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Trong bài viết này, chúng tôi thảo luận về vai trò của các mối quan hệ gắn bó trong sự phát triển của các dấu hiệu sớm về đạo đức và hành vi chống đối xã hội, đặc biệt là sự tuân thủ và sự hung hăng trong giai đoạn sơ sinh và thời thơ ấu. Các phát hiện được trình bày về vai trò của các biểu tượng gắn bó trong sự phát triển của đạo đức, chủ nghĩa độc tài và hành vi phạm tội trong giai đoạn vị thành niên và tuổi trưởng thành. Để phục vụ cho mục đích gợi ý, hai mô hình xã hội cảm xúc về sự phát triển của các loại hành vi chống đối xã hội nhẹ và nghiêm trọng được đề xuất, trong đó sự gắn bó là một đặc điểm nổi bật.","\u003Cjats:p> Does attachment play a role in the development of moral reasoning and antisocial behaviour? In this contribution we discuss the role of attachment relationships in the development of early precursors of morality and antisocial behaviour, in particular compliance and aggression in infancy and in childhood. 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(1994). Continuity and discontinuity of attachment from\n                    infancy through adolescence. Unpublished doctoral dissertation, University\n                of California at Los Angeles.",{},{"id":24,"text":851,"url":24,"identifiers":852},"10.1002\u002F(SICI)1097-0355(199621)17:1\u003C4::AID-IMHJ1>3.0.CO;2-S",{"doi":851},{"id":24,"text":854,"url":24,"identifiers":855},"Hesse, E., 1997, Attachment and politics",{},{"id":24,"text":857,"url":24,"identifiers":858},"Hirschi, T., 1969, The causes of delinquency",{},{"id":24,"text":860,"url":24,"identifiers":861},"Hoffman, M.L., 1984, Morality, moral development and moral behavior, 283",{},{"id":24,"text":863,"url":24,"identifiers":864},"10.1037\u002F0012-1649.30.1.26",{"doi":863},{"id":24,"text":866,"url":24,"identifiers":867},"10.1037\u002Fh0024189",{"doi":866},{"id":24,"text":869,"url":24,"identifiers":870},"Hopf, C. (1993). Rechtsextremismus und Beziehungserfahrungen. Zeitschrift\n                    für Soziologie, 22, 449-463.",{"doi":871},"10.1515\u002Fzfsoz-1993-0604",{"id":24,"text":873,"url":24,"identifiers":874},"Hopf, C., 1995, Familie und Rechtsextremismus. Familiale Sozialisation und rechtsextreme Orientierungen junger Maenner",{},{"id":24,"text":876,"url":24,"identifiers":877},"Janssens. 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De autoritaire reaktie in tijden van welvaart en\n                krisis [The authoritarian response in times of prosperity and crisis].\n                Unpublished doctoral dissertation, University of Amsterdam.",{},{"id":24,"text":948,"url":24,"identifiers":949},"10.1037\u002F0033-295X.100.4.674",{"doi":948},{"id":24,"text":951,"url":24,"identifiers":952},"10.1037\u002F0033-2909.86.4.852",{"doi":951},{"id":24,"text":954,"url":24,"identifiers":955},"10.2307\u002F1129540",{"doi":954},{"id":24,"text":957,"url":24,"identifiers":958},"Patterson, G.R., 1976, Behavior modification and families, 267",{},{"id":24,"text":960,"url":24,"identifiers":961},"10.1111\u002Fj.1467-9507.1994.tb00022.x",{"doi":960},{"id":24,"text":963,"url":24,"identifiers":964},"10.1126\u002Fscience.8209254",{"doi":963},{"id":24,"text":966,"url":24,"identifiers":967},"10.1080\u002F0305724880170305",{"doi":966},{"id":24,"text":969,"url":24,"identifiers":970},"10.1111\u002Fj.1469-7610.1984.tb00146.x",{"doi":969},{"id":24,"text":972,"url":24,"identifiers":973},"10.4159\u002F9780674042605",{"doi":972},{"id":24,"text":975,"url":24,"identifiers":976},"10.1111\u002Fj.1467-6494.1989.tb00483.x",{"doi":975},{"id":24,"text":978,"url":24,"identifiers":979},"Richters, J.E., 1992, Social influences and behavior",{},{"id":24,"text":981,"url":24,"identifiers":982},"Rutter, M., 1996, Genetics of criminal and antisocial behaviour, 1",{},{"id":24,"text":984,"url":24,"identifiers":985},"10.1037\u002F0012-1649.12.2.175",{"doi":984},{"id":24,"text":987,"url":24,"identifiers":988},"10.2307\u002F2095859",{"doi":987},{"id":24,"text":990,"url":24,"identifiers":991},"10.1007\u002FBF01447561",{"doi":990},{"id":24,"text":993,"url":24,"identifiers":994},"10.1007\u002FBF01447210",{"doi":993},{"id":24,"text":996,"url":24,"identifiers":997},"10.1017\u002FS0954579400000572",{"doi":996},{"id":24,"text":999,"url":24,"identifiers":1000},"10.1097\u002F00001504-199607000-00008",{"doi":999},{"id":24,"text":1002,"url":24,"identifiers":1003},"Spiecker, B., 1991, Emoties en morele opvoeding. Wijsgerig-pedagogische studies [Emotions and moral education]",{},{"id":24,"text":1005,"url":24,"identifiers":1006},"Sroufe, L.A., 1985, Child Development, 56, 1",{},{"id":24,"text":1008,"url":24,"identifiers":1009},"Sroufe, L.A., 1988, Clinical implications of attachment, 18",{},{"id":24,"text":1011,"url":24,"identifiers":1012},"10.2307\u002F1127792",{"doi":1011},{"id":24,"text":1014,"url":24,"identifiers":1015},"10.2307\u002F1130940",{"doi":1014},{"id":24,"text":1017,"url":24,"identifiers":1018},"10.1097\u002F00004583-198703000-00007",{"doi":1017},{"id":24,"text":1020,"url":24,"identifiers":1021},"10.1080\u002F0305724900190105",{"doi":1020},{"id":24,"text":1023,"url":24,"identifiers":1024},"10.1037\u002F0033-2909.117.3.387",{"doi":1023},{"id":24,"text":1026,"url":24,"identifiers":1027},"10.1111\u002Fj.1467-9507.1995.tb00055.x",{"doi":1026},{"id":24,"text":1029,"url":24,"identifiers":1030},"10.1037\u002Fh0080246",{"doi":1029},{"id":24,"text":1032,"url":24,"identifiers":1033},"10.1080\u002F00221325.1995.9914829",{"doi":1032},{"id":24,"text":1035,"url":24,"identifiers":1036},"10.2307\u002F1130850",{"doi":1035},{"id":24,"text":1038,"url":24,"identifiers":1039},"Waters, E., 1986, Development of antisocial and prosocial behavior. Research, theories, and issues, 97",{},{"id":24,"text":1041,"url":24,"identifiers":1042},"Waters, E., meeting of the Society for Research in Child Development",{},{"id":24,"text":1044,"url":24,"identifiers":1045},"10.1037\u002F0012-1649.28.6.1038",{"doi":1044},{"id":24,"text":1047,"url":24,"identifiers":1048},"10.1017\u002FS003329170003854X",{"doi":1047},{"id":1050,"createTime":1051,"updateTime":1052,"relativeEntities":1053,"slug":1054,"properties":1055,"entityType":178,"verifyStatus":179,"verifyTime":1051,"verifyNote":180,"languages":1070,"translateLanguages":1071,"viewCount":25,"primaryUrl":1072,"fullTextUrl":24,"authors":1073,"publicationType":238,"publisherRelationship":1123,"citationCount":1188,"citationInfo":1189,"publishDate":1191,"publishYear":720,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1192,"openAccess":24,"references":1193,"isForceReanalyzing":609},"964a3853-7b43-4322-a5dc-5ea14d024ccb","2024-11-26T00:49:48.398+00:00","2025-01-25T11:25:16.563+00:00",[],"The-Development-of-Cognitive-Abilities-and-Social-Identities-in-Children-The-Case-of-Ethnic-Identity",{"openalex":1056,"mag":1058,"abstract":1060,"title":1063,"keywords":1066,"doi":1068},{"VOID":1057},"W2100398773",{"VOID":1059},"2100398773",{"VI":1061,"EN":1062},"\u003Cjats:p> Tài liệu về sự phát triển của các danh tính xã hội ở trẻ em chủ yếu tuân theo khung lý thuyết phát triển nhận thức. Tuy nhiên, cho đến nay, chưa có hoặc có rất ít chứng minh thực nghiệm trực tiếp về các mức độ phát triển nhận thức liên quan đến độ tuổi, giải thích cho những biến đổi trong việc biểu hiện danh tính xã hội. Nghiên cứu hiện tại đã kiểm tra trực tiếp giả thuyết này trong bối cảnh danh tính dân tộc. Danh tính dân tộc ở trẻ em trong độ tuổi học đường đã được đánh giá thông qua các thành phần được phác thảo bởi Bernal, Knight, Garza, Ocampo và Cota (1990), trong khi mức độ khả năng nhận thức được đo bằng một phiên bản điều chỉnh từ các bài kiểm tra bảo toàn và phân loại của Piaget. Đã có giả thuyết rằng khả năng nhận thức sẽ giải thích cho sự khác biệt theo độ tuổi trong các thành phần của tự xác định dân tộc, tính nhất quán dân tộc, và ở mức độ ít hơn, kiến thức dân tộc. Kết quả cho thấy mức độ khả năng nhận thức không giải thích cho sự khác biệt theo độ tuổi trong tự xác định dân tộc hoặc tính nhất quán dân tộc. Tuy nhiên, nó giải thích cho sự khác biệt trong kiến thức dân tộc. Có thể rằng những thay đổi theo độ tuổi được tìm thấy trong danh tính dân tộc và các danh tính xã hội khác có thể do các thay đổi khác liên quan đến độ tuổi trong sự phát triển, chẳng hạn như những thay đổi trong việc học thông qua xã hội hóa. Điều này gợi ý rằng các hiện tượng khác được giả thuyết là do những thay đổi trong khả năng nhận thức, chẳng hạn như sự phát triển niềm tự hào và định kiến trong nhóm ở trẻ em, có thể bị ảnh hưởng bởi những thay đổi trong cách mà trẻ nhỏ được xã hội hóa bởi các nhân tố gia đình và không gia đình. Nghiên cứu về danh tính xã hội có thể được hưởng lợi từ việc rời bỏ lý thuyết phát triển nhận thức và từ sự chú ý gia tăng đến các lý thuyết khác, như lý thuyết xã hội hóa, trong việc hiểu sự phát triển của danh tính dân tộc và các danh tính xã hội khác. \u003C\u002Fjats:p>","\u003Cjats:p> The literature on the development of social identities in children has largely adhered to a cognitive developmental framework. However, to date, there has been little or no direct empirical demonstration of cognitive developmental levels associated with age accounting for variations in the expression of social identities. The current study directly assessed this hypothesis within ethnic identity. Ethnic identity in school-age children was assessed with the components outlined by Bernal, Knight, Garza, Ocampo, and Cota (1990), whereas level of cognitive ability was measured with an adaptation of Piaget’s conservation and classification tasks. It was hypothesised that cognitive ability would account for age differences in the components of ethnic self-identification, ethnic constancy, and to a lesser extent, ethnic knowledge. The results demonstrated that level of cognitive ability did not account for the age differences in ethnic self-identification or ethnic constancy. However, they did account for differences in ethnic knowledge. It is possible that the age changes found in ethnic and other social identities may be caused by other age-related changes in development, such as changes in learning through socialisation. This would imply that other phenomena hypothesised to be caused by changes in cognitive ability, such as the development of in-group pride and prejudice in children, may be altered by changes in the way young children are socialised by familial and nonfamilial agents. Research on social identities may bene”t from a departure from cognitive developmental theory and from increased attention to other theories, such as socialisation theory, in understanding the development of ethnic identity and other social identities. \u003C\u002Fjats:p>",{"EN":1064,"VI":1065},"The Development of Cognitive Abilities and Social Identities in Children: The                 Case of Ethnic Identity","Sự Phát Triển Của Năng Lực Nhận Thức Và Danh Tính Xã Hội Ở Trẻ Em: Trường Hợp Danh Tính Dân Tộc",{"VI":1067},"danh tính xã hội, danh tính dân tộc, phát triển nhận thức, trẻ em, xã hội hóa",{"VOID":1069},"10.1080\u002F016502597384758",[182],[184],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1080\u002F016502597384758",[1074,1091,1108],{"id":1075,"sortIndex":25,"researcher":24,"roles":1076,"affiliations":1077,"properties":1086,"displayName":1088,"givenName":24,"familyName":24},"7e3d1468-e4b8-4e51-a2e3-bbc0b3a47f57",[],[1078],{"id":1079,"sortIndex":25,"affiliation":1080,"properties":24},"2f1e9168-d501-4f7f-a62c-2591eacdcf62",{"id":1079,"createTime":24,"updateTime":24,"relativeEntities":1081,"slug":24,"properties":1082,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1085,"statistic":24},[],{"title":1083},{"EN":1084},"Hamilton Center, Brazil, Indiana, USA",[],{"title":1087,"openalex":1089},{"EN":1088},"Katheryn A. 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Các tiếp cận nhân học về phát triển con người chủ yếu hướng đến người trưởng thành đã được xã hội hóa, mà không chú ý đến việc hiểu các quy trình phát triển. Ngược lại, tâm lý học phát triển truyền thống thường quan tâm đến một đứa trẻ mang tính chất không có ngữ cảnh, 'khái quát'. Sau một cái nhìn lịch sử ngắn gọn, 'môi trường phát triển' được giới thiệu như một khuôn khổ để khảo sát cách văn hóa cấu trúc sự phát triển của trẻ em. Môi trường phát triển có ba thành phần: bối cảnh vật lý và xã hội mà trẻ em sống; phong tục chăm sóc và nuôi dưỡng trẻ em; và tâm lý của những người chăm sóc. Các cơ chế duy trì cân bằng có thể giữ cho ba hệ thống con hài hòa với nhau và phù hợp với mức độ phát triển và đặc điểm cá nhân của trẻ. Tuy nhiên, chúng có các mối quan hệ khác nhau với các đặc điểm khác của môi trường lớn hơn và do đó tạo thành những con đường độc lập của sự mất cân bằng và thay đổi. Các quy luật ổn định trong và giữa các hệ thống con, cùng với sự liên tục và phát triển chủ đề qua các môi trường của tuổi thơ cung cấp chất liệu từ đó trẻ em trừu tượng hóa các quy tắc xã hội, cảm xúc, và nhận thức của nền văn hóa. Các ví dụ được trình bày từ nghiên cứu trong một cộng đồng nông nghiệp ở Kenya. \u003C\u002Fjats:p>","\u003Cjats:p> Anthropological approaches to human development have been oriented primarily to the socialized adult, at the expense of understanding developmental processes. Developmental psychology, in contrast, has traditionally been concerned with a decontextualized, 'universal' child. After a brief historical review, the 'developmental niche' is introduced as a framework for examining the cultural structuring of child development. The developmental niche has three components: the physical and social settings in which the child lives; the customs of child care and child rearing; and the psychology of the caretakers. Homeostatic mechanisms tend to keep the three subsystems in harmony with each other and appropriate to the developmental level and individual characteristics of the child. Nevertheless, they have different relationships to other features of the larger environment and thus constitute somewhat independent routes of disequilibrium and change. Regularities within and among the subsystems, and thematic continuities and progressions across the niches of childhood provide material from which the child abstracts the social, affective, and cognitive rules of the culture. 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Culture, temperament, and behavior problems in infancy.\n                Manuscript submitted for publication.",{},{"id":24,"text":1631,"url":24,"identifiers":1632},"Super, C.M., 1986b. Adult perceptions of neonatal behavior. 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Edwards et al., 1986. The company they keep: the effect\n                of age, gender and culture on social behavior of children aged 2-10. Unpublished manuscript.",{},{"id":24,"text":1664,"url":24,"identifiers":1665},"Whiting, J.M.W., 1977, Culture and infancy: variations in the human experience, 29",{},{"id":24,"text":1667,"url":24,"identifiers":1668},"Whiting, J.M.W., 1981, Handbook of cross-cultural human development, 155",{},{"id":24,"text":1670,"url":24,"identifiers":1671},"10.2307\u002F3537788",{"doi":1670},{"id":1673,"createTime":1674,"updateTime":1675,"relativeEntities":1676,"slug":1677,"properties":1678,"entityType":178,"verifyStatus":179,"verifyTime":1674,"verifyNote":180,"languages":1692,"translateLanguages":1693,"viewCount":25,"primaryUrl":1694,"fullTextUrl":24,"authors":1695,"publicationType":238,"publisherRelationship":1743,"citationCount":1809,"citationInfo":1810,"publishDate":1817,"publishYear":1811,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1818,"openAccess":24,"references":1819,"isForceReanalyzing":609},"eae637b9-004c-4f25-8729-e6d033b5f10c","2024-12-05T16:00:02.599+00:00","2025-01-25T11:23:20.438+00:00",[],"Predictors-of-changes-in-students-motivational-resilience-over-the-school-year",{"openalex":1679,"mag":1681,"abstract":1683,"title":1686,"keywords":1689,"doi":1690},{"VOID":1680},"W2337263616",{"VOID":1682},"2337263616",{"VI":1684,"EN":1685},"\u003Cjats:p>Học sinh có thành tích tốt hơn trong trường cho đến khi họ có thể tham gia đầy đủ, đối phó một cách thích ứng, và khôi phục lại từ những trở ngại và thất bại trong công việc học tập của họ. Ba quá trình này, mà các nghiên cứu gợi ý rằng có mối liên hệ tích cực với nhau, có thể tạo thành một hệ thống tự duy trì cho phép sự kiên cường động lực. Sử dụng lý thuyết tự định hướng để xây dựng các giả thuyết về một hệ thống động lực như vậy, nghiên cứu này đã xem xét (1) liệu một tập hợp các yếu tố cá nhân (nhận thức về sự liên kết, năng lực, và quyền tự chủ), nguồn lực giữa các cá nhân (nhận thức về sự ấm áp của giáo viên, cấu trúc, và hỗ trợ tự chủ) và phản ứng cảm xúc có dự đoán được những thay đổi trong sự kiên cường động lực trong suốt năm học hay không; (2) liệu sự kiên cường động lực có dự đoán sự cải thiện trong thành tích học tập của học sinh và cũng dẫn đến việc tăng cường các nguồn lực cá nhân và giữa các cá nhân hay không; và (3) liệu sự hỗ trợ của giáo viên có thể chuyển đổi các mô hình động lực đã hình thành. Một mô hình đường tiềm ẩn miêu tả các quá trình này cho thấy độ phù hợp tốt với dữ liệu tự báo cáo từ 1020 học sinh từ lớp 3 đến lớp 6 được thu thập vào mùa thu và mùa xuân của cùng một năm học (bao gồm dữ liệu thành tích từ một tập con ngẫu nhiên, n = 365). Các hồi quy đa biến dự đoán những thay đổi từ mùa thu đến mùa xuân đã làm tinh chỉnh mô hình đề xuất. Hơn nữa, sự hỗ trợ của giáo viên là rất quan trọng: Học sinh bắt đầu năm với hồ sơ có nguy cơ, nhưng cũng trải nghiệm sự hỗ trợ cao từ giáo viên, đã kết thúc năm ở mức tương đương với học sinh có nguy cơ thấp; trong khi học sinh bắt đầu với hồ sơ kiên cường nhưng trải nghiệm mức độ hỗ trợ giáo viên thấp đã kết thúc năm với tình trạng có nguy cơ. Cuộc thảo luận tập trung vào việc xác định các công cụ can thiệp và vai trò quan trọng mà sự hỗ trợ của giáo viên đóng trong những động thái này.\u003C\u002Fjats:p>","\u003Cjats:p> Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables motivational resilience. Using self-determination theory to frame hypotheses about such a motivational system, this study examined (1) whether a set of personal factors (self-perceptions of relatedness, competence, and autonomy), interpersonal resources (perceptions of teacher warmth, structure, and autonomy support), and emotional reactivity predicted changes in motivational resilience over the school year; (2) whether motivational resilience in turn predicted improvements in students’ achievement and also fed back to increases in their personal and interpersonal resources; and (3) whether teacher support could shift established motivational patterns. A latent path model depicting these processes showed a good fit with self-report data from 1020 students in Grades 3 through 6 collected in fall and spring of the same school year (including achievement data from a random subset, n = 365). Multiple regressions predicting changes from fall to spring refined the proposed model. Moreover, teacher support was crucial: Students who began the year with at-risk profiles, but also experienced high teacher support, ended the year on par with low-risk students; whereas students who began with resilient profiles but experienced low levels of teacher support ended the year at-risk. Discussion focused on identifying levers for intervention and the essential role teacher support plays in these dynamics. \u003C\u002Fjats:p>",{"EN":1687,"VI":1688},"Predictors of changes in students’ motivational resilience over the school year","Những yếu tố dự đoán sự thay đổi trong tính kiên cường động lực của học sinh trong suốt năm học",{"VI":175},{"VOID":1691},"10.1177\u002F0165025416642051",[182],[184],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0165025416642051",[1696,1724],{"id":1697,"sortIndex":25,"researcher":24,"roles":1698,"affiliations":1699,"properties":1719,"displayName":1721,"givenName":24,"familyName":24},"a475f260-1d9e-456d-8cdc-574240fe23a2",[],[1700,1708],{"id":1701,"sortIndex":25,"affiliation":1702,"properties":24},"dcdc1169-5554-4bb2-a3a7-1680d24e3ae0",{"id":1701,"createTime":24,"updateTime":24,"relativeEntities":1703,"slug":24,"properties":1704,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1707,"statistic":24},[],{"title":1705},{"EN":1706},"Institute for Research and Reform in Education, NJ, USA",[],{"id":1709,"sortIndex":124,"affiliation":1710,"properties":1716},"62734d12-e244-4c7b-8ac6-d56482f699da",{"id":1709,"createTime":24,"updateTime":24,"relativeEntities":1711,"slug":24,"properties":1712,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1715,"statistic":24},[],{"title":1713},{"VI":1714},"Portland State University, Portland, OR, United States",[],{"title":1717},{"EN":1718},"Portland State University, Portland, OR, USA",{"title":1720,"openalex":1722},{"EN":1721},"Jennifer Pitzer",{"VOID":1723},"A5043406337",{"id":1725,"sortIndex":124,"researcher":24,"roles":1726,"affiliations":1727,"properties":1736,"displayName":1740,"givenName":24,"familyName":24},"8931bf9b-9057-42ab-a608-da9a0dc622be",[],[1728],{"id":1709,"sortIndex":25,"affiliation":1729,"properties":1734},{"id":1709,"createTime":24,"updateTime":24,"relativeEntities":1730,"slug":24,"properties":1731,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1733,"statistic":24},[],{"title":1732},{"VI":1714},[],{"title":1735},{"EN":1718},{"orcid":1737,"title":1739,"openalex":1741},{"VOID":1738},"https:\u002F\u002Forcid.org\u002F0000-0002-1111-229X",{"EN":1740},"Ellen A. 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Kết quả cho thấy rằng, càng nhiều trẻ em bị phơi bày trước các sự kiện chấn thương, chúng càng cảm nhận cả hai bậc phụ huynh của mình như những người kỷ luật nghiêm khắc, từ chối và thù địch hơn, và các bà mẹ được cảm nhận với sự đánh giá tiêu cực hơn. Các bé trai cảm nhận cả hai bậc phụ huynh đối xử với mình tiêu cực hơn so với các bé gái. Phong cách nuôi dạy con cái âu yếm, chẳng hạn như sự gần gũi và tình yêu thương, không có liên quan đến các sự kiện chấn thương và không thay đổi theo giới tính hoặc hoạt động chính trị của trẻ. Giới tính của trẻ ảnh hưởng đến mối liên hệ giữa các sự kiện chấn thương, hoạt động chính trị và nhận thức về việc nuôi dạy con cái. Các sự kiện chấn thương làm gia tăng cảm nhận về sự từ chối và sự thù địch của cha mẹ chỉ ở các bé trai, và cảm nhận kỷ luật nghiêm khắc chỉ ở các bé gái. Mặc dù trẻ em hoạt động chính trị nhận thấy cả hai bậc phụ huynh của chúng tiêu cực hơn nói chung, trong các gia đình bị ảnh hưởng bởi mức độ sự kiện chấn thương cao, các bé trai thụ động cảm thấy cha mình từ chối và thù địch hơn so với các bé trai chủ động. Đề xuất rằng các bà mẹ và các ông bố nuôi dạy con gái một cách hạn chế và chú ý hơn, và các bé trai với sự từ chối, khi gia đình đối mặt với các sự kiện chấn thương. Trong các gia đình bị ảnh hưởng, các ông bố cũng có xu hướng khuyến khích sự hoạt động của các bé trai hơn là sự thụ động của chúng.","\u003Cjats:p> The associations between traumatic events, children’s gender and political activity, and parenting styles were examined among 108 Palestinians of 11-12 years of age. The results showed that the more the children were exposed to traumatic events, the more they perceived both their parents as strictly disciplining, rejecting, and hostile, and their mothers as more negatively evaluating. The boys perceived both their parents as treating them more negatively than the girls did. Affectionate parenting, such as intimacy and love, for its part, was not associated with traumatic events, and did not vary according to the child’s gender or political activity. The gender of the child affected the association between traumatic events, political activity, and perceived parenting. Traumatic events increased perceived parental rejection and hostility only among the boys, and perceived strict disciplining only among the girls. Although politically active children perceived both of their parents as more negative in general, in the families exposed to a high level of traumatic events, passive boys perceived their fathers as more rejecting and hostile than active boys did. It is suggested that mothers and fathers rear girls restrictively and with greater attention, and boys with rejection, when the family faces traumatic events. In exposed families, fathers also tend to discourage boys’ political passivity and apparently encourage activity. \u003C\u002Fjats:p>",{"EN":2060,"VI":2061},"Relationships between Traumatic Events, Children’s Gender, and                 Political Activity, and Perceptions of Parenting Styles","Mối quan hệ giữa các sự kiện chấn thương, giới tính của trẻ em, hoạt động chính trị và nhận thức về phong cách nuôi dạy con 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chịu",{"VOID":2472},"4286887",{"VOID":2474},"W2129763929",{"VI":2476,"EN":2477},"\u003Cjats:p> Chúng tôi cung cấp bằng chứng về tính đa chiều, sự biến đổi và khả năng thay đổi trong bản chất và phương hướng của sự thay đổi trong sức khỏe thể chất, chức năng nhận thức và hạnh phúc trong giai đoạn giữa của cuộc đời. Bức tranh về hạnh phúc ở độ tuổi trung niên dựa trên các dữ liệu dài hạn từ nghiên cứu Midlife in the United States (MIDUS) tích cực hơn nhiều so với những gì đã thể hiện trong các nghiên cứu cắt ngang trước đây. Chúng tôi trình bày độ tuổi trung niên như một giai đoạn then chốt trong quá trình sống về việc cân bằng giữa sự phát triển và suy giảm, liên kết các giai đoạn sớm và muộn trong cuộc sống, và tạo cầu nối giữa các thế hệ trẻ và già. Chúng tôi nhấn mạnh vai trò của các yếu tố bảo vệ và khả năng chống chịu đa hệ thống trong việc giảm thiểu sự suy giảm. Những người trong độ tuổi trung niên đóng vai trò trung tâm trong cuộc sống của những người trẻ hơn và những người lớn tuổi hơn tại nhà, tại nơi làm việc, và trong xã hội nói chung. Do đó, việc chú trọng vào việc thúc đẩy sức khỏe và hạnh phúc ở độ tuổi trung niên có thể mang lại tác động sâu rộng.","\u003Cjats:p> We provide evidence for multidirectionality, variability, and plasticity in the nature and direction of change in physical health, cognitive functioning, and well-being during the middle years of the life course. The picture of well-being in midlife based on longitudinal data from the Midlife in the United States (MIDUS) study is a more positive one than portrayed in previous cross-sectional studies. We present middle age as a pivotal period in the life course in terms of balancing growth and decline, linking earlier and later periods of life, and bridging younger and older generations. We highlight the role of protective factors and multisystem resilience in mitigating declines. Those in middle age play a central role in the lives of those who are younger and older at home, in the workplace, and in society at large. Thus, a focus on promoting health and well-being in middle age can have a far-reaching impact. \u003C\u002Fjats:p>",{"EN":2479,"VI":2480},"Midlife as a pivotal period in the life course","Giữa độ tuổi trung niên như một giai đoạn then chốt trong quá trình sống",{"VOID":2482},"25580043",{"VOID":2484},"10.1177\u002F0165025414533223",[182],[184],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0165025414533223",[2489,2508,2527],{"id":2490,"sortIndex":25,"researcher":24,"roles":2491,"affiliations":2492,"properties":2501,"displayName":2505,"givenName":24,"familyName":24},"8f151ee6-395e-47e5-8146-f7f5de36ba29",[],[2493],{"id":2494,"sortIndex":25,"affiliation":2495,"properties":24},"c5a937d4-f15f-46b4-85ac-d0837dcdd293",{"id":2494,"createTime":24,"updateTime":24,"relativeEntities":2496,"slug":24,"properties":2497,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2500,"statistic":24},[],{"title":2498},{"VI":2499},"Brandeis University, Waltham, MA",[],{"orcid":2502,"title":2504,"openalex":2506},{"VOID":2503},"https:\u002F\u002Forcid.org\u002F0000-0003-3027-8735",{"EN":2505},"Margie E. 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(And other cultural fictions)",{},{"id":24,"text":2874,"url":24,"identifiers":2875},"10.1136\u002Fbmj.d7622",{"doi":2874},{"id":24,"text":2877,"url":24,"identifiers":2878},"10.1037\u002Fa0017925",{"doi":2877},{"id":24,"text":2880,"url":24,"identifiers":2881},"10.1111\u002F1468-0009.00177",{"doi":2880},{"id":24,"text":2883,"url":24,"identifiers":2884},"Staudinger U. M., 2001, Handbook of midlife development, 3",{},{"id":24,"text":2886,"url":24,"identifiers":2887},"10.1037\u002F0882-7974.18.1.13",{"doi":2886},{"id":24,"text":2889,"url":24,"identifiers":2890},"10.1073\u002Fpnas.1003744107",{"doi":2889},{"id":24,"text":2892,"url":24,"identifiers":2893},"10.1177\u002F0956797612459658",{"doi":2892},{"id":24,"text":2895,"url":24,"identifiers":2896},"Taylor P., Parker K., Patten E., Motel S. (2013). The sandwich generation: Rising financial burdens for middle-aged Americans. Retrieved from http:\u002F\u002Fwww.pewsocialtrends.org\u002F2013\u002F01\u002F30\u002Fthe-sandwich-generation\u002F",{},{"id":24,"text":2898,"url":24,"identifiers":2899},"10.1037\u002Fhea0000022",{"doi":2898},{"id":24,"text":2901,"url":24,"identifiers":2902},"10.1007\u002Fs12062-013-9085-0",{"doi":2901},{"id":24,"text":2904,"url":24,"identifiers":2905},"US Department of Health and Human Services, Centers for Disease Control and Prevention. (2013). Suicide among adults aged 35–64 years — United States, 1999–2010. Morbidity and Mortality Weekly Report, 62, Retrieved from http:\u002F\u002Fwww.cdc.gov\u002Fmmwr\u002Fpdf\u002Fwk\u002Fmm6217.pdf",{},{"id":24,"text":2907,"url":24,"identifiers":2908},"10.1002\u002Fnur.4770150309",{"doi":2907},{"id":24,"text":2910,"url":24,"identifiers":2911},"10.1353\u002Fsof.2001.0055",{"doi":2910},{"id":24,"text":2913,"url":24,"identifiers":2914},"10.1023\u002FA:1005611230993",{"doi":2913},{"id":24,"text":2916,"url":24,"identifiers":2917},"10.1177\u002F000312240807300202",{"doi":2916},{"id":2919,"createTime":2920,"updateTime":2921,"relativeEntities":2922,"slug":2923,"properties":2924,"entityType":178,"verifyStatus":179,"verifyTime":2920,"verifyNote":180,"languages":2938,"translateLanguages":2939,"viewCount":25,"primaryUrl":2940,"fullTextUrl":24,"authors":2941,"publicationType":238,"publisherRelationship":2959,"citationCount":3024,"citationInfo":3025,"publishDate":3028,"publishYear":3026,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":3029,"openAccess":24,"references":3030,"isForceReanalyzing":609},"8a1925bd-33ee-48f4-a66d-2e87d5422654","2024-12-27T04:28:15.851+00:00","2025-01-25T11:19:32.063+00:00",[],"Perspectives-on-gender-development",{"openalex":2925,"mag":2927,"abstract":2929,"title":2932,"keywords":2935,"doi":2936},{"VOID":2926},"W1989432189",{"VOID":2928},"1989432189",{"VI":2930,"EN":2931},"\u003Cjats:p> Hai quan điểm truyền thống về phát triển giới - quan điểm xã hội hóa và quan điểm nhận thức - đã được xem xét. Đáng lưu ý là mặc dù chúng xử lý khá tốt những khác biệt cá nhân trong mỗi giới về mức độ gán ghép giới tính, nhưng chúng không cung cấp những giải thích thỏa đáng cho một số sự phân hóa giới rõ ràng nhất: đó là sự phân chia giới tính và các mẫu tương tác khác biệt giữa các cặp hoặc nhóm hoàn toàn nam và hoàn toàn nữ. Những mẫu này được tóm tắt ngắn gọn, và sự tương đồng của chúng với những gì được tìm thấy ở các loài linh trưởng không người và các động vật có vú khác cũng được lưu ý. Có lập luận rằng một góc nhìn sinh thái học, và người kế thừa hiện đại của nó là góc nhìn tâm sinh học, là cần thiết, cùng với các quan điểm truyền thống hơn, để cung cấp một cái nhìn toàn diện về phát triển giới như diễn ra trong các cặp và nhóm cũng như trong từng đứa trẻ. \u003C\u002Fjats:p>","\u003Cjats:p> Two traditional perspectives on gender development—the socialisation and cognitive perspectives— are reviewed. It is noted that although they deal quite well with individual differences within each sex with regard to degree of sex-typing, they do not offer satisfactory explanations for some of the most robust gender dimorphisms: namely, gender segregation and the divergent patterns of interaction within all-male as compared with all-female dyads or groups. These patterns are briefly summarised, and their similarity to those found in nonhuman primates and other mammals is noted. It is argued that an ethological perspective, and its modern successor the psychobiological perspective, are needed, along with the more traditional perspectives, to provide a comprehensive account of gender development as it occurs in dyads and groups as well as within individual children. \u003C\u002Fjats:p>",{"EN":2933,"VI":2934},"Perspectives on gender development","Các quan điểm về phát triển giới",{"VI":175},{"VOID":2937},"10.1080\u002F016502500750037946",[182],[184],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1080\u002F016502500750037946",[2942],{"id":2943,"sortIndex":25,"researcher":24,"roles":2944,"affiliations":2945,"properties":2954,"displayName":2956,"givenName":24,"familyName":24},"0c96b269-b6aa-4d5f-b780-100ab04b3c70",[],[2946],{"id":2947,"sortIndex":25,"affiliation":2948,"properties":24},"3f55ea1e-76df-450a-89a2-dfd30362fea8",{"id":2947,"createTime":24,"updateTime":24,"relativeEntities":2949,"slug":24,"properties":2950,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2953,"statistic":24},[],{"title":2951},{"EN":2952},"Stanford University, California, USA#TAB#",[],{"title":2955,"openalex":2957},{"EN":2956},"Eleanor E. 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Theoretical models of human development, 5",{},{"id":24,"text":3098,"url":24,"identifiers":3099},"Harlow, H.F., 1961, The determinants of infant behaviour (Vol. 1)",{},{"id":24,"text":3101,"url":24,"identifiers":3102},"Hartup, W., 1983, Handbook of child psychology: Vol. 4. Socialization, personality, and social development, 4",{},{"id":24,"text":3104,"url":24,"identifiers":3105},"Hinde, R.A., 1966, Animal behaviour: A synthesis of ethology and comparative psychology",{},{"id":24,"text":3107,"url":24,"identifiers":3108},"10.1002\u002F1098-2337(1989)15:5\u003C361::AID-AB2480150505>3.0.CO;2-6",{"doi":3107},{"id":24,"text":3110,"url":24,"identifiers":3111},"Huston, A.C., 1983, Handbook of child psychology: Vol. 4. Socialization, personality, and social development, 4, 387",{},{"id":24,"text":3113,"url":24,"identifiers":3114},"10.2307\u002F1128222",{"doi":3113},{"id":24,"text":3116,"url":24,"identifiers":3117},"10.1037\u002F0012-1649.29.6.970",{"doi":3116},{"id":24,"text":1269,"url":24,"identifiers":3119},{},{"id":24,"text":3121,"url":24,"identifiers":3122},"10.2307\u002F1131178",{"doi":3121},{"id":24,"text":3124,"url":24,"identifiers":3125},"Leaper, C., 1994, New Directions for Child Development",{},{"id":24,"text":3127,"url":24,"identifiers":3128},"10.1111\u002Fj.2044-8309.1986.tb00699.x",{"doi":3127},{"id":24,"text":433,"url":24,"identifiers":3130},{"doi":433},{"id":24,"text":3132,"url":24,"identifiers":3133},"Maccoby, E.E., 1990, The legacy of Lawrence Kohlberg: No. 47. New directions for child development",{},{"id":24,"text":3135,"url":24,"identifiers":3136},"Maccoby, E.E., 1998, The two sexes: Growing up apart, coming together",{},{"id":24,"text":3138,"url":24,"identifiers":3139},"10.1146\u002Fannurev.psych.51.1.1",{"doi":3138},{"id":24,"text":3141,"url":24,"identifiers":3142},"Maccoby, E.E., 1974, The psychology of sex differences",{},{"id":24,"text":3144,"url":24,"identifiers":3145},"10.1016\u002FS0065-2407(08)60404-8",{"doi":3144},{"id":24,"text":3147,"url":24,"identifiers":3148},"Maltz, D.N., 1982, Language and social identity, 195",{},{"id":24,"text":3150,"url":24,"identifiers":3151},"Martin, C.L., 1981, Child Development, 54, 563, 10.2307\u002F1130043",{"doi":3152},"10.2307\u002F1130043",{"id":24,"text":3154,"url":24,"identifiers":3155},"10.1017\u002FCBO9780511752414",{"doi":3154},{"id":24,"text":3157,"url":24,"identifiers":3158},"Mischel, W., 1966, The development of sex differences",{},{"id":24,"text":3160,"url":24,"identifiers":3161},"10.1037\u002F0012-1649.34.5.970",{"doi":3160},{"id":24,"text":3163,"url":24,"identifiers":3164},"10.1093\u002Foso\u002F9780195096736.001.0001",{"doi":3163},{"id":24,"text":3166,"url":24,"identifiers":3167},"10.1037\u002F0022-3514.37.10.1699",{"doi":3166},{"id":24,"text":3169,"url":24,"identifiers":3170},"10.1037\u002F0012-1649.31.5.781",{"doi":3169},{"id":24,"text":3172,"url":24,"identifiers":3173},"Rubin, K.H., 1998, Handbook of child psychology, 5, 619",{},{"id":24,"text":3175,"url":24,"identifiers":3176},"Ruble, D.N., 1998, Handbook of chlid psychology, 5, 933",{},{"id":24,"text":3178,"url":24,"identifiers":3179},"Sears, R.R., 1957, Patterns of child rearing",{},{"id":24,"text":3181,"url":24,"identifiers":3182},"Sears, R.R., 1965, Identification and child rearing",{},{"id":24,"text":3184,"url":24,"identifiers":3185},"Sheldon, A., 1992, Merrill-Palmer Quarterly, 38, 95",{},{"id":24,"text":3187,"url":24,"identifiers":3188},"10.1002\u002Fajpa.1330940206",{"doi":3187},{"id":24,"text":3190,"url":24,"identifiers":3191},"10.1007\u002FBF00288198",{"doi":3190},{"id":24,"text":3193,"url":24,"identifiers":3194},"Strayer, F.F., 1977, Ethological perspectives on preschool social organization",{},{"id":24,"text":3196,"url":24,"identifiers":3197},"10.1002\u002F1098-2337(1978)4:2\u003C173::AID-AB2480040208>3.0.CO;2-K",{"doi":3196},{"id":24,"text":3199,"url":24,"identifiers":3200},"Suomi, S.J., 1997, Neurodevelopmental models of adult psychopathology",{},{"id":24,"text":3202,"url":24,"identifiers":3203},"Suomi, S.J., Handbok of developmental psychopathology",{},{"id":24,"text":3205,"url":24,"identifiers":3206},"Thorne, B., 1986, Relationships and development",{},{"id":24,"text":3208,"url":24,"identifiers":3209},"10.1006\u002Fhbeh.1996.0042",{"doi":3208},{"id":24,"text":3211,"url":24,"identifiers":3212},"10.1080\u002F00221325.1978.10533365",{"doi":3211},{"id":24,"text":3214,"url":24,"identifiers":3215},"West, M.J., Developmental psychobiology, developmental neurobiology, and behavioral ecology: Mechanisms and early principles: Vol. 12. Handbook of behavioral neurobiology",{},{"id":24,"text":3217,"url":24,"identifiers":3218},"Wolf, A., 1995, Sexual attraction and childhood association: A Chinese brief for Edward Westermark, 10.1515\u002F9780804764681",{"doi":3219},"10.1515\u002F9780804764681",{"id":24,"text":3221,"url":24,"identifiers":3222},"10.1037\u002F0003-066X.35.2.151",{"doi":3221},{"id":3224,"createTime":3225,"updateTime":3226,"relativeEntities":3227,"slug":3228,"properties":3229,"entityType":178,"verifyStatus":179,"verifyTime":3225,"verifyNote":180,"languages":3247,"translateLanguages":3248,"viewCount":25,"primaryUrl":3249,"fullTextUrl":24,"authors":3250,"publicationType":238,"publisherRelationship":3306,"citationCount":3371,"citationInfo":3372,"publishDate":3374,"publishYear":1811,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":3375,"openAccess":24,"references":3376,"isForceReanalyzing":609},"d04eea42-42e6-4341-b2ee-a95118856bb4","2024-12-29T21:56:19.459+00:00","2025-01-25T11:18:36.534+00:00",[],"Coping-mediates-the-association-between-gender-and-depressive-symptomatology-in-adolescence",{"mag":3230,"keywords":3232,"pmc":3233,"openalex":3235,"abstract":3237,"title":3240,"pm":3243,"doi":3245},{"VOID":3231},"2401304564",{"VI":175},{"VOID":3234},"5321612",{"VOID":3236},"W2401304564",{"VI":3238,"EN":3239},"\u003Cjats:p>Các nghiên cứu trước đây đã tìm thấy bằng chứng về sự khác biệt về giới tính và chủng tộc\u002Fdân tộc trong triệu chứng trầm cảm ở tuổi vị thành niên; tuy nhiên, các cơ chế thúc đẩy mối quan hệ này vẫn chưa được hiểu rõ. Mục tiêu của nghiên cứu này là kiểm tra vai trò của sự khác biệt cá nhân trong việc ứng phó theo khuynh hướng trong mối quan hệ giữa giới tính và triệu chứng trầm cảm, cũng như giữa chủng tộc\u002Fdân tộc và triệu chứng trầm cảm. Các cuộc khảo sát đã được tiến hành với 905 thanh thiếu niên từ 15 đến 17 tuổi (tuổi trung bình 16,10; SD = .67; 54% là nữ, n = 485) vào mùa xuân năm 2007, 2008 và 2009. Các cô gái đã báo cáo nhiều triệu chứng trầm cảm hơn so với các cậu bé và có khuynh hướng chọn các chiến lược ứng phó sau đây nhiều hơn so với các cậu bé: hỗ trợ xã hội cảm xúc, hỗ trợ xã hội thực tiễn và giải tỏa cảm xúc. Khi xem xét chủng tộc\u002Fdân tộc, các thanh thiếu niên người Mỹ gốc Phi cho thấy khuynh hướng lớn hơn trong việc sử dụng khả năng ứng phó tôn giáo hơn so với các thiếu niên da trắng và gốc Tây Ban Nha. Các sở thích ứng phó theo khuynh hướng cũng được phát hiện có vai trò trung gian trong mối quan hệ giữa giới tính và triệu chứng trầm cảm. Những phát hiện này cho thấy sở thích trong việc giải tỏa cảm xúc có thể đặc biệt vấn đề khi được các cô gái ủng hộ, trong khi hỗ trợ xã hội thực tiễn có thể đặc biệt hữu ích cho các cô gái.\u003C\u002Fjats:p>","\u003Cjats:p> Previous studies have found evidence for gender and racial\u002Fethnic differences in depressive symptoms in adolescence; however, the mechanisms driving this relationship are poorly understood. The goal of this study was to examine the role of individual differences in dispositional coping in the relationships between gender and depressive symptomatology, and race\u002Fethnicity and depressive symptomatology. Surveys were administered to 905 15- and 17-year-old adolescents (mean age 16.10, SD = .67; 54% girls, n = 485) in the spring of 2007, 2008, and 2009. Girls reported more depressive symptomatology than boys and endorsed a greater disposition for the following coping strategies in comparison to boys: emotional social support, instrumental social support, and venting emotions. When race\u002Fethnicity was examined, African-American adolescents reported a greater tendency toward using religious coping than Caucasian and Hispanic adolescents. Dispositional coping preferences also were found to mediate the relationships between gender and depressive symptomatology. These findings indicated that a preference for venting emotions may be particularly problematic when endorsed by girls, whereas instrumental social support may be particularly helpful for girls. \u003C\u002Fjats:p>",{"EN":3241,"VI":3242},"Coping mediates the association between gender and depressive symptomatology in adolescence","Coping làm trung gian trong mối liên hệ giữa giới tính và triệu chứng trầm cảm ở tuổi vị thành niên",{"VOID":3244},"28239218",{"VOID":3246},"10.1177\u002F0165025415616202",[182],[184],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0165025415616202",[3251,3268,3287],{"id":3252,"sortIndex":25,"researcher":24,"roles":3253,"affiliations":3254,"properties":3263,"displayName":3265,"givenName":24,"familyName":24},"4c4d7854-7c5c-4a15-bff3-bdc6bd49ba62",[],[3255],{"id":3256,"sortIndex":25,"affiliation":3257,"properties":24},"40d45843-dc72-4795-b123-69364e90cc47",{"id":3256,"createTime":24,"updateTime":24,"relativeEntities":3258,"slug":24,"properties":3259,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":3262,"statistic":24},[],{"title":3260},{"VI":3261},"University of Miami USA",[],{"title":3264,"openalex":3266},{"EN":3265},"Ashley M. 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