SAGE Journal Articles
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Women are bombarded with images of women's sexual submission and subservience to male partners. The authors argue that women internalize this submissive role, namely, they associate sex implicitly with submission. The authors propose that this association leads to submissive sexual behavior, thereby reducing sexual autonomy and arousal. Study 1 found that women implicitly associated sex with submission. Study 2 showed that women's implicit association of sex with submission predicted greater personal adoption of a submissive sexual role. Study 3 found that men did not implicitly associate sex with submission. Study 4 demonstrated that women's adoption of a submissive sexual role predicted lower reported arousal and greater reported difficulty becoming sexually aroused; sexual autonomy mediated these effects.
The authors use nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to identify variables measured in the fall of 1998 (when the sample’s students were in kindergarten) that predict special education placement by the spring of 2004 (when most students were finishing fifth grade). Placement’s strongest kindergarten predictor is a student’s level of academic achievement. Also important is the student’s frequency of classroom task engagement. There is a “frog-pond” contextual effect—attending an elementary school with high levels of overall student academic ability and behavior increases a student’s likelihood of special education placement. This is the case even after statistically controlling for a wide range of individual-, family-, and school-level characteristics. Social class background displayed a weak or statistically nonsignificant relation with special education placement. However, girls are placed less frequently than boys. African American, Hispanic, and Asian students are placed less frequently than non-Hispanic whites. The under- or equal-placement rates for racial/ethnic minorities are partially explained by their concentration in high-minority schools.
Pasold, T. L., McCracken, A., & Ward-Begnoche, W. L. (2014). Binge eating in obese adolescents: Emotional and behavioral characteristics impact on health-related quality of life. Clinical Child Psychology and Psychiatry, 19, 299-312.
Purpose: This study explored binge eating among an adolescent obese population to ascertain the prevalence of bingeing, the relationship between binge eating and body mass index (BMI), and to evaluate significant relationships between binge eating, emotional/behavioral functioning, and health-related quality of life.
Methods: Participants included 102 overweight adolescents aged 12–17 years presenting to a multidisciplinary outpatient obesity clinic. Data obtained included height, weight, and self-report questionnaire data on emotional and behavioral functioning.
Results: Binge eating prevalence included 33% moderate to severe binge eating. Binge eating was significantly positively related to BMI and depression, negative mood, feelings of ineffectiveness, negative self-esteem and significantly negatively related to somatic complaints and all aspects of health-related quality of life. Important demographic differences emerged with regard to the impact of binge eating on health-related quality of life with Caucasians, females, and older groups experiencing more pervasive impact.
Conclusions: This research suggests that bingeing behaviors have pervasive and important implications for health-related quality of life for obese adolescents.