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1.
Rachel E. Williamson David E. Reed II Robert E. Wickham Nigel P. Field 《Emotional and Behavioural Difficulties》2018,23(1):28-38
Research demonstrates that children exposed to domestic violence experience a myriad of internalising and externalising symptoms. The current study examines this pathway within a Cambodian sample, specifically determining if the effect of witnessing domestic violence on the child’s tendency to bully or to be bullied is mediated by symptoms of posttraumatic stress disorder (PTSD). The PTSD Checklist – Civilian Version, a revised version of a12-item bullying and victimisation questionnaire, and the Revised Conflict Tactics Scale were administered to 206 high school students in Phnom Penh. A significant mediational effect of PTSD symptoms was found for victimisation (being bullied); no such mediational model was supported for bullying as the outcome variable. However, controlling for emotional, physical, and sexual child abuse resulted in the mediation effect being non-significant. Implications and directions for future research are discussed. 相似文献
2.
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects 总被引：6，自引：0，他引：6
A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations --> children's self-expectations --> ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects. 相似文献
3.
Eleftheria N. Gonida Katerina Voulala Grigoris Kiosseoglou 《Learning and individual differences》2009,19(1):53-60
The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures and parent mastery goals predicted student mastery goal orientation, perceived school and parent performance goals predicted student performance-avoidance goal orientation, whereas performance-approach orientation was only predicted by perceived parent performance goals; (b) perceived school and parent mastery goals predicted behavioral but not emotional engagement directly as well as indirectly through the mediation of student mastery goal orientation; (c) behavioral and emotional engagement were predicted by student mastery goal orientation. Results are discussed in relation to current theory and their implications for promoting adaptive patterns of learning in the school and the family context. 相似文献
4.
Laquanda Leaven Johnson Stephanie Kelly 《Decision Sciences Journal of Innovative Education》2020,18(2):270-290
This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety. 相似文献
5.
Overweight is reportedly a risk factor for being bullied, and body image may mediate this association. Research on associations between overweight and bullying has so far only focused on children and early adolescents. We explored associations between actual and perceived overweight at age 15 and involvement in bullying at ages 15 and 17. A total of 2070 Finnish adolescents responded to a survey at ages 15 and 17. Self-reported weight and height, perceived weight and involvement in bullying were elicited. Being overweight at age 15 was not associated with being bullied or with being a bully at age 15 or 17. Perceived overweight among girls was associated with subsequent involvement in bullying as a bully and in feeling shunned. Weight related bullying may decrease from pre- and early adolescence to middle adolescence. The associations between perceived overweight and self-identification as a bully, and those between perceived overweight and feeling isolated may be explained by the phenomena representing psychological dysfunction. 相似文献
6.
Mainstream research in the education of students with significant disabilities, which seeks to improve the ways these students can participate successfully in general education settings, has established the importance of teachers and classroom contexts in mediating relations between students with significant disabilities and their peers in the classroom. However, there is still a gap in the literature regarding the ways in which teacher practice, particularly teacher discourse, shapes the identities of these students. Drawing on the data from a study that examined the participation of students with significant disabilities in inclusive settings, this paper presents a case study of the relations between Harry, a first‐grade student with significant disabilities, and a peer student, Andrea. The paper weaves several theoretical frameworks – disability studies, narrative theory, and sociocultural theory – to offer an interpretation that directs attention to the forms of teacher mediation available to peer students in engaging with their classmates with significant disabilities. 相似文献
7.
Through an Internet survey of 536 parent–child dyads, the authors researched which mediation strategies parents used to regulate videogaming by their children (8–18 years). Factor analyses revealed that both parents and children distinguished three types of parental mediation: (1) ‘restrictive mediation’, (2) ‘active mediation’, and (3) ‘co‐playing’. These strategies are comparable with mediation types that were established in research about television. Comparing the parents’ and children’s reports it was found that both groups had highly congruent views about the application of mediation. Parental mediation of videogaming was most strongly predicted by the child’s age and the parents’s game behavior. Furthermore, parents applied more restrictive and active mediation when they feared negative behavioral effects and more often co‐played with their children when they expected positive social‐emotional effects of gaming. 相似文献
8.
Teaching practices in kindergarten and first grade: different strokes for different folks 总被引：2，自引：0，他引：2
This study assessed the nature of instruction in 314 kindergarten and first-grade classrooms from 155 schools in 48 school districts in three states. The schools served a relatively high proportion of low-income children and children of color. Despite the restricted range in student populations served, qualities of the schools and observed classroom instruction were associated with the demographics of the student body. Schools serving relatively high proportions of low-income children and children of color were rated by teachers to have more negative social climates. Teachers in these schools emphasized basic skills more and engaged in more didactic teaching and less constructivist teaching practices. At the classroom level, teaching approaches were predicted by teachers’ goals, the ethnic composition of their classroom, and the degree to which teachers perceived the families of the children in their classroom to have challenges associated with poverty. Didactic teaching was particularly common in classrooms with a high proportion of African–American students and in which teachers believed poverty-related problems inhibited parent involvement in their children's education; constructivist teaching was high in classrooms with a high proportion of Caucasian children. 相似文献
9.
Rachel L. Kunemund Shannon Nemer McCullough Chelsea D. Williams Chantelle C. Miller Kevin S. Sutherland Maureen A. Conroy Kristen Granger 《Psychology in the schools》2020,57(11):1757-1770
The far-reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children. 相似文献
10.
The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age. 相似文献
11.
《Ethnography and Education》2013,8(4):428-447
ABSTRACTThis study explores the multilayered meanings of classroom seating order – a crucial spatial element of school life – and its influences on children’s experiences. Drawing on fieldwork in a secondary school in northwest China, I ethnographically examine how school educators impose a hierarchy of seats in moral terms. My study shows that classroom seating arrangements in China’s underprivileged public schools are perceived as a hierarchy. Teachers motivate students to take learning seriously by strategically assigning the students to hierarchical seating locations and manipulating the proximity of their seats. I contend that classroom seating order has been transformed into a symbolic hierarchy to cultivate students’ attitude, a moral attribute considered crucial for achieving educational success. This study contributes to the emerging literature on the space in relation to educational processes. By situating the classroom seating into broader social-cultural-economic processes, it also demonstrates the methodological value of ethnographical examination of classroom. 相似文献
12.
This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question. 相似文献
13.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
14.
This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation. 相似文献
15.
Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self-reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11-item revised PSSIE – Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self-reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re-examine the strategies provided to support preschool teachers in this journey towards quality inclusive education. 相似文献
16.
This study examined the effects of parental acceptance, psychological control, and behavioral control on children??s school adjustment and academic achievement, as well as the possible mediation effect of children??s self-regulation in those processes. To do so, we examined 388 upper-level elementary school students (mean age?=?11.38?years) in South Korea. In addition, the study examined whether the influences of parental psychological and behavioral control on children??s school outcomes were consistent between Western and East Asian cultures. Children reported on perceived parental acceptance, psychological control, behavioral control, self-regulation, and their own school adjustment and academic achievement. The results showed that parental acceptance, psychological control, and behavioral control were not directly related to children??s school outcomes. Parental acceptance and behavioral control indirectly influenced the children??s school outcomes but were mediated by the children??s self-regulation. However, the mediation effect of self-regulation between psychological control and children??s school outcomes was not statistically significant. These results suggested that children??s self-regulation plays a more significant role vis-à-vis children??s school outcomes than the direct effects of parenting and that parental psychological control did not have a negative effect on South Korean children??s school outcomes. 相似文献
17.
Self-concept and self-esteem in two groups of dyslexic children (mainstream placement and SpLD unit placement, total N=63) were examined. Interviews and a questionnaire (the SDQ-1) were utilised, giving a mix of qualitative and quantitative data. Where appropriate, a control group of 57 children without learning difficulties was assimilated into the research design. The main findings were that the presence of dyslexia produced marked effects on the self-concept and self-esteem of children, although this was more apparent in the participants attending mainstream schools than those in SpLD units. The qualitative data revealed that children with dyslexia felt isolated and excluded in their schools, and that, typically, up to half were regularly teased or bullied. The findings were related to self-concept and self-esteem theory, and current educational practice. The limitations in terms of research design and analysis were also noted. 相似文献
18.
Michael Boulton 《Pastoral Care in Education》2013,31(2):83-89
It is well known that many pupils are bullied and suffer in a variety of ways as a result. This study looks at a largely overlooked outcome of bullying that may have direct consequences for academic success – disrupted concentration and attention to school work. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’. The most common solutions provided by pupils to help children affected in this way involved:
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helping them feel safe from bullying in class;
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reminding them to disclose/seek help if they are bullied;
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encouraging teachers to be supportive of victims of bullying;
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encouraging teachers to be on the look out for signs that pupils have been bullied; and
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using social support from other pupils.
19.
Libby AM Orton HD Beals J Buchwald D Manson SM;AI-SUPERPFP Team 《Child abuse & neglect》2008,32(2):195-211
OBJECTIVES: To examine the relationship of childhood physical and sexual abuse with reported parenting satisfaction and parenting role impairment later in life among American Indians (AIs). METHODS: AIs from Southwest and Northern Plains tribes who participated in a large-scale community-based study (n=3,084) were asked about traumatic events and family history; those with children were asked questions about their parenting experiences. Regression models estimated the relationships between childhood abuse and parenting satisfaction or parenting role impairment, and tested for mediation by depression or substance use disorders. RESULTS: Lifetime substance use disorder fully mediated the relationship between childhood physical abuse and both parenting satisfaction and parenting role impairment in the Northern Plains tribe. There was only partial mediation between childhood sexual abuse and parenting role impairment in the Southwest. In both tribes, lifetime depression did not meet the criteria for mediation of the relationship between childhood abuse and the two parenting outcomes. Instrumental and perceived social support significantly enhanced parenting satisfaction; negative social support reduced satisfaction and increased the likelihood of parenting role impairment. Exposure to parental violence while growing up had deleterious effects on parenting outcomes. Mothers and fathers did not differ significantly in the relation of childhood abuse experience and later parenting outcomes. CONCLUSIONS: Strong effects of social support and mediation of substance abuse disorders in the Northern Plains offer direct ways in which childhood victims of abuse could be helped to avoid negative attributes of parenting that could put their own children at risk. PRACTICE IMPLICATIONS: Mothers were not significantly different from fathers in the relation of abusive childhood experiences and later parenting outcomes, indicating both are candidates for interventions. Strong effects of social support offer avenues for interventions to parents. The prevalence of substance use disorders and their role as a mediator of two parenting outcomes in the Northern Plains should focus special attention on substance use treatment, especially among those who experienced childhood victimization. These factors offer direct ways in which childhood victims of abuse can be helped to avoid negative attributes of parenting that could put their own children at risk of violence. 相似文献
20.
Kim Michéle Feder Carsten Kronborg Bak Kirsten Schultz Petersen Henrik Vardinghus-Nielsen Tine Mechlenborg Kristiansen 《欧洲特需教育杂志》2017,32(3):406-421
The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old boys in the fourth and fifth grades were followed on an alternating basis. The field notes were analysed using a qualitative content analysis that incorporated Etienne Wenger’s concepts of social identity and participation. The results revealed that the effects of school-day social interactions are complex and situation dependent. Medication, friendships and relationships with teachers and other adults strongly influence how children diagnosed with ADHD participate in social interactions and, consequently, how they thrive. We argue that it is important to emphasise the mediation of these children’s participation in the classroom community throughout an entire school day to ensure their social inclusion and well-being. 相似文献