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1.
教育期望是个体、父母或教师对学习者未来教育水平的预期,对学业表现与个体发展影响巨大。大量研究忽视了父母和子女之间教育期望差异的普遍存在,而相关差异极易造成个体欠佳的行为表现。本文基于2014—2015年“中国教育追踪调查”数据,采用最小二乘回归(OLS)、倾向得分匹配(PSM)和Bootstrap法中介效应检验,探究亲子教育期望偏差对青少年学业成绩的影响及作用机制。研究发现:亲子教育期望偏差显著负向影响青少年的学业成绩。以强烈的“望子成龙”心愿为典型表现的上偏型亲子教育期望偏差并不合理,对学业成绩有显著负向影响,而下偏型亲子教育期望偏差与学业成绩之间不存在显著关系。心理压力、学业负担和负向情绪在上偏型亲子教育期望偏差和学业成绩之间起部分中介作用。与女生相比,男生的学业成绩更易受到上偏型亲子教育期望偏差的负向冲击。基于此,提出形成适度教育期望、增进亲子沟通交流等对策建议。 相似文献
2.
Rollo Scott Crutchlow Lauren Nagpal Taniya S. Sui Wuyou Prapavessis Harry 《Learning Environments Research》2019,22(2):153-171
The purpose of this systematic review was to synthesise and evaluate the literature on the effects of classroom-based dynamic seating interventions on academic-related outcomes, among school-aged children and adolescents. A secondary aim was to examine the effects of interventions on students’ sedentary behaviour and physical activity levels. In September 2017, four electronic databases (PsycINFO, PubMed, SPORTDiscus, Web of Science) were searched and a total of 5138 titles and abstracts were reviewed. Studies that examined associations between a classroom-based dynamic seating intervention and at least one academic-related outcome in school-aged children or adolescents were included. A best-evidence synthesis and narrative approach was implemented to synthesise the evidence. Thirteen studies published between 2003 and 2017 were identified that met the inclusion criteria for the review. There is some evidence that classroom-based dynamic seating interventions could have positive effects on the in-seat behaviour, academic engagement and attention of school aged-children and adolescents, predominantly those with attention difficulties. It is currently unclear whether dynamic seating has positive effects on students’ on-task behaviour, disruptive behaviour, memory, concentration or academic achievement. No intervention was found to have a detrimental effect on academic-related outcomes. The findings come from low-quality to moderate-quality studies (M?=?60.62%; SD?=?10.44). Classroom-based dynamic seating could be a simple, effective health strategy to reduce students’ static sitting time without compromising student learning and academic performance. The current interventions need to be replicated with larger, adequately-powered RCT designs, valid and reliable outcome measures, and assessment of intervention fidelity.
相似文献3.
OBJECTIVE: The aim of the study was to distinguish the effects of verbal aggression from those of physical aggression and investigate whether parental verbal violence has negative effects on children's self-esteem and academic achievements. METHOD: One hundred and forty-four 10-year-old children completed the Harter Self-perception Profile for Children questionnaire and a questionnaire concerning their mothers' and fathers' verbal aggression towards them and their use of physical punishment. The researchers used school records to obtain the subjects' marks in French (their native language) and Mathematics. RESULTS: Six children had never been the targets of either verbal aggression or physical punishment. Thirty-four children had been subjected to both types of aggression. Verbal aggression alone was found to be in significant negative correlation with three of six components of self-esteem. Verbal aggression alone was also found to be in significant negative correlation with French marks. In addition children who had been subject to greater verbal aggression had lower self-esteem and lower marks in French than children who had been subject to lesser verbal aggression. They were also significantly negatively affected in a fourth component of self-esteem. CONCLUSIONS: Parental verbal aggression alone as separate and distinct from physical punishment contributes to lowering children's self-esteem and school achievements. Given the extent of the use of verbal aggression by ordinary parents the authors suggested a need for parent education on the topic of positive methods of child rearing. 相似文献
4.
Stewart T. Cotterill Hazel Brown 《Journal of Adventure Education & Outdoor Learning》2018,18(3):227-241
Research evidence suggests that outdoor education offers significant potential in priming healthy physical activity behaviors, developing life skills, enhancing self-esteem and promoting improved academic performance. The aim of the current study was to explore from a cross-sectional perspective the perceived benefits of a dinghy sailing program on 9–13-year-old school children. Participants (n = 38) were drawn from a diverse range of relevant participation and stakeholder groups, including school children, teachers and sailing instructors. Semi-structured interviews (adults) and focus groups (children) were used to collect data, with inductive data analysis methods applied. Six superordinate themes arose from the data highlighting physical and mental health benefits as well as the potential to development key life skills, self-esteem and the possible interaction with other aspects of the school curriculum to enhance student learning. 相似文献
5.
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. 相似文献
6.
体育锻炼促进心理健康研究的热点之一是身体锻炼与身体自尊的关系问题.文章采用问卷调查法,对大学生身体自尊与体育锻炼坚持性进行调查和分析.研究发现,大学生身体自尊与体育锻炼行为之间存在显著相关,其中有关运动能力的认知和评价受到体育锻炼坚持行为的影响;体育锻炼者身体自尊与非体育锻炼者差异显著并呈性别差异;体育锻炼与运动能力、身体吸引力及身体价值感三个维度的关系最为密切;通过长期坚持体育锻炼能够改变身体自尊水平,尤其是提高运动能力的自我评价水平. 相似文献
7.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed. 相似文献
8.
This meta-analysis is designed to test the immigrant paradox hypothesis, which argues that first-generation immigrant students tend to outperform their more acculturated peers. We aim to unpack the complex relation between acculturation and academic performance among immigrant-origin students with attention to methodological and demographic moderators. The review includes 79 independent samples generated from 54 studies, representing 89,827 students (M = 646.24, SD = 862.93) with a mean age of 13.26 (SD = 5.16). We found an overall main effect of 0.04, (p < .001), suggesting a significant, positive correlation between acculturation and academic performance. However, given the significant variation among studies, focused moderator analyses revealed the importance of critical methodological (e.g., type of acculturation measure used, type of academic indicator used, and type of publication) and demographic (e.g., developmental stage, race/ethnicity, urbanicity) factors that moderate the relation between acculturation and school achievement. These results suggest the opposite of the immigrant paradox, that is second-generation (or more acculturated) students seem to perform better than their first-generation (or less acculturated) peers. Moderation analysis, however, revealed that acculturation seems to have no effect on grades, while having a positive effect on test scores. Finally, we found a positive relation between acculturation and academic performance in studies conducted with children and adolescents, but not for young adults. 相似文献
9.
Singer E 《Journal of learning disabilities》2005,38(5):411-423
This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia. 相似文献
10.
Gwen Noteborn Katerina Bohle Carbonell Amber Dailey-Hebert Wim Gijselaers 《The Internet and Higher Education》2012,15(3):176-183
This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result. 相似文献
11.
为探讨大学生学业情绪与学习投入之间的关系,以及学业自我效能感在其中的中介作用,采用学习投入量表(UWES-S)、大学生学业情绪量表和学业自我效能感量表对1030名在校大学生进行问卷调查。结果发现:(1)大学生学习投入普遍处于中等水平;(2)学习投入与积极活动定向学业情绪、积极结果定向学业情绪、消极结果定向学业情绪以及学业自我效能感均呈显著正相关,与消极活动定向学业情绪呈显著负相关。(3)学业自我效能感在积极活动定向学业情绪、积极结果定向学业情绪、消极活动定向学业情绪与学习投入之间起部分中介作用,在消极结果定向学业情绪与学习投入之间不存在中介作用。 相似文献
12.
Jennifer Amsterlaw Kristin Hansen Lagattuta and Andrew N. Meltzoff 《Child development》2009,80(1):115-133
This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults ( N = 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success. 相似文献
13.
探讨民族对青少年主观幸福感的作用特点．采用青少年主观幸福感量表测量了900名汉、羌、彝族青少年的主观幸福感现状,并进行了不同层次的分析．结果表明：汉、羌、彝族青少年的主观幸福感属中等偏上水平．在整体生活满意度、家庭满意度、学校满意度上,彝族青少年均显著高于汉、羌族青少年（P〈0．01）;在学业满意度上,羌族和彝族青少年显著高于汉族青少年（P〈0．01）;在自由满意度上,羌族青少年明显低于彝族青少年（P〈0．05）;在负性情感上,彝族青少年的消极体验显著高于汉、羌族青少年（P〈0．001）．友谊、学校、学业和自由满意度在年级之间和学习成绩优、良、中、差之间均有显著差异,环境满意度在青少年母亲职业上有主效应,主观幸福感各因子在性别、父母亲受教育程度和从事职业上主效应均不明显．从交互作用看,主观幸福感的不同维度在性别与年级、性别与学习成绩、年级与学习成绩之间和青少年父母亲受教育程度、父母亲职业之间的交互作用明显,主观幸福感各维度在性别、年级和学习成绩之间均无交互作用． 相似文献
14.
本文利用中国教育追踪调查数据(2014—2015),采用普通最小二乘法、分位数回归以及倾向得分匹配法,实证检验了体育锻炼对青少年认知能力的影响,结果发现:(1)利用普通最小二乘法测得经常参与体育锻炼的青少年在认知能力测试上比不经常参与的青少年高出0.149个标准分,当控制前期能力后,青少年参加体育锻炼的时间每上升1个单位值,能将认知能力提高0.049个标准分;(2)利用分位数回归发现参加体育锻炼对认知能力处于中位数上的青少年具有最强的促进作用,体育锻炼的异质性特征突出表现为“倒V”型曲线,而利用无条件分位数回归发现经常参与体育锻炼能够缩小低–高分位点上认知能力的组内差异;(3)利用Probit模型发现学校作业并非青少年参与体育锻炼的决定因素,看电视、玩网络游戏等课余活动的时间则对青少年参与体育锻炼构成了挤出关系,文化资本、人力资本以及教育期望与青少年的体育运动参与率呈正相关;(4)利用倾向得分匹配法发现体育锻炼影响认知能力的平均处理效应落入[0.095,0.117]的取值区间,而忽视选择性偏差将会高估体育锻炼的净效应。 相似文献
15.
Parental academic conditional positive regard (PACPR) is a socializing strategy in which parents provide more affection, esteem, and attention than usual when their child studies hard and achieves in school. It is favored and recommended as a positive parenting strategy, whereas empirical findings increasingly document serious psychological costs of this well-intended strategy. PACPR can be conceptualized as an important antecedent of test anxiety. However, no study has tested this assumption yet, and research on antecedents of test anxiety is generally scarce. Based on assumptions from self-determination and control-value theory, we conducted one study with secondary students (trait test anxiety, N = 653, M = 13 years) and one study with university students (state test anxiety and test performance, N = 166, M = 20 years), to examine distal (i.e., perceived PACPR) and proximal antecedents (i.e., contingent self-esteem as value cognition; ability self-concept as control cognition) of students’ test anxiety. In line with our hypotheses, path analyses revealed a positive relation between perceived PACPR and test anxiety, and that contingent self-esteem mediated this relation. Ability self-concept showed inverse relations with test anxiety, which, in turn, predicted poorer test performance in Study 2. Unexpectedly, we found no interactive effect of contingent self-esteem and ability self-concept. Our results extend prior research on psychological costs of PACPR to the field of achievement emotions, and suggest that the detrimental effects of perceived PACPR on test anxiety can be generalized onto students with high and low ability self-concept, respectively. Possible reasons of our findings, and practical implications, are discussed. 相似文献
16.
用开放式问卷对学生、教师和家长进行小学生优缺点评价的调查,考察三个不同评价主体评价的异同.研究发现:(1)除了身体素质,其他15个方面的优缺点评价表现出评价者主效应显著.(2)在道德品质、公民素养、学业情感、学习习惯、体育锻炼和卫生保健的习惯与方法、生活态度以及创造性上年级主效应显著,并且评价者和年级交互作用显著.(3)对小学生的优缺点评价在学习习惯和创造性上性别主效应显著. 相似文献
17.
Yolanda Sánchez-Sandoval 《Infancia y Aprendizaje》2015,38(1):144-174
This paper analyses whether the specific challenges of adolescence and adoption may affect the self-assessment of adopted adolescents. A total of 618 children and adolescents from Andalusia (southern Spain) between eight and 16 years of age (105 adopted and 513 non-adopted) participated in this study. For comparison purposes, different groups of non-adopted children (current classmates, children in residential care and children who have grown up with their biological families in socially disadvantaged areas) also participated. The Self-Perception Profile for Adolescents, the Rosenberg Self-Esteem Scale (RSE) and the Students’ Life Satisfaction Scale (SLSS) were utilized. The results reflect positive self-assessments on average at the beginning and during adolescence. There is a decline in self-perception, self-esteem and life satisfaction at around 11 or 12 years, with a slight recovery beginning at the age of 14. This trend occurs in adopted and non-adopted children and adolescents. Adopted children present self-assessments similar to children who live with their biological family. Children in residential care exhibit self-perception, self-esteem and life satisfaction that is well below the rest. 相似文献
18.
This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive impact on short and long term school performance. However, these results could be biased because a rather strong endogeinity of the pre-school education variable. We solved the problem by bivariate probit and treatment effects estimations. The results confirmed the bias and suggest that our previous estimations underestimated the positive effect of pre-school educations. Thus, we found fairly strong empirical evidence to suggest that having pre-school education has a short term positive effect on these children's results in the first year at school, and the long-term effect, after six years, seems to be somewhat weaker but is still positive. We also found several other factors connected with schools and with households that might lie behind children's short-term and long-term performance. It is important to note that, in the long-run, we found that a variable reflecting the general performance of the school had a strong effect on the academic performance after six year. 相似文献
19.
Xin Ma 《School Effectiveness & School Improvement》2013,24(2):209-240
Canadian data from the 1998 Cross-National Survey on Health Behaviors in School-Aged Children were analyzed to examine the effects of school experiences on personal health (physical health, mental health, self-esteem, helplessness, and body image) and interpersonal relationships (number of close friends and making friends) among adolescents. Hierarchical linear models with students nested within schools highlighted that both physical and mental health and self-esteem declined among Canadian adolescents across grade levels (Grades 6 – 10). Canadian adolescents also showed substantially increasing concerns about their body image. No health concern was found about feeling helpless and interpersonal relationship. The most important school effects pertained to parent behaviors at the school level with child-parent relationship being important to physical and mental health and parental involvement being important to self-perception (self-esteem, helplessness, and body image) and interpersonal relationship. 相似文献
20.
《Journal of College Student Psychotherapy》2013,27(3):182-200
Traditionally diagnosed in children, attention-deficit/hyperactivity disorder (ADHD) is now regarded as a life span condition. The academic difficulties experienced by children and adolescents with ADHD have been observed to continue into young adulthood. Treatment outcome studies demonstrate that behavioral and pharmacotherapeutic interventions can be beneficial in improving ADHD symptoms such as inattention, and so facilitate academic performance in young adults with ADHD. This review discusses how ADHD leads to academic underperformance, the warning signs of undiagnosed ADHD, and the potential impact interventions can have on adult academic impairment. 相似文献