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1.
Rebecca Shankland Lionel Riou França Christophe M. Genolini Julien-Daniel Guelfi Serban Ionescu 《European Journal of Psychology of Education - EJPE》2009,24(4):499-512
Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences.
However, some studies underline the effect of educational settings on the development of problem-focused coping strategies.
Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship
established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesized that alternative
school students develop more problem-focused coping styles. This hypothesis was tested on 80 traditional school students and
50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping
Inventory for Stressful Situations (Endler & Parker, 1990a). We also assessed psychological factors which can influence coping
styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger, 1983), and the Beck Depression
Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The proportion of problem-focused coping strategies was compared
in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression. Results show
that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative
schools. Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive
class climates. 相似文献
2.
John F. Pane Daniel F. McCaffrey Nidhi Kalra Annie J. Zhou 《Journal of Education for Students Placed at Risk》2013,18(2-3):168-211
The combined impact of Hurricanes Katrina and Rita in 2005 left the education system in the Gulf Coast region of the United States with tremendous challenges to rebuild infrastructure, reestablish services, and accommodate the movements of students that occurred as result of the storms. This article focuses on Louisiana's public school students, of whom 1/4 were displaced as a result of the storms. It explores the experiences of students and the effects of student movements on student achievement and on the state's public education system during the first academic year following the hurricanes. Results suggest that, overall, the education system handled the disruptions of the disaster relatively well. However, more detailed examinations show that some displaced students had problems such as nonenrollment or poor attendance, mental health or behavioral problems, and academic setbacks. Negative achievement effects, which were small overall, were most pronounced among students who remained displaced for the duration of the academic year, and appeared to be mitigated by students' tendency to enroll in schools with higher student performance than their original schools. Additional results show that the negative effects were associated with both the number of schools attended and the amount of school time lost. However, these analyses do not include the displaced students who did not reenroll in a Louisiana public school. These students constitute more than a 1/4 of displaced students and tended to be those who are most at risk for poor academic outcomes. 相似文献
3.
Considerable attention has focused on the challenges of English language learners without age-appropriate formal education
and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall
in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized
and disoriented in US classrooms. Building on Ibarra’s Beyond affirmative action: Reframing the context of higher education,
The University of Wisconsin Press, Madison (2001) “cultural dissonance” construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning
paradigm, is posited as a pathway to academic success for this population. 相似文献
4.
Competition in the market is a perennial and ever‐increasing problem for independent schools. How schools can meet this pressure and find ways to attract (the best) students is a continuing question and one that will get more onerous as the government funding for education is, in relative terms, decreasing. One of the ways in which schools can show their worth is the attraction of the best teachers and being able to show potential clients how their staff contribute to the academic success of their graduating students. This study considers the relationship between teachers’ attitudes toward their work and the expectations and the extent to which their attitudes and expectations predict the academic achievements of their final year students. Results found that academic achievement is enhanced when school leadership provides an academically oriented context where values and expectations of high academic achievement are part of the school culture. Other teacher variables found to improve academic achievement are the teachers’ need for greater input into decision‐making at their schools; less formalisation of rules, procedures and process; and support through personnel, facilities, finances, equipment and resources. 相似文献
5.
The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students’ education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students’ academic achievement across transition, suggesting that student achievement stalls or even declines in the first year of secondary school. The focus of this research was to identify teachers’ perceptions of the best practices to prepare students for a successful transition to secondary school. The findings were based on 12 one-on-one interviews with primary (Year 6) and secondary (Year 7) teachers. Teachers’ responses were analysed qualitatively through a process of thematic analysis. Findings from the research identified three key methods which primary and secondary school teachers believed were essential for facilitating successful transition experiences for students: curriculum continuity and awareness, communication between primary and secondary schools, and adequate teacher support. 相似文献
6.
Shanyan Lin Sofia Mastrokoukou Claudio Longobardi Paolo Bozzato Francesca Giovanna Maria Gastaldi Martina Berchiatti 《Higher Education Quarterly》2023,77(1):121-137
Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE. 相似文献
7.
Lorraine L. Matthews Deborah C. May Deborah K. Kundert 《Psychology in the schools》1999,36(6):495-504
Over the years, educators and psychologists have recommended delaying school entry and have developed alternative interventions for young children identified as unready for school. These developmental placement interventions, including readiness kindergartens and pre‐first classes, were developed to avoid both academic and social‐emotional problems in schools. However, the efficacy of these programs has not been proven. This study examined school adjustment outcomes and emotional and learning difficulties, both short‐term and longitudinally, for students who participated in readiness kindergartens and pre‐first classes, as well as for control groups of students. Significant differences were noted in retention rates, dropout rates, and special education placement rates. © 1999 John Wiley & Sons, Inc. 相似文献
8.
Juan I. Venegas-Muggli 《高等教育研究与发展》2019,38(6):1313-1327
ABSTRACTThis research evaluated the impact on students’ academic achievements of a pre-college outreach programme implemented by a Chilean higher education institution. This programme benefits students in their last year of secondary education so they can better adapt to post-secondary education. Specifically, we assessed whether freshmen enrolled in 2017 in the institution that implemented this initiative and who attended this programme during 2016 as secondary school students performed better than students at this same institution but who did not take part in this scheme. A quasi-experimental design was applied using the method propensity score matching. The results showed that students who participated in this outreach programme had better average grades and attendance levels than those who did not take part in this initiative. In addition, it was found that this programme does not have a significant impact on student retention rates. 相似文献
9.
Jill V. Hamm Thomas W. Farmer Dylan Robertson Kimberly A. Dadisman Allen Murray Judith L. Meece 《Journal of Experimental Education》2013,81(3):343-377
This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students’ (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context. 相似文献
10.
自《科尔曼报告》公布至今已经过去了半个世纪,但对于学生学业成绩来说,学校投入与家庭投入哪个更重要的问题在国内外学术界依然没有达成共识。本文利用我国东部和中部5省16个城市中小学校大规模测评数据,采用广义教育生产函数方法,运用两水平线性模型,分析了学校投入和家庭投入要素对教育产出(以学生学业成绩为代理变量)的影响效应。同时,采用Shapley值和Owen值分解技术,识别出对学校教育产出有较大影响的投入要素,得出以下4个方面结论:第一,除生师比之外,办学条件和教师质量等学校投入要素对教育产出结果有显著的正效应。第二,父母参与、父母教育期望等家庭投入要素对教育产出结果有显著的正效应。第三,对于小学平均学业成绩而言,来自家庭的相关投入更重要;对于初中平均学业成绩而言,则是来自学校的相关投入更为重要。第四,相比学校办学条件,教师质量对中小学校平均学业成绩变异的贡献度更大;而且,相比小学,教师质量对初中学校平均学业成绩变异的贡献度更大。基于实证研究结论,提出提高我国中小学教育生产效率的5点建议:一是调整义务教育资源配置结构,优先保障初中阶段学校教育投入;二是改善义务教育阶段教师的工资待遇和工作环境,以吸引更多高素质人才投入义务教育事业;三是通过校外教师专业发展培训、校本教研合作等途径切实提高教师队伍的教学策略水平,尤其要重视提高初中教师的教学策略水平;四是政府和相关部门应尽快出台有关家庭教育的制度规范,强化父母在家庭教育中的主体责任,督促父母积极参与子女教育生产过程;五是学校和社区应广泛开展家庭教育讲座和家庭教育实践培训活动,引导家长树立正确的家庭教育观,掌握科学的养育子女的方法,以提高学校教育和家庭教育联合生产的效率。 相似文献
11.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations. 相似文献
12.
The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study. 相似文献
13.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献
14.
Semiha Şahin 《Asia Pacific Education Review》2011,12(4):593-607
The purpose of this study is to get a better understanding on school culture in the United States and Turkey. In this quantitative investigation, data were collected using the “School Culture Inventory” from 157 teachers in ?zmir, Turkey and 161 teachers in the United States. The findings show that both countries have a positive culture. A positive school culture enhances academic achievement, and culture is perceived more positively in medium SES schools in Turkey and low SES schools in the USA in terms of socioeconomic status (SES). The US schools rated higher in terms of improvement culture and the teaching culture while Turkish schools rated higher in terms of teacher collaboration. 相似文献
15.
Vinci Ng 《Asia Pacific Education Review》2012,13(1):121-136
This article reports the findings of a qualitative study that investigates why some local Hong Kong parents decide to give
up local education and send their children to international schools in Hong Kong. Data were gathered from 25 parents across
eight selected school sites grouped as four cases based on the continental origins of those international schools. Data were
analyzed by applying the inductive data analysis model of Miles and Huberman (Qualitative data analysis: an expanded sourcebook.
Sage, London 1994). Ten propositions were developed within four emergent fields. The propositions developed led to recommendations for practice
and for future studies, which may have the potential to influence changes to education policy to better meet the needs of
local Hong Kong students. 相似文献
16.
《The Journal of educational research》2012,105(5):384-396
ABSTRACT With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates. 相似文献
17.
An initial diagnosis of some educational and psychological capacities of students on arrival at university were studied. This enabled us to find out what factors had a greater influence on academic achievement at the end of the first year. Using the techniques of multiple regression we established the optimal achievement performances expected from each of the students. Secondary school marks, the academic achievement tests and the intermediate examinations at university were the best set of predictors of academic performance. Differential aptitudes of intelligence increase considerably the accuracy of the prediction. Values of R of between 0.71 to 0.88 were reached depending on the criteria used. The usefulness of the prediction equations as a tool for increasing personalized attention to students is pointed out and a case made for the establishment of objective mechanisms for admission to higher education.
相似文献18.
Although many studies have revealed the importance of study skills for students' first‐year performance and college retention, the extent of the impact of study skills preparation on students' academic achievement is less clear. This paper explores the impact of pre‐university study skills preparation on students' first‐year study experiences, academic achievement and persistence. The setting for this study is a large law school in the Netherlands which attracts students from more than 100 schools for secondary education. The results show that the perceived study skills preparation concerning time management and learning skills does have a positive impact on college students' first‐year study behaviour and academic achievement. However, the study also shows that the impact of perceived college preparation is far less important for college retention than other factors such as satisfaction about the chosen degree programme and tutorial attendance. 相似文献
19.
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. 相似文献
20.
A major element in the creation of the European area of higher education is the adoption of a common structure of degrees,
implying in several countries the reduction of the duration of the first degree to 3 years, which is a controversial change.
Cardoso et al. (CESifo Econ Stud 54(2): 229–247, 2008) have analyzed student confidence in the curricula change, quantifying its impact on students’ first choices of academic
programs. This paper goes two steps further. First, it concentrates on a variable that better translates total demand for
an academic program, namely the total number of students who place the program among their six revealed preferences, instead
of just the first option; and, second, an econometric model that better fits the data is estimated. Results confirm a positive
impact of the Bologna process on the demand for programs, which varies with program size and across fields of study. Our results
complement those in Cardoso et al. (2008), as they uncover that being a program leader, i.e. the only institution in the country that restructured a given program,
was associated with higher demand by prospective students, which nevertheless stemmed from their “second best" options and
not from their first choices.
相似文献
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