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1.
Tiina Onatsu-Arvilommi Jari-Erik Nurmi Kaisa Aunola 《European Journal of Psychology of Education - EJPE》1998,13(4):543-556
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies. 相似文献
2.
Teaching requires emotional labor. Humor is a promising but under-explored means of coping with such labor. A questionnaire was administered to 302 primary teachers to assess three kinds of emotional labor (surface, deep, and genuine acting) and four humor styles: two adaptive (affiliative and self-enhancing) and two maladaptive (aggressive and self-defeating). Affiliative and self-enhancing humor were positively correlated with emotional labor, whereas aggressive and self-defeating humor were negatively correlated with such labor. These results can help raise awareness of teaching’s emotional demands, and encourage teacher-training and professional-development programs to showcase appropriate ways, including humor, of coping with workplace emotions. 相似文献
3.
OBJECTIVE: To establish the nature and extent of maltreatment experiences, coping strategies, and behavioral/emotional problems, and their relationships, in a sample of Palestinian adolescents. METHOD: A study of 97 male adolescents aged 15-19 years, and attending a vocational training center based in the Gaza Strip. Adolescents completed the Child Maltreatment Schedule and the Ways of Coping Scale (WAYS). The Strengths and Difficulties Questionnaire (SDQ) was completed by adolescents and by their teachers. RESULTS: Findings revealed high rates of emotional and physical maltreatment. Reliance on emotion-focused or avoidant coping strategies was associated with exposure to maltreatment. Use of maladaptive coping also predicted emotional difficulties in the respondents. CONCLUSIONS: Coping strategies are an important indicator of psychosocial functioning in adolescents who have experienced maltreatment. Identification of coping styles can augment the assessment of at-risk adolescents. Emotion-focused strategies, in particular, appear to be widely used by young people from non-Western cultural backgrounds. 相似文献
4.
This study examined the relationship between coping strategies, dispositional optimism, academic burnout and academic performance using structural equation modelling. Data were collected from a sample of 532 Spanish undergraduate students. Participants completed a battery of questionnaires including the LOT-R to assess optimism, CSI for the measurement of coping (adaptive and maladaptive coping strategies), and MBI-SS to evaluate academic burnout (exhaustion, cynicism, and efficacy). Academic performance was evaluated by the grade point average (GPA). The results showed that academic burnout was directly and positively associated with maladaptive coping but directly and negatively explained by adaptive coping. In addition, emotional exhaustion was significantly and negatively predicted by optimism. Finally, academic performance was significantly predicted by academic burnout. In conclusion, the findings suggest that both adaptive coping and optimism help to prevent academic burnout and, therefore, positively affect academic performance. Implications for intervention and future research are discussed. 相似文献
5.
《The Journal of educational research》2012,105(2):131-142
ABSTRACT The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed. 相似文献
6.
Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献
7.
Andreas Brouzos Stephanos P. Vassilopoulos Antigone Vlachioti Vasiliki Baourda 《Psychology in the schools》2020,57(1):31-43
To facilitate students’ transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test–retest control group (n = 26). Results indicate that completion of the intervention led to a significant decrease on scales measuring self-reported social anxiety symptoms. There was also a significant increase in intervention participants’ self-reported self-esteem, likeability, adherence to social rules, and frequency of active coping strategies, compared with the control group. Furthermore, a regression analysis showed that change in the self-reported use of active coping strategies predicted change in social anxiety symptoms for the intervention group. However, no significant change in self-reported use of passive-avoidant coping was observed. We conclude that facilitating effective coping with stress may provide a highly beneficial perspective toward designing transition groups, that may also lead to a significant reduction in social anxiety symptoms in adolescents waiting to undergo secondary school transition. 相似文献
8.
Kimberly A. Sharkins Sarah E. Leger James M. Ernest 《Early Childhood Education Journal》2017,45(4):493-498
Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed. 相似文献
9.
Margaret O’Dougherty Wright Emily Crawford Darren Del Castillo 《Child abuse & neglect》2009,33(1):59-68
ObjectiveTheoretically, exposure to experiences of emotional abuse (EA) and emotional neglect (EN) in childhood may threaten the security of attachment relationships and result in maladaptive models of self and self-in-relation to others. The purpose of this study was to explore the extent to which EA and EN treatment by parents contributed uniquely to young adult maladaptive long-term outcome with respect to symptoms of anxiety, depression, and dissociation. The extent to which the relationships between EA and EN and later symptoms were mediated by specific internalized maladaptive interpersonal schemas was also explored.MethodsQuestionnaires completed by 301 college men and women (52% female) assessed perceptions of experiences of childhood abuse and neglect, exposure to parental alcoholism, current symptoms of psychological distress, and endorsement of maladaptive interpersonal schemas.ResultsHierarchical regression analyses revealed that perceptions of childhood EA and EN each continued to exert an influence on later symptoms after controlling for gender, income, parental alcoholism, and other child abuse experiences. Both EA and EN were associated with later symptoms of anxiety and depression and were mediated by schemas of vulnerability to harm, shame, and self-sacrifice. Only EN was related to later symptoms of dissociation; this relationship was mediated by the schemas of shame and vulnerability to harm.ConclusionThe findings are discussed from an attachment perspective, focusing on how early interactions with parents contribute to the development of internal working models of self and self-in-relation to others that influence later cognitive schemas and psychological adjustment.Practice implicationsAlthough emotional abuse and emotional neglect are the least studied of all forms of child maltreatment, they may be the most prevalent. The current findings suggest that how college students have evaluated and internalized these experiences may be even more important than the events themselves in determining the extent to which these experiences exert a long-term impact. For this reason, early intervention might be particularly important in helping to modify internal working models of the self as worthless, others as abusive, or the world as threatening and dangerous as a result of past abuse experiences. This study underscores the need for counselors to actively elicit and explore experiences of emotional abuse and neglect in clients, in addition to inquiring about other abuse experiences and types of family dysfunction.The results of this study also support existing data suggesting that internalized representational models of self and others are a key mechanism underlying the relationship between emotional maltreatment and later psychopathology. Young's schema questionnaire proved to be quite sensitive in detecting specific maladaptive schemas that mediated later difficulties with depression, anxiety, and dissociation. Targeting these negative schemas in therapy may help to ameliorate such symptoms. The therapeutic relationship provides a particularly effective context for developing more positive models of self and others, as well as providing a context to explore core relationship themes across different relationship contexts (e.g., intimate partner, parent, friend, and work relationships). In particular, if the assessment of the client reveals that dissociative symptoms are present, counselors can acknowledge the adaptive function that this strategy once served, while also addressing potential limitations to over-reliance on this coping strategy. 相似文献
10.
The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and 2 measures of their "actual" competence in this domain: teacher ratings and achievement test scores. Over-, under-, and congruent child raters were identified on the basis of the 2 external standards and then compared on child and teacher ratings of self-esteem, self-regulatory style, and coping with perceived failure. 6 teachers and 121 lower- to upper-middle-class suburban students participated. As predicted, no differences were obtained between congruent and distorted (combined over- and under-) raters on these self-system variables. Consistent with previous research, overrating children showed higher self-esteem on self- and teacher ratings than underraters. After controlling for level of perceived competence, overraters scored higher on anxiety, and, when overrating occurred against the teacher standard, these children were rated by teachers as having lower self-esteem, poorer coping strategies, and less internalized self-regulatory styles. Comparing the 2 standards, self-reported difficulties were associated with underrating against the teacher's standard but not the achievement standard. Teacher reported difficulties were associated with the opposite pattern of underrating against the 2 standards. Motivational factors contributing to patterns of discrepancies are discussed, as are the educational implications of mismatches between teacher and student perceptions of objective and intrapsychic aspects of school experience. 相似文献
11.
Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers’ self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed. 相似文献
12.
Agnieszka Bates 《International Studies in Sociology of Education》2017,26(1):66-81
The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core. 相似文献
13.
高中生考试焦虑、自尊和应对方式的现状及关系 总被引：1，自引：0，他引：1
以721名高二学生为被试,进行考试焦虑、自尊和简易应对方式的问卷调查,结果发现:高中生考试焦虑现状不容忽视;高中生考试焦虑、自尊和消极应对方式表现出性别差异;自尊和应对方式是影响高中生考试焦虑的重要因素,其中应对方式又是自尊影响考试焦虑的中间变量。 相似文献
14.
BackgroundChildren exposed to sexual abuse are at risk for developing several psychological and behavioral difficulties during adulthood. Here, direct and indirect effects of family conflict, insecurity within the family system (manifested as disengagement and/or preoccupation), and negative feelings provoked by childhood sexual abuse (CSA) on trait anxiety scores were analyzed with structural equation modeling. Both Finkelhor and Browne’s traumagenic dynamics model and Davies and Cummings Emotional Security Theory were applied.MethodsA total of 168 female college student survivors of CSA participated in this study. Information regarding each participant’s abuse was obtained from a self-reported questionnaires. Emotional security was assessed with the Security in the Family System scale. To assess negative feelings regarding abuse and trait anxiety, Children’s Impact of Traumatic Events Scale-Revised and State-Trait Anxiety Inventory were applied, respectively.ResultsLevel of family conflict was found to directly relate to emotional insecurity and trait anxiety. In addition, preoccupation strategies were found to be directly related to trait anxiety. Conversely, disengagement strategies were indirectly related to anxiety through the negative feelings provoked by abuse. Experience with other types of abuse and/or neglect was also related to emotional insecurity and feelings provoked by CSA. Meanwhile, continuity of abuse only correlated with feelings provoked by abuse.ConclusionsStrong relationships between family conflict, emotional insecurity, negative feelings provoked by CSA and trait anxiety were observed. These results suggest that treatment of CSA survivors should focus on improving security within the survivors’ family system and reducing negative feelings provoked by abuse. 相似文献
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16.
Janise S. Parker Kai Zhuang Shum Shannon M. Suldo Elizabeth Shaunessy‐Dedrick John M. Ferron Robert F. Dedrick 《Psychology in the schools》2019,56(5):652-669
This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared with girls. Furthermore, gender moderated the association between perceived benefits and adaptive help‐seeking; perceived benefits were particularly highly associated with boys’ adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research. 相似文献
17.
Maltreated children usually show a specific pattern of emotional and behavioral symptoms that exceed those relating to posttraumatic stress disorder (PTSD). These symptoms have been defined as Complex PTSD (CPTSD). The underlying attentional mechanisms of abnormal emotional processing and their relation to the clinical presentation of CPTSD are not well understood. A visual dot-probe paradigm involving pre-attentive (i.e., 500 ms) and attentive (i.e., 1500 ms) presentation rates of neutral versus emotional (i.e., angry, happy or sad) facial expressions was applied. Twenty-one maltreated CPTSD children were compared with twenty-six controls. The results are as follows: an attention bias away from threatening faces and an attentional bias towards sad faces were observed in maltreated CPTSD children during pre-attentive and attentive processing. Whereas the attentional bias away from angry faces was associated with social problems, the attentional bias towards sad faces was associated with depressive and withdrawn symptoms. Therefore, CPTSD children develop maladaptive negative cognitive styles, which may underlie not only social problems (by a cognitive avoidance of threatening stimuli) but also depressive symptoms (by a cognitive approach to sad stimuli). Attention processing abnormalities should be considered as therapeutic targets for new treatment approaches in this population. 相似文献
18.
中国城乡跨文化的文化适应及应对方式是一个关系到中国城市化建设、城乡和谐稳定的问题。文中从跨文化心理学的角度提出中国城乡跨文化与文化适应问题,介绍了国外跨文化适应与应对方式的一些理论,并结合中国具体文化特征,提出了中国城乡跨文化适应的压力源和应对方式。 相似文献
19.
Bullying in schools is an international problem impacting negatively on children’s well-being. Children’s drawings can provide an insight into their emotional states. There is little published literature that uses children’s drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of emotional distress to examine Australian primary school children’s drawings about bullying. In Study One, children’s drawings were examined using indicators of size, detail and line heaviness in terms of gender and developmental trends. The analysis showed no main differences for gender, however, there were clear developmental aspects to children’s depictions of school bullying. In Study Two, children’s self-reported victimisation was associated with the degree of detail and the relative distance between the protagonists represented in the drawings. The studies suggest that drawings could be used to counsel young people and help remediate the effects of bullying. 相似文献
20.
Sigrid Brogaard-Clausen Sue Robson 《International Journal of Early Years Education》2019,27(4):345-359
ABSTRACTFriendship matters for young children’s development, learning and experience of wellbeing. This paper emphasises the significance of young children’s friendships for their wellbeing, especially in the context of early years settings. Findings are presented from two online questionnaires developed for the project, in which 155 parents/carers and 285 practitioners in England expressed their perceptions of what matters for young children’s wellbeing. Data shows some ambivalence in the views of both parents/carers and practitioners about the importance of friendship in this context. Both groups gave low prioritisation to ‘the company of friends’ for children’s wellbeing. As friendships are of central importance to young children themselves, this could suggests that adults and children may have different priorities, which raises questions about the extent to which young children’s friendships are seen as important by adults. The paper concludes by proposing the need for practitioners in particular, but also parents, to consider their roles and priorities for children’s lives within schools and nurseries, including how they might sensitively support and facilitate children’s friendships in play, activities, transition and everyday life. 相似文献