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The article entitled An Analysis of Schema Theory and Learning Theory as Explanations for Variance in Adolescent Adjustment to Divorce is a research done with adolescents to see how well a child and his or her parents adjust to divorce. The researchers are trying to find a way to help children deal with divorce. The researchers are trying to see if there is a connection between a child's age and their sex that affects the way they adjust to divorce. After trying to see if these two factors are connected, researchers then also study to see if a child's relationships with his or her parents also have a role in the child's adjustment.
This research was done to help understand if schema theory had something to do with the children's adjustment when it came to divorce. With all the possibilities, the researchers wanted to narrow it down using the schema theory. The schema theory is said to be a way of thinking, and not wanting to change what you know. Another article entitled Assessments of Trust in Intimate Relationships and the Self Perception Process is about trust and how every health human relationship should have it. This article tells about how trust is what gets two people to work together, side by side, and help make their bond stronger.
Holmes and Repel looked at the different issues people had with trusting their partner. The participants had to go through a couple of different tests to see how trust issues interfered with the relationships they shared. This research goes over how an individual gains trust and how certain factors can affect it. An individual's personal experiences could even affect a relationship they share. They may have gotten traumatized before.
This also shows how one person in a relationship trusts their partner, and then how another set of participants in another relationship have problems. Article 1: Abstract An Analysis of Schema Theory and Learning Theory as Explanations for Variance in Adolescent Adjustment to Divorce Learning theory and schema theory were used as different reasons for how adolescents deal with divorce. Different types of questionnaires were given to children by the students at Stellenbosch University. The adolescents who participated in the study took Antonovsky's Life Orientation Questionnaire, Hudson's CAM and CAF questionnaires, a bunch of questions that measured how the adolescents felt about divorce, and questions about the adolescent's life. The schema theory was not found as the main reason, the results stated very little proof of the way an adolescent acted as being the means by which the adolescent dealt with his or her relationship with its parents, or the how the child adjusted to the divorce. The learning theory on the other hand did serve as a positive factor; there was a good connection between the learning theory and the parent-adolescent relationship, and the adolescent's adjustment.
To inform parents about divorce, and how much of an impact it can have on an adolescent, the parent must know that the learning theory can have different impacts on their adolescent's adjustment. Families going through divorce can actually use this information as a way of dealing with it. Article 1: Literature Review Researchers are worried about high divorce rates. There are many things out there to help a child deal with their parent's divorce, there is however a lack of help for adolescents who are dealing with divorce.
Both children and adolescents can experience problems when dealing with divorce. Researchers feel that this topic must be studied more. There are two variables that have been found after studies on children and adolescents who have gone through a divorce with their parents were done. The first variable is the age which the child was when the divorce happened, and whether the child was male or female. The results from these variables have caused many problems, and to date there are no same patterns. A major factor that researchers have identified is the relationship the child shares with the parents.
The way a child adjusts to divorce is greatly impacted by the parent-child relationship. This relationship a child shares with his or her parents is a way for culture to be passed on, and a child's relationship with the mother helps the child's well being, as opposed to the father's relationship, where there is no such impact. This study was done to see if the learning theory and schema theory could tell researchers why there are so many different ways a child can adjust to divorce. The schema theory is when a person believes that things happened a certain way and don't want to change what they know.
They feel this way about the situation, and about people. This study tried to change how, and what people think. If family relationships are like this, a child who has a good relationship with his or her parents will see a divorce as a good thing. It will be seen as good resolution to an ultimate problem.
The learning theory is when a child sees what is going on and imitates the behavior they see. The child will imitate their parent's actions because the parent is the role model. So if there is a good relationship between the child and the parent, thy child will see how well the parent has adjusted and will imitate the parent's behaviors. Article 1: Methods Methods To get a teenager's view on the different things that affect the way they respond to divorce, a cross sectional co relational research was made up. Teenagers who come from intact and divorced families filled out self report questionnaires. Participants 293 students studying psychology and economics at Stellenbosch University were part of the study. 39 out of the 293 students participating had divorced parents. 38 participants who have married parents had their answer sheets picked to be used in the research.
Out of the 38 with married parents, 20 were male and 18 were female. Out of the 39 participants with divorced parents, 16 of them were female and 23 were male. The age range of these participants at the time of their parent's divorce was between the ages of 2 and 20 years old. The ethnicity of the participants was not necessary, therefore it was not asked. The ratio within first year students of African Americans to Caucasians was 1 African American for every 3 Caucasians at Stellenbosch University in 2003. Measures Four different questionnaires were given to the participants to complete.
To get the biographical information the researchers needed to conduct the experiment, a biographical questionnaire was given to the participants was also given. Mr. B. Hanekom allowed the researchers to use Hudson's "Child's Attitude Toward Mother/Father" questionnaire. A 7 -point scale was used to rate the how the subjects felt about different statements which reflected how they felt toward their mother / fathers .
The questionnaire has 25 questions, which allowed the participants to score between 25 - 175. There were high alpha reliabilities ranging from 0. 93 to 0. 97. Samoa Nunes allowed the use of Antonovsky's (1979) "Life Orientation Questionnaire." This had another 7 -point scale, and again the participants were asked to rate their lives. This questionnaire had 29 questions which made the possible scores range from 29 - 203. This test also had high reliabilities with alpha values beginning at 0. 84 to 0. 93. To determine the participants' feeling towards divorce, a questionnaire with six questions, by Amato and Rogers (1999) and Booth and Edwards (1989) was also used in this research.
This test was only a 4 -point scale, and the participants had to give scores on statements about divorce. 6 - 24 is the possible range in score. The reliabilities associated with this test were from 0. 63 to 0. 67. Some things on the questionnaires had to reverse scored, but none of the biographical questionnaire. Procedure Before the research could begin, the permission of Stellenbosch University was received so that the students could be participants in the research. The researchers went into the classrooms of the Psychology and Economic students, and during the last twenty minutes of the class asked if anyone would like to take part in their study, and for those that said yes were given the opportunity to complete their questionnaires. The participants were informed of the research's purpose, what it meant to take part in the research, and why it was important for the participants to give honest answers.
Everyone in both of the classes wanted to be a part of the research, they were given an opportunity to leave if they did not want to participate, but no one left. After the participants finished their questionnaires, they handed them to the conductors of the research. All of the data that was receive...
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