Browsing by Author "McLaughlin, Kimberly A."
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- The effect of androgyny and self-esteem on classroom behaviorMcLaughlin, Kimberly A. (Virginia Polytechnic Institute and State University, 1986)Research examining student-teacher interactions has tended to focus upon the teacher's perceptions of, and reactions to, his/her students. Such studies have indicated that teachers tend to react differentially to male and female students, that these students are aware of sex-role stereotypes, and that this awareness seems to affect perceptions of self and others, as well as actual performance. The majority of these studies have targeted the perceptions and behaviors of preschool and elementary school children. As there is a dearth of research examining similar variables in adolescents, more intensive investigations need to be conducted before any generalizations about classroom behavior can be drawn. The purpose of the current investigation was to examine the effects of middle-school students' levels of androgyny and self-esteem on classroom behavior, as well as to examine the impact of these variables on students' performance attributions and classroom perceptions. Students were asked to complete questionnaires assessing their levels of androgyny and self-esteem, and their perceptions of which of their peers perform various behaviors. While few significant differences were found by degree of androgyny for student behaviors, student sex did seem to play a role in which classroom behaviors were exhibited. Peer behavior in the classroom was related to students' sex and level of androgyny. Internal and external attributions for performance seemed to be affected by degree of androgyny. Boys received higher grades than girls in both science/computer science and English, although there were no sex differences for grade expectations. High-androgynous individuals tended to have higher self-esteem than low-androgynous individuals. Implications for the conceptualization of androgyny were discussed, as well as empirical findings and developmental issues.
- Psychological characteristics related to bulimia in early and late adolescent femalesMcLaughlin, Kimberly A. (Virginia Tech, 1990)The majority of research dealing with the eating disorder of bulimia has focused on characteristics of college-aged women, with those findings forming a basis for treatment planning with younger, adolescent women. While research in recent years has begun to examine those characteristics specifically related to bulimia in adolescence, there has been a relative lack of consideration of the effect of the developmental stage of the individual on these psychological characteristics. Such differential characteristics, if found to be present, would have implications for both the prevention and treatment of bulimia in younger populations. The purpose of the present study was to investigate the concerns of high school and college females at high risk for bulimia at different developmental levels as well as to identify the psychological characteristics of high risk subjects across the age groups. Participants were asked to complete questionnaires assessing their self-perceptions on a variety of intrapersonal and interpersonal dimensions. Individuals aged 12-14 who were also at high risk for bulimia reported greater levels of depression and more feelings of inefficacy than did older, high risk individuals. Across all ages, women at high risk for bulimia were more dissatisfied with their body shape, were more depressed, experienced more difficulty with peer and family relationships, and felt more alienated from others than did individuals at low risk for bulimia. These results were discussed within a developmental framework, and it was suggested that individuals who cannot come to terms with the multiple changes of adolescence are at increased risk for engaging in bulimic behavior.