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The present research explores the sociocultural adjustment of international students and the role played by university structures in the process. The adjustment process of international students has been modelled in psychological literature as a U-curve, a learning curve and most recently as a long, uneven and unending process of change. Yet, little of the literature has addressed the role played in this process by university structures. The research was conducted in the UK with 58 undergraduates from Malaysia. It utilized a qualitative design and consisted of two waves of semi-structured small-group interviews. It was found that university structures, in the form of accommodation provision, course provision, and student union clubs and societies, provide opportunities for integration and adjustment support in the early stages of the sojourn. However, the desire for contact with a wide range of others, central to the adjustment process, takes time to develop in international students. It is suggested that an understanding of adjustment as a long and uneven process should be built into structures aiming to support the adjustment of international students.

The extent to which the socioemotional impairments of Asperger syndrome (AS) might be extreme manifestations of individual differences within the general population remains under-explored. We compared the trait emotional intelligence (trait EI) profiles of 30 individuals with AS against the profiles of 43 group-matched controls using the Trait Emotional Intelligence Questionnaire (TEIQue). Participants with AS scored significantly lower than controls on 12 of the 15 TEIQue facets (eta[subscript p][superscript 2] = 0.09 to 0.49) as well as on all four factors and the global score of the construct (eta[subscript p][superscript 2] = 0.07 to 0.41). There was a significant main effect of gender, with men generally scoring higher than women. Results are discussed from the perspective of trait EI theory, with emphasis on its implications for the socioemotional impairments associated with AS. (Contains 2 tables.)

In recent years, beauty ideals and practices have been explained almost exclusively using evolutionary psychological frameworks, to the exclusion of more proximate factors such as psychosocial and individual psychological variables. To overcome this limitation, we examined the associations among sexist beliefs, objectification of others, media exposure, and three distinct beauty ideals or practices. Across three studies, a total of 1,158 participants in a British community sample completed a series of scales that measured their attitudes toward women, hostility toward women, benevolent sexism, hostile sexism, their tendency to objectify others, media exposure, and endorsement of the thin ideal and (for women) body dissatisfaction (Study 1); height preferences in an other-sex partner (Study 2); and endorsement of cosmetic use (Study 3). Across the three studies, results supported the idea that sexist beliefs predicted beauty ideals and practices, although the strength of these associations varied according to the ideal or practice in question. These results support feminist critiques that beauty ideals and practices in Western societies are linked with sexist attitudes. Furthermore, our results suggest that programmes aimed to reduce or eliminate sexist attitudes, or that promote more gender egalitarian attitudes, may result in healthier beauty ideals and practices. (Contains 3 tables.)

The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality ("big five" traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of GK, explaining 26% of GK variance. However, openness (15%) added incremental validity to the variance explained. These results are discussed in relation to previous findings in the field of GK and the personality-intelligence interface. (Contains 2 tables.)

Objective: To explore the perceptions of physical activity and healthy eating among children from two north west of England primary schools, with the ultimate aim of improving healthy lifestyle choices. Design: A qualitative study in which each child participated in two focus groups. Setting: Two primary schools in a deprived ward of Warrington, chosen to contrast with the focus of earlier research on relatively affluent communities. Method: A sample of 32 9 and 10 year olds was randomly selected from two Year 5 classes. Four focus groups were held in total; two in each school. The first explored perceptions of physical activity and the second examined views on food and eating. Discussions were recorded, transcribed verbatim and findings emerged through a process of thematic analysis. Results: Children reported being involved in a range of physical activities and recognized the health benefits associated with being active. Boys and girls differed in their attitude towards physical activity, with boys appearing competitive about sport while girls enjoyed a wider range of activities. Children were able to distinguish between healthy and unhealthy foods, but there was uncertainty over the healthiness of foods containing multiple ingredients (for example, salad in burgers). Children also identified the impact of the local environment, parents, school, the food industry and their peers on their diet and involvement in physical activity. (Contains 2 notes.)