The purpose of this study was to examine the relationship of school climate, teacher defending, and friends on bullying and victimization. Participants were 2273 high school students from 3 public schools (an all girls, all boys boarding, and a co‐ed day) in Kenya. A structural equation model was used to examine relationships between school climate, teacher behavior toward bullying, and student demographic characteristics, and bullying. Results revealed that a positive school climate was associated with less bullying behavior and victimization. In addition, when students reported that teachers stop bullying by students, bullying behavior and victimization scores were lower. Contrary to previous research these results showed that residents of a boys only boarding school were less likely to report bullying behavior than residents of an all girls school, or students at a co‐educational institution. Furthermore, there were no differences in bullying behavior or victimization by gender or grade level. Implications of these results are discussed.

Envy has recently been considered from an evolutionary perspective as an emotion which might motivate compensatory action following unfavorable social comparisons. In two studies, the role of envy in women's motivation to enhance their physical appearance was examined. Study 1 explored the mediating role of dispositional envy on the relationship between social comparison and women's resource spending on appearanceenhancing products, desired weight loss, and tanning intention in a cross-sectional sample of undergraduate women (N=188). Controlling for age and self-perceived mate-value, results revealed that social comparison significantly predicted all three dependent variables, with mediation effects of envy on desired weight loss, consumer spending, and tanning intentions. Study 2 replicated and extended these findings via an experimental social comparison priming procedure. Women (N=90) who made social comparisons toward attractive women in magazine advertisements (N=45) reported greater state envy relative to women viewing advertisements featuring a product only (N=45). Moreover, induced state envy subsequently predicted greater willingness to use facial cosmetics and to take a risky diet pill, and increased positive attitudes toward cosmetic surgery. These results support the role of envy, activated by unfavorable social comparisons, in motivating compensatory competitive appearance enhancement behaviors.

This study is a cross‐sectional analysis of Kenyan adolescents' beliefs in a just world (BJW). Prior research suggests that BJW declines across adolescence and differentiate between Personal and General BJW. However, little research has been conducted in African samples or developing economies. Adolescents from three schools in Western Kenya (n = 1960) completed the questionnaires to understand how their Personal and General BJW differed across grades, and between schools, tribes, and sexes. Contrary to prior research, there was not a downward trend of BJW across adolescence. Instead, the trajectory was dependent upon the school and demographics. There were significant differences between males and females, which may reflect gender inequalities of the traditional Kenyan society. There were also significant differences between tribal groups, with those in dominant or majority tribes having higher perceptions of justice. This study discusses the role that inequality plays in adolescents' BJW and the implications for future cross‐cultural research.

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The purpose of this study is to capture a snapshot of the lives of Brazilian preadolescents and gain a deeper understanding of the variables that influence compliance with parental rules. This analysis draws from the São Paulo Legal Socialization Study, a cohort study (<em>N</em> = 800; age = 11 years) from public and private schools. Descriptive statistics provide a perspective on normative Brazilian parenting practices and preadolescents’ perceptions of parental legitimacy across multiple domains. Hierarchical linear modeling revealed that procedural justice, global legitimacy, issue-specific legitimacy, and disciplinary techniques all significantly predicted compliance across issues and between preadolescents. Parents who used constructive disciplinary practices paired with procedural justice practices were more likely to be perceived as legitimate authorities and to have their preadolescent children comply with their rules. Our findings broaden the literature on constructive parenting practices in preadolescence, and allow for greater generalizability of current Western research to a diverse metropolitan setting in Brazil.

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Purpose The current study explored girls' perceptions of the impact of sanitary pads' intervention on their school attendance and grades. Methods Participants included 150 girls in 6th, 7th, and 8th grade in two rural schools in Kenya. Participants completed a questionnaire on menstrual health issues and the perceived impact on school attendance and academic performance. Results Results indicated that of all participants (150), those who had passed menarche and had cloth pads had similar comfort levels at school as those who had not yet had their period. Of those who had reached menarche (with pads n = 34, without pads n = 91), they answered questions about how much their period interfered with their attendance and grades. Those who had received the pads reported significantly less negative influence on their attendance and schoolwork than those who did not have pads. They also reported significantly lower levels of wanting to hide their menstrual cycle from friends and family. In addition, they reported significantly higher levels of comfort at home and school than those who did not have pads. Finally, those with pads reported significantly lower levels of fear during their period. Conclusion These findings suggest providing girls with pads minimizes the barriers to successful schooling.