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1.
Encarnación Soriano-Ayala 《International Journal of Inclusive Education》2017,21(6):687-700
How important is the role that the different social institutions play in adolescents’ emotional development? This study alludes to the social capital framework to explain the influence that the family, school and peer relations have on the social-emotional competencies (SEC) of adolescents, immigrants and locals living in Southeastern Spain. Three social capital and socio-emotional competencies assessments scales were used in the study with 1614 pupils from 7 secondary schools. The results show that: (1) The social capital is a predictive and explanatory factor in adolescence. (2) The social relations that influence the SEC the most are those developed at school, followed by peer relations and, lastly, the family. (3) Spanish and Romanian teenagers show higher social capital and more SEC than Moroccans. (4) There are SEC gender differences among the Spanish group. (5) An immigrant school puzzle is observed in the Moroccan teenagers group who value school the most. (6) The family’s low emotional influence, particularly among Moroccan women, suggests that there is a deterioration of the institution and the existence of inter-generational differences. According to the results, schools remain a privileged space for SEC intervention programmes. 相似文献
2.
Kirby A. Chow Vanessa L. Melchor 《International journal of qualitative studies in education》2013,26(6):641-662
This study examined elementary school teachers’ experiences working with homeless students. Specifically, we focused on the psychosocial impacts of homelessness on students and their teachers. Qualitative, semi-structured interviews were conducted with 28 teachers who worked at designated public schools for family homeless shelters. A prominent theme that emerged from teachers’ accounts was how the instability tied to homelessness affected students’ behavioral, social, and emotional adjustment in the classroom (e.g. externalizing problems, difficulty developing peer relationships, and withdrawn behavior). Teachers’ own social and emotional competencies (e.g. fostering positive teacher–student relationships, and perspective taking) influenced the manner in which they responded to their students’ needs. Findings suggest that critical components may be lacking articulation in the McKinney-Vento Act’s Education for Homeless Children and Youth Program such as guidelines for teacher responsibilities, supports for teachers, and an emphasis not only on children’s academic but also social and emotional needs. 相似文献
3.
包华 《南阳师范学院学报》2012,(2):96-98
通过对单亲子女学业研究成果的梳理,辨析了家庭结构、经济压力、家庭冲突和社会环境等因素对单亲子女学业的影响,指出贫困、家庭结构缺陷、家庭冲突和情绪并不直接导致单亲教养失败。家庭情绪、父母对子女的学业期待与参与程度、提供资源和支持是影响学业成就的间接变量,学业自我概念是直接变量。通过分析可以看出,同伴交往、单亲家庭的社会支持、文化环境对单亲子女的成长影响更多;对单亲子女人格和社会情感的教育更重要。 相似文献
4.
同伴关系对青少年心理健康的影响 总被引：4，自引：0，他引：4
回顾近10年来国内外关于同伴关系对青少年心理健康影响的研究进展,研究领域涉及同伴关系与学校适应、问题行为及情绪感受等心理健康的不同层面.消极的同伴关系不仅与学校适应不良、高危行为及行为障碍有关,而且可能导致社会焦虑、社会抑郁和社会恐怖症状及孤独症等情绪问题.未来的研究应围绕同伴关系对心理健康的影响问题,建立起涵盖人口统计学变量的理论模型和预测模型. 相似文献
5.
Clara Helene Rübner Jørgensen 《British Journal of Sociology of Education》2017,38(4):566-580
This article discusses friendships and peer groups of migrant and minority ethnic youth in schools in England and Spain, and critically considers them in relation to existing notions of ‘peer social capital’ and bridging (heterogeneous) and bonding (homogeneous) peer networks. The article argues for an extended understanding of peer social capital and discusses the complex composition and outcomes of bridging and bonding peer networks. It critically discusses both facilitators and barriers to friendships experienced by migrant and minority ethnic youth in schools, and considers them in relation to school practices. 相似文献
6.
7.
《International Journal of Educational Research》2004,41(1):10-23
A moderation-mediation model was developed to investigate relationships among adolescents’ family, school learning environments, individual characteristics, and measures of the academic, affective, and social outcomes of young adults from different cultural backgrounds. Data were collected as part of a longitudinal survey of Australian youth. The findings indicated that: (1) adolescents’ family backgrounds, family and school capital, and individual characteristics combined to have a large association with young adults’ educational attainment, a small relation to subjective well-being, and a medium association with social engagement, (2) adolescents’ family backgrounds moderated relationships between the intervening variables and young adults’ educational attainment and social engagement, (3) the intervening individual characteristic and social capital variables partially mediated the relationships between family background and measures of the young adults’ outcomes, and (4) after taking into account the other predictors in the model, young adults’ earlier educational attainment was related to their later attainment and social engagement. 相似文献
8.
The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated. 相似文献
9.
Holly L. Karakos 《Peabody Journal of Education》2014,89(2):214-228
Evidence from previous research suggests that peers at times exert negative influence and at other times exert positive influence on drug and alcohol use among adolescents in recovery. This study explores recovery high school staff members’ perceptions of peer support among students in recovery high schools using qualitative interview data. Themes of peer support are discussed in terms of positive peer support, negative peer influence, peer relationships, and sense of community. In general, recovery school staff members discuss peers in the school as sources of positive support and peers outside the schools as sources of risky influence. Themes and quotes are presented to highlight the diverse ways that staff members discussed peer influence. Limitations of this study and suggestions for future research are discussed. 相似文献
10.
史晖 《天津师范大学学报(基础教育版)》2012,(1):13-17
重叠影响理论认为,家庭、学校和社区这三个背景对学生以及三者之间的关系发生了重叠影响,这种影响有助于学生在学校里和未来的生活中取得成功。从布迪厄的社会学理论视角来看,基于重叠影响视域的课程实施具有可能性,因为家庭的文化资本是影响学生成长的重要因素,社区是蕴含着丰富社会资本的场域。重叠影响视域下课程实施的基本路径是:成立学校、家庭和社区伙伴关系行动小组;创建家庭式学校和学校式家庭;建立社区学校。 相似文献
11.
Jennifer Spratt 《Pastoral Care in Education》2013,31(3):225-226
This case study records the voices of a group of young people from an isolated rural community as they reflect on their experiences of secondary school. The study was driven by a desire to develop an understanding of the human connections young people make (or not) at school, to help develop understandings of how schools can be better places for their students. The data reveal that the students report their school experience almost entirely as a social activity. In the context of this study it is argued that the emotional support and ‘protection’ that peer relationships seem to offer young people maybe a key element in motivating them to attend school and supporting their well-being. With the focus of schools directed by inspection, standards and marketisation agenda, the importance of these peer relationships to young people may not be fully recognised by school leaders. Acknowledgement of the importance of these interactions to the students and accommodation of these needs physically and pedagogically in school may well be a key to developing positive relations between all members of the school community. 相似文献
12.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
13.
John Tyler Binfet Anne M. Gadermann Kimberly A. Schonert‐Reichl 《Psychology in the schools》2016,53(2):111-126
In this study, we sought to create and validate a brief measure to assess students’ perceptions of kindness in school. Participants included 1,753 students in Grades 4 to 8 attending public schools in a large school district in southern British Columbia. The School Kindness Scale (SKS) demonstrated a unidimensional factor structure and adequate internal consistency. The pattern of associations of the SKS to a corpus of theoretically relevant constructs obtained via student self‐reports (classroom supportiveness, optimism, happiness, prosocial and social goals, satisfaction with life, and academic self‐efficacy) provided evidence for convergent and discriminant validity. Furthermore, the SKS was significantly and positively associated with teacher reports on students’ empathy, social skills, and peer acceptance. Analyses by gender and grade indicated that girls perceived significantly higher levels of kindness in school than did boys, and that students’ perceptions of kindness in school decreased from fourth to eighth grade, with fourth‐grade students reporting the highest levels of kindness in school and eighth‐grade students reporting the lowest levels. The theoretical importance of investigating students’ perceptions of kindness in the school context and the practical implications of this research for informing educational efforts to promote social and emotional competencies in school communities are discussed. 相似文献
14.
Jessie Ee 《Asia Pacific Education Review》2014,15(2):247-256
This paper discusses the use of an alternative instrument to assess the social–emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social–emotional learning in the curriculum for children in school. The design of this research instrument is based on the Rest’s (Development in judging moral issues. University of Minnesota Press, Minneapolis, 1979) Defining Issues Test (DIT) originally developed based on Kohlberg’s moral dilemma (Kohlberg in child psychology and childhood education: a cognitive developmental view. Longman, New York, 1987). The modified DIT instrument which focuses specifically on social–emotional development presents scenarios that are most likely encountered by adolescents and seeks the students’ responses to five open-ended questions related to the scenarios. The verbatim written responses were coded and categorized to assess their SECs. The instrument was able to elicit the self-management strategies of the secondary students, which was not as easily assessable with alternative instruments measuring SECs. The findings also highlighted the psychosocial developmental stage and moral development of the adolescents in the study from the SEC responses that they made. 相似文献
15.
D. S. G. Carter 《The Australian Educational Researcher》1993,20(2):23-36
A group of peer leaders, together with members of their peer group(s) was identified using sociometric methods. Peer leaders participated in an intervention involving the acquisition of authentic health and sexuality knowledge; the development of social and interpersonal skills; valuing activities and outdoor education. On return to their school and homes, the peer leaders were monitored, together with previously identified members of their peer groups, in order to assess the extent to which peer leader influence diffused to the school community. An instrument was administered to the school population before and after the peer leader intervention in order to measure eight outcome variables of concern to teenagers regarding human relationships. Instrument scales were reduced using factor analytic procedures, and data were subjected to ANOVA. These suggested a modest transfer of peer leader influence to the school population occurred. The study has implications for health and human relations curricula. 相似文献
16.
同伴接纳、友谊与学业成绩的关系探微 总被引：1，自引：0，他引：1
同伴关系表现为两种,一种是同伴接纳,一种是友谊.通过分析友谊与同伴接纳的关系及它们在青少年发展和社会适应中的不同功能,揭示这两种同伴关系对学业成绩的不同影响,以期对青少年的教育有所帮助. 相似文献
17.
This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that (a) adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and (b) adolescents’ creativity has modest associations with their perceptions of both family and school environments. 相似文献
18.
家庭社会资本和学校质量是影响家庭社会经济地位处境不利学生能否转化为抗逆学生的核心要素,二者如何发挥联合作用值得探究。文章使用方差分析、多层线性回归模型分析了我国东部某省不同阶层家庭小学生在家庭社会资本和学校质量方面的获取差异和回报差异。研究发现,学生的家庭社会资本和就读学校质量存在显著的阶层分割;家庭社会资本的增加、就读学校质量的提高不仅正向预测学生的学业成绩、有助于缩小不同阶层家庭学生的成绩差距,而且二者还表现出资源替代关系。因此,文章提出弱势阶层家庭的教育投资重点应该在家庭社会资本的积累上,同时政府和教育行政部门也需要努力缩小区域间和学校间在师资质量、课堂教学质量和教师专业发展机会等方面的差距,使得处境不利学生有机会获得优质教育资源以补偿其家庭资本的匮乏,增加其成为抗逆生的概率。 相似文献
19.
We tested the hypothesis of school satisfaction being an antecedent to social coping behaviors in early adolescents (N = 892) using a two‐wave cross‐lagged panel design. We also explored the possible bidirectional relations between school satisfaction and social coping behaviors. Four types of social coping behaviors in peer conflict contexts included social support seeking, self‐reliance, internalizing behaviors, and externalizing behaviors. The findings showed that school satisfaction significantly predicted three of the four coping behaviors (social support seeking, self‐reliance, and externalizing behaviors) in the expected directions. Among all the social coping behaviors, only social support seeking significantly predicted school satisfaction over time. Taken together, the results suggest that school satisfaction may be an antecedent that predicts most social coping behaviors in early adolescents. Furthermore, the relations between social support seeking coping and school satisfaction appeared to be reciprocal. Implications, especially the importance of monitoring students’ school satisfaction, are discussed. 相似文献
20.
Raquel Raimundo Alexandra Marques‐Pinto Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180
This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status. 相似文献