Time-management skills are acknowledged to be important but there has been little actual research on this topic with students. In this study we examined the scores obtained from 293 first-year students of psychology on a British version of an American time-management scale. The students were divided into three age groups: traditional-entry students -aged less than 21 years (N = 172); borderline mature students -aged 21-25 years (N = 50) and older mature students -aged more than 25 years (N = 71). Our analyses indicated (i) that women students in general reported significantly greater time-management skills than did men students, and (ii) that our older mature students reported significantly better time-management skills than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale.
A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) (n 5 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six speci c types of bullying investigated, and for a composite measure of all types of bullying, signi cantly fewer Year 9 pupils than pupils in the other three years reported that they had behaved in these ways in the previous week. No signi cant sex differences emerged on these measures. These ndings suggest that general patterns in bullying activities as a function of age and sex obtained in previous studies do not always hold. Although most pupils indicated that they thought that six out of eight types of behaviour viewed as bullying by researchers should be regarded as bullying, a substantial minority did not. The present study also extended bullying research by examining associations between pupils' de nitions and attitudes towards bullying and their reports of bullying others. For one speci c type of bullying, 'Forcing people to do things that they don't want to do', signi cantly fewer pupils who reported that they had behaved in this way than who reported that they had not done so included it in their de nition of bullying. A consistent pattern of signi cant negative correlations of moderate size between attitudes and self-reported involvement in speci c types of bullying were obtained. The implications of these ndings for those concerned with tackling bullying in schools were discussed.
Four studies examined the relation between trust and loneliness. Studies 1, 2, and 3 showed that trust beliefs negatively predicted changes in loneliness during early childhood (5-7 years), middle childhood (9-11 years), and young adulthood (18-21 years). Structural equation modeling yielded support for the hypothesis that the relation between trust beliefs and loneliness was mediated, in part, by social disengagement, which varied by age and gender. Study 4 showed that when young adults were primed for distrust rather than for trust cognitions, they showed greater withdrawal (loneliness) affect, lower willingness to disclose, and less perceived success in achieving rapport. The findings yielded support for the hypotheses that (a) low trust beliefs promote loneliness from childhood to adulthood and (b) social disengagement and cognitive schema mechanisms account for the relation.
In addition to tackling victimization per se, allaying pupils' fears of it happening to them in the future is called for in order to address a hitherto largely overlooked correlate, and possible source, of disrupted classroom concentration.
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