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The problem investigated in this paper is the concept of rebelliousness, especially as it applies to two racial groups, Negroes and Whites.

The gender gap is a political phenomenon that has been observed in the electorate since the election of Ronald Reagan in 1980, with women being more Democratic and liberal than men. Many studies have examined its existence among the white public, but little has been done to document its presence among blacks. This study examines the gender gap among whites and blacks and compares the results in order to see if there is a gender gap that exists among blacks and if it is similar to that for whites. Bivariate and multivariate analyses conducted for both blacks and whites find that the documented gender gap among whites is more pervasive than that for blacks, largely because blacks are more united in their Democratic partisanship and liberal attitudes. However, there are also significant gender differences among blacks that usually are similar to and at times different from those among whites.

First experiences of sexual intercourse were examined among university students. Participants completed a questionnaire regarding their sexual behavior and reaction to first sex. In the first paper, sexual health indicators were reported, such as age at first intercourse, contraception and protection against sexually transmitted infections (STI), and rates of STI and pregnancy as a result of first sex. In the second paper, gender similarities and differences were explored on reported aspects of first sex within a social constructionist framework. The third paper is a poster, which was presented at the 9th European Society of Contraception Seminar in 2007, and highlights gender differences in emotional reaction to first sex. Results indicate a relatively positive view of sexual behavior and a possible convergence of social scripts for men and women. However, gender differences still occur for affective reactions to first intercourse. Overall, results reflect the dominant cultural and political climate within Canada. / Counselling Psychology

The current study examined the relation between temperament and school readiness in preschool children. Two research questions were of interest: 1) Do approaches to learning behaviors mediate the relation between temperament and school readiness and 2) Does temperament moderate the relation between approaches to learning and school readiness? Data were collected on 195 Head Start children. Teachers assessed children's temperament styles as undercontrolled, resilient, or overcontrolled, as well as their approaches to learning behaviors. Trained research assistants directly assessed children's school readiness. The results showed a gender by temperament interaction effect for overcontrolled children with boys performing the worst on all outcomes and girls performing either the best or as well as resilient girls and boys. Mediation and moderation analyses were conducted separately for girls and boys. For girls, temperament did not predict school readiness and therefore, there was no effect to mediate. For boys, competence motivation and attention/persistence partially mediated the relation between temperament and school readiness for overcontrolled versus resilient boys. For both girls and boys, temperament did not moderate the relation between approaches to learning and school readiness. These results and the implications of this research will be discussed.

<p>En studie som undersökerom det finns någon skillnad på stretchingens effekt på hamstringmuskulaturen mellan kvinnor och män.</p>

En studie som undersökerom det finns någon skillnad på stretchingens effekt på hamstringmuskulaturen mellan kvinnor och män.

This study examines ethnic group differences on different dimensions of parentrated and teacher-rated parent involvement after adjusting for the influence of family socioeconomic factors, and the role of involvement scale in moderating ethnic differences in parent involvement. Parents and teachers provided information on parent involvement for 476 first-grade children attending one of three school districts (1 urban, 2 small city) in Southwest Texas, who were recruited in two sequential cohorts to participate in a larger longitudinal study on the impact of grade retention on academic achievement and psychosocial outcomes. Parents rated the following four dimensions of parent involvement: Positive Perceptions about School, Communication, Parent-Teacher Shared Responsibility, and Parent School-Based Involvement. Teachers rated the following three dimensions of parent involvement: Alliance, General Parent Involvement, and Teacher Initiation of Involvement. The two research hypotheses generated for this study were partially supported by the data. As predicted, controlling for parent education and employment status, the data showed significant ethnic/racial group differences in Communication (parent-rated), Alliance (teacher-rated), and General Parent Involvement (teacher-rated). In addition, ethnic differences in parent involvement were moderated by the type of involvement for teacher ratings. However, contrary to prediction, no significant ethnic differences were found in Parent School- Based Involvement (parent-rated) whereas significant ethnic differences were noted in Parent-Teacher Shared Responsibility (parent-rated). In addition, ethnic differences in parent involvement were not moderated by the type of involvement for parent ratings. Current results demonstrated a low correspondence between parent ratings and teacher ratings on parents’ school-based involvement. Possible explanations and implications for current findings and suggestions for future research were discussed.

Thesis (Ph. D.)--University of South Florida, 2003. / Includes vita. Title from PDF of title page. Document formatted into pages; contains 184 pages. Includes bibliographical references.