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1.
Sebastian Wahl Mike Trauntschnig Lisa Hoffmann Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253
Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion. 相似文献
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OBJECTIVE: The aim of this study was to examine the relationships among social support, attachment security, and psychopathology in an adult sample of high risk abuse survivors. Attachment security was conceptualized in terms of two underlying dimensions, the working models of self and other. METHOD: Sixty-six participants (24 men and 42 women) who met conditions for physical or sexual abuse were recruited from the greater Boston area. They completed the "Record of Maltreatment Experiences." the "Relationship Scales Questionnaire," the "Norbeck Social Support Questionnaire," and multiple measures of psychopathology. RESULTS: When multiple risk and protective factors were examined concurrently (e.g., social support, attachment, abuse history, IQ, SES), a negative view of self (one of the attachment poles) was the strongest predictor of overall psychopathology. Social support did not emerge as a significant direct predictor of psychopathology, once the effects of negative view of self were accounted for. However, among participants low on social support, in comparison to those who are high, a negative view of self was more highly correlated with some psychopathology measures. CONCLUSIONS: These findings indicate that among maltreatment survivors, negative view of self emerges as the most substantial predictor of psychopathology when examined in combination with other relevant risk factors. 相似文献
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Theory of Mind (see, e.g., Bartsch & Estes, 1996) is a concept that can help educators understand how students think about their state of mind and that of others involved in various life situations. To examine the impact of culture and the impact of hearing loss on metacognition as explained by Theory of Mind, two samples of students with and without hearing losses who were from two different cultures were compared on their ability to choose pictures representing their perspectives on specific life situations. The two groups did not differ in their metacognitive interpretations of the experiences when they were from the same culture, although students from different cultures did differ, indicating that culture may have a greater impact on metacognition as explained by Theory of Mind than hearing loss. Data collected in the present study affirmed previous research showing that students with hearing losses could make metacognitive decisions about life situations just as ably as their hearing peers from the same culture. 相似文献
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《Early childhood research quarterly》2005,20(2):220-238
This research had three aims: first, to examine the relationship between two components of emergent literacy: contextual (environmental print, print functions, identifying literacy activities) and non-contextual knowledge (e.g., letters’ names, phonemic awareness, concept of print, etc.); second, to explore the relationship between children's knowledge of each of the two components and their socio-economic status (SES) level in the community; and third, to study if and how these two components predict children's word recognition and emergent writing. The sample included 70 kindergarteners from two communities: 34 from a low SES community and 36 from a middle SES community. Results confirmed the existence of the two proposed distinct components of emergent literacy knowledge—the contextual and non-contextual. Compared with their higher SES peers, low SES children had poorer contextual and non-contextual knowledge. Finally, word recognition and emergent writing were predicted by non-contextual components: phonemic awareness, letters’ names, and concept of print knowledge, and not by contextual knowledge, age, or SES group. Implications for future research and educational practice are discussed. 相似文献
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Anne Marie Fontaine 《European Journal of Psychology of Education - EJPE》1994,9(3):225-240
This study explores the relationship between achievement motivation at school and child rearing practices. It aims is to discover what aspects of rearing practices differentiate higher and lower motivated pupils and whether these aspects vary with the specificity of life contexts (SES, area of residence) or with the subject gender. Six variables (family life structuring, autonomy, authoritarianism, child acceptance, expectation of success and locus of causality) were assessed through a questionnaire administered to 288 mothers of sixth graders selected from a population of about 4500 pupils. Results show that the more motivated children live in more rigidly structured families than the less motivated. They have less autonomy, with the exception of rural girls from a high SES and urban girls from a low SES who have more autonomy than the less motivated ones. Internal locus of causality is associated with higher motivation in pupils of both sexes from an average SES, in boys from high SES and in girls from a low SES; and with a lower motivation in boys from a low SES and girls from a high SES. No meaningful association was observed between motivation and child acceptance, authoritarianism or success expectation. These results point to the usefulness of research to explore the differential influences of social context and individual gender on the relationship between child rearing practices and pupil’s achievement motivation. 相似文献
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Chang Liu Linying Ji Sy-Miin Chow Boyoung Kang Leslie D. Leve Daniel S. Shaw Jody M. Ganiban Misaki N. Natsuaki David Reiss Jenae M. Neiderhiser 《Child development》2020,91(5):e1064-e1081
This study examined two possible mechanisms, evocative gene–environment correlation and prenatal factors, in accounting for child effects on parental negativity. Participants included 561 children adopted at birth, and their adoptive parents and birth parents within a prospective longitudinal adoption study. Findings indicated child effects on parental negativity, such that toddlers’ negative reactivity at 18 months was positively associated with adoptive parents’ over-reactive and hostile parenting at 27 months. Furthermore, we found that child effects on parental negativity were partially due to heritable (e.g., birth mother [BM] internalizing problems and substance use) and prenatal factors (e.g., BM illicit drug use during pregnancy) that influence children’s negative reactivity at 18 months. This study provides critical evidence for “child on parent” effects. 相似文献
8.
Zipora Shechtman 《International journal for the advancement of counseling》2006,28(4):359-373
School programs to prevent aggression vary; some emphasize skills training while others focus on social climate. The purpose
of this study was to investigate the relationship between life skills, classroom climate and self-reported levels of victimization.
The study, conducted in Israel, included 97 schools, 261 fifth and sixth classrooms, and close to 9,000 students. Results
of hierarchical regression showed a significant relation between lower levels of self-reported victimization and some of the
life skills and with two of the three classroom climate components: relationship, and personal growth; system maintenance
was not related to classroom aggression. Moreover, classroom climate was far more related to the level of victimization than
life skills. Several demographic variables (i.e., SES, gender) were also found to be related to levels of victimization.
The study was supported by a grant from the Israeli Ministry of Education. 相似文献
9.
Stress exposure and reactivity models were examined as explanations for why girls exhibit greater levels of depressive symptoms than boys. In a multiwave, longitudinal design, adolescents' depressive symptoms, alcohol usage, and occurrence of stressors were assessed at baseline, 6, and 12 months later (N=538; 54.5% female; ages 13-18, average 14.9). Daily stressors were coded into developmentally salient domains using a modified contextual-threat approach. Girls reported more depressive symptoms and stressors in certain contexts (e.g., interpersonal) than boys. Sex differences in depression were partially explained by girls reporting more stressors, especially peer events. The longitudinal direction of effects between depression and stressors varied depending on the stressor domain. Girls reacted more strongly to stressors in the form of depression. 相似文献
10.
D. Geoffrey Hall 《Child development》1994,65(5):1299-1317
4 experiments examined 3- and 4-year-olds' interpretations of novel words applied to familiar objects in the sentence frame, "This Y is X," where X is a novel word, and Y is a familiar basic-level count noun (e.g., "dog", "cup"). These novel words are ambiguous and could be interpreted either as proper names (e.g., "Fred") or as adjectives/mass nouns (e.g., "red"/"lead"). The experiments addressed 2 questions. First, do children appreciate that the words can be construed either as proper names referring to individuals or as adjectives/mass nouns referring to salient properties/material kinds? The results showed that children could easily make either interpretation. Second, what factors affect children's tendency to make either a proper name or an adjective/mass noun interpretation? In the experiments, children learned the novel words for a range of animals and artifacts. Most children who learned the words for typical pets (e.g., a bird) made proper name interpretations, as did the majority of those who learned the words for certain non-pet animals (e.g., a caterpillar) described as possessed by someone, but only about half of those who learned the words for such non-pet animals not so described. Very few children who learned the words for either simple (e.g., a shoe) or complex (e.g., a boat) artifacts made proper name interpretations. The results provide clear evidence of the role of semantic information in constraining children's interpretation of a novel word, and they help to refine an understanding of what counts as a nameable individual for preschoolers. 相似文献
11.
Five- to 10-year-olds (N = 90) listened to 6 illustrated scenarios featuring 2 characters that jointly experience the same positive event (and feel good), negative event (and feel bad), or ambiguous event (and feel okay). Afterward, one character thinks a positive thought and the other thinks a negative thought. Children predicted and explained each character's emotions. Results showed significant development between 5 and 10 years in children's understanding that thinking positively improves emotions and thinking negatively makes one feel worse, with earliest knowledge demonstrated when reasoning about ambiguous and positive events. Individual differences in child and parental optimism and hope predicted children's knowledge about thought-emotion connections on some measures, including their beliefs about the emotional benefits of thinking positively in negative situations. 相似文献
12.
Dante D. Dixson Dacher Keltner Frank C. Worrell Zena Mello 《The Journal of educational research》2018,111(4):507-515
Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions. 相似文献
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Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development 
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下载免费PDF全文 Cliona Hannon Daniel Faas Katriona O'Sullivan 《British Educational Research Journal》2017,43(6):1225-1245
Widening participation programmes aim to increase the progression of students from low socio‐economic status (SES) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university‐based widening participation outreach programme aimed at increasing social and cultural capital constructs. Qualitative analysis is presented from four schools; four student focus groups with 22 student participants, and 15 individual student interviews. Findings focus on the developing capabilities of autonomy, hope, voice and identity, as well as on the relationship between specific widening participation activities and the developing capability set. The findings highlight the development of college‐focused knowledge and how this impacts upon students’ aspiration to participate in higher education. The idea of ‘widening capability’ is discussed in relation to the potential of the capability approach to contribute an additional dimension to a mainly neoliberal policy rhetoric, which emphasises the market value of higher‐education participation. In doing so, it explores how widening participation activities can influence the widening capability set of low SES students, and its relationship with what the students deem to be ‘a life of value’. 相似文献
15.
Social Information Processing in Compliance Situations by Mothers of Behavior-Problem Boys 总被引：3，自引：0，他引：3
Zvi Strassberg 《Child development》1995,66(2):376-389
This investigation examined differences between mothers of behavior-problem boys (MBP; n = 20) and mothers of average boys (MAB; n = 20) in processing information in compliance situations (mean ages; mothers = 30 years, children = 8 years). Mothers responded to videorecorded stimuli of child behavior cues. Compliant and oppositional stimuli were clear regarding whether the child was going to obey the mother; however, bargaining and complaining were ambiguous. MBPs made greater attributions of defiant intent toward the child and experienced more anger than did MABs in ambiguous stimulus situations. MBPs also expected more resistance from the child and experienced more anxiety than did MABs, in all stimulus situations (ambiguous and clear). Differences between group mean processing scores were greater under conditions of stimulus ambiguity than under conditions of stimulus clarity. Findings are discussed in terms of the interface of mother-child relationship history and the child's current behavioral cues. 相似文献
16.
Organized extracurricular activities (EAs) are an important component of the microsystem that impacts children's lives. Previous literature has primarily focused on school-aged children and youth in Western societies. This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sample of 194 Hong Kong Chinese preschoolers. The results showed that higher family socioeconomic status (SES) predicted higher levels of participation in EAs (e.g., attendance intensity and the breadth of participation). Children from higher-SES families were more likely to involve in non-academic-oriented EAs. Participation in EAs was generally associated with the growth trajectories of reading and math skills in children from less advantaged SES backgrounds, but not higher-SES children. In contrast, EA participation was not associated with children's social skills. Findings highlight the importance of examining the relationship between EA participation and children's early development in non-Western societies. 相似文献
17.
Gregory L. Callan Gregory J. Marchant W. Holmes Finch Lindsay Flegge 《Psychology in the schools》2017,54(9):1106-1122
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family‐ and school‐level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools. 相似文献
18.
Jarmund Veland Unni Vere Midthassel Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(6):515-531
This paper is based on a study of 7,372 students in grades 5–10 (aged 11–16) in a representative sample of Norwegian compulsory schools. The aim of the study was to examine the relationship between students' reported socio‐economic status (SES) and their perceived social inclusion (SI) in school in the whole sample. We also considered separately a sub‐sample of students with additional social background disadvantages, i.e. children taken into public care and placed in a foster home or children's home, those whose parents have alcohol‐ or drug‐related problems, or students who are refugees and belonging to ethnic minority groups. For the sample as a whole, results showed a weak but significant relationship between SES and SI. In the disadvantaged sample, this relationship is stronger. These results suggest that additional social background disadvantages intensify the effects of SES on perceived social inclusion in school. 相似文献
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This self‐report study investigated 274 pre‐service teachers’ attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre‐service teachers’ open‐minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions (e.g., giving a timeout) and planned behaviours (e.g., adapting instruction). Teachers with more open‐minded thinking dispositions and readiness to learn about students with LBD reported a higher likelihood of adapting instruction. Pre‐service teachers’ negative emotions partially mediated the relationship between their beliefs and punitive reactions and fully mediated the relationship between their open‐minded thinking dispositions and punitive reactions. 相似文献