.5 --- Conclusion --- p.152 / References --- p.154 / Chapter Appendix A: --- Parenting Scales --- p.181 / Chapter Appendix B: --- Adolescent Functioning Scales --- p.187

Analyses showed that adolescents who were older, had non-intact families, had fathers who were homemakers, had parents of a lower educational level, or had economically disadvantaged families, had a significantly higher level of suicidal ideation. Pearson correlation analyses showed that emotional competence, social problem solving, father-adolescent communication, mother-adolescent communication and family functioning were negatively related to adolescent suicidal ideation, while hopelessness was positively related to it. Regression analyses also showed that the above factors were significant predictors of adolescent suicidal ideation. / Based on a family ecological model, this study investigated personal factors (hopelessness, social problem solving, emotional competence) and family factors (parent-adolescent communication, family functioning) related to suicidal ideation among secondary school students in Hong Kong utilizing a cross-sectional survey design. A total of 5,928 self-administered questionnaires based on convenience sampling (male = 53.1%, female = 46.9%) were collected from 42 secondary schools on Hong Kong Island, in Kowloon and the New Territories. The participants were Form 1 to Form 4 students, with a mean age of 13.87. / The theoretical implications of the findings are that emotional competence, social problem solving, hopelessness, parent-adolescent communication and family functioning can be considered as key building blocks in the models of adolescent suicidal ideation. Practically speaking, enhancing emotional competence, social problem solving skills, sense of hope, quality of parent-adolescent communication and healthy family functioning with reference to the family ecological framework is important for preventing and treating adolescent suicidal ideation. Implications for policy development and social service delivery are further elaborated. In addition, limitations of the study are discussed and recommendations for further study are made. / Three types of causal models were tested in the study. In the direct effects model, hopelessness was the most important predictor among different correlates, followed by mother-adolescent communication, family functioning, social problem solving and father-adolescent communication, while emotional competence was the least important. In the mediating model, path analyses showed that hopelessness mediated the relationship between both personal and family correlates and adolescent suicidal ideation. In the moderating models, hierarchical regression analyses showed that mother-adolescent communication moderated the relationship between hopelessness and adolescent suicidal ideation. / "December 2007." / Adviser: Tan Lei Daniel Shek. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3320. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 235-297). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chionese. / School code: 1307.

This thesis is concerned with changing behaviour patterns of a number of unemployed disadvantaged youth associated with an intervention strategy called Career Start. Career Start uses computer-based technology in its instructional program, which attempts to address simultaneously three significant barriers to youth employment. These barriers are grade level attainment, low self-esteem, and destructive attitudes towards work. The participants in Career Start numbered 169 youths between the ages of 15 and 24. All had been classified as severely employment disadvantaged by the classification methods of Employment and Immigration Canada. The youths were interviewed to ascertain specific background characteristics and the reasons why they were unemployed. They were also tested before and after participation in the program to determine whether or not barriers to employment had been reduced. There was some evidence of improvement in academic scores, primarily in the language and mathematics areas. In addition, there was a reduction in the barriers to employment as measured by the Vocational Opinion Index. The Culture Free Self-Esteem Index also showed that the self-esteem of the participants was raised after participation in the program. The employment objectives of Employment and Immigration Canada were also taken into consideration during the study. During the first year the objectives were exceeded by 36 percent of the subjects and, during the first nine-month period of the second year, the objectives were again exceeded. Data were statistically analyzed using the Chi-square Test for Independence, the Non Parametric Sign Test, cross-tabulations, and frequency tables. The study indicated that Career Start had the potential to be a successful intervention strategy in addressing the problems of unemployed and disadvantaged youth. The research also generated a number of related issues in need of further study. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate