共查询到20条相似文献，搜索用时 46 毫秒
1.
Cross‐sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students assessed in the fall and the spring of Grades 6, 7, and 8. Victimization assessed by both self‐ and peer reports indicated substantial variability in who was bullied, with nearly 51% of students reporting bullying victimization during at least one of the six assessments. The cumulative impact of victimization over 3 years was demonstrated on Grade‐8 outcome measures of absences, disciplinary infractions, suspensions, grade point averages, standardized test scores, reports of youth risk behavior, and perceptions of school climate. This study provides new information about the cumulative impact of peer‐ and self‐reported bullying across middle school. 相似文献
2.
We investigated the effects of a self‐regulatory intervention strategy designed to improve middle‐school students’ calibration accuracy, self‐regulatory skills, and math achievement. Focusing on self‐monitoring and self‐reflection as the two key processes of this intervention in relation to improving students’ math achievement and overall self‐regulation, we randomly assigned 30 sixth‐and seventh‐grade students to either a treatment or a delayed‐treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students’ sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators. 相似文献
3.
‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools 
下载免费PDF全文
下载免费PDF全文 Inkeri Ruokonen 《The International Journal of Art & Design Education》2018,37(3):480-492
This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills. 相似文献
4.
The role of the school climate in high school students’ mental health and identity formation: A South Australian study 下载免费PDF全文
下载免费PDF全文 The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities. 相似文献
5.
Beth Kurtz-Costes Kristine E. Copping Stephanie J. Rowley C. Ryan Kinlaw 《European Journal of Psychology of Education - EJPE》2014,29(4):603-618
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains. 相似文献
6.
7.
This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that (a) adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and (b) adolescents’ creativity has modest associations with their perceptions of both family and school environments. 相似文献
8.
对小学儿童关于“仁慈”概念和行为的理解进行考察,结果表明：大部分小学儿童习得“仁慈”概念的时间是在二、三年级。小学儿童对“仁慈”概念的掌握表现出了阶段特征,随年级升高,他们对“仁慈”概念的理解逐步深刻化,但其思维活动仍局限于具体的事物及日常经验,缺乏抽象性。小学儿童对“仁慈”概念理解不存在明显的性别差异,但女生的表达优于男生。低年级小学儿童在理解仁慈行为时主要依赖情境故事,自我中心严重;中、高年级小学儿童逐渐摆脱自我中心。部分高年级小学儿童能理解仁慈行为的发生不受义务驱动,而低、中年级小学儿童则较难判断。在仁慈行为判断上,小学儿童不存在明显的性别和年级差异。根据研究结果,就如何培养小学儿童的仁慈之心提出教育建议。 相似文献
9.
Risto Hotulainen Kristiina Lappalainen Kari Ruoho Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314
During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed. 相似文献
10.
The relationship among achievement goals,standardized test scores,and elementary students’ focus in school 下载免费PDF全文
下载免费PDF全文 The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions. 相似文献
11.
Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes 下载免费PDF全文
下载免费PDF全文 David S. Yeager Valerie Purdie‐Vaughns Sophia Yang Hooper Geoffrey L. Cohen 《Child development》2017,88(2):658-676
This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206). 相似文献
12.
Julia D. Plummer 《International Journal of Science Education》2013,35(12):1571-1605
The US National Science Education Standards and the Benchmarks for Science Literacy recommend that students understand the apparent patterns of motion of the Sun, Moon, and stars by the end of early elementary school, yet no research has specifically examined these concepts from an Earth‐based perspective with this age group. This study examines children’s understanding of the patterns of apparent celestial motion among first‐grade, third‐grade, and eighth‐grade students, and investigates the extent to which these concepts develop from elementary to middle school in students without targeted instruction. Twenty students at each grade level (total n = 60) were interviewed using a novel interview setting: a small dome representing the sky, which allowed students to demonstrate their ideas. Analysis reveals that elementary and middle school students hold a variety of non‐scientific ideas about all aspects of apparent celestial motion. While the eighth‐grade students’ understanding of the apparent motion of the Sun shows a greater level of accuracy compared with the third‐grade students, across the majority of topics of apparent celestial motion, the overall level of accuracy shows little change from third grade to eighth grade. Just as prior research has demonstrated the need for instruction to improve children’s understanding of the nature of celestial objects and their actual motions, these results support the need for research on instructional strategies that improve students’ understanding of celestial motion as seen from their own perspective. 相似文献
13.
Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
14.
Jane E. Fleming Thomas D. Cook C. Addison Stone 《Learning disabilities research & practice》2002,17(1):47-64
This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions. 相似文献
15.
Rebecca S. Martínez 《Psychology in the schools》2006,43(2):197-209
This cross‐sectional study examined the perceptions of social support reported by middle‐school students with multiple learning disabilities (LD) (reading + math) in inclusive settings. Comparison groups included youths with a learning disability in reading only (RD), mathematics only (MD), and no LD (i.e., normally achieving) (NA). One hundred twenty middle‐school students, 15 boys and 15 girls in each group, were included in the current study. Participants were surveyed using an established measure of perceived social support. Effect size differences and MANOVA were used in the data analyses. Learning disability type explained 21% ( p < .001) of the variance in perceptions of parent, classmate, and friend support. Students with multiple LD (RD + MD) reported the lowest perceived social support on these dependent variables. Follow‐up analyses revealed that eighth‐grade boys reported the lowest perceived parent support and that boys in general reported lower perceived friend support than girls. Sixth‐grade students with multiple LD reported the lowest perceived friend support, and sixth‐grade males reported the lowest perceived teacher support. Implications for practicing school psychologists and recommendations for future research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 197–209, 2006. 相似文献
16.
Tor Stornes Edvin Bru Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(3):315-329
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth‐grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate. 相似文献
17.
Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
18.
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth‐grade teachers completed questionnaires about their perceptions of four components of school climate: high‐risk student behaviors, school‐wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self‐efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self‐efficacy for working with bullies. A graduate degree was also related to greater self‐efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies. 相似文献
19.
Costas N. Tsouloupas Russell L. Carson Russell A. Matthews 《Psychology in the schools》2014,51(2):164-180
One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students. 相似文献
20.
Einar M. Skaalvik Harald Valåns Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243
Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem. 相似文献