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1.
OBJECTIVE: This study aimed to replicate Manning's (1987) research that looked at "Favorite Kind of Day" drawings produced by children who had been maltreated in comparison to non-maltreated children. The hypothesis of the study was that the maltreated children's drawings would consistently differ from drawings produced by non-maltreated children over time. METHOD: Eighteen children aged between 4 and 8 years old were individually asked to draw their "Favorite Kind of Day" (FKD). The drawings from six physically maltreated participants were compared to 12 non-maltreated children matched for age, sex, socio-economic and educational background. The drawings were compared on three criteria: inclement weather, size, and movement of weather. RESULTS: The results showed that over a period of 18 months, maltreated and non-maltreated children consistently drew similar drawings, and no significant differences were found between the groups. CONCLUSIONS: The implications of these findings cannot be underestimated, as clinical use of the FKD technique suggested by Manning's findings, for English children at least, would lead to incorrect identification of children as having suffered maltreatment when they may in fact not have. 相似文献
2.
Perceived and actual academic competence in maltreated children 总被引：2，自引：0，他引：2
Kinard EM 《Child abuse & neglect》2001,25(1):33-45
OBJECTIVE: The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. METHOD: A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. RESULTS: Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. CONCLUSIONS: Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem. 相似文献
3.
The psychometric properties of the Classroom Performance Profile (CPP), a teacher rating scale, were investigated using primary grade children from economically at‐risk families. Students were rated as they progressed from kindergarten through third grade. The CPP demonstrated high internal consistency yielding Cronbach alpha coefficients for the total score of at least .96. CPP ratings were correlated with scores from the Woodcock‐Johnson Psycho‐Educational Battery–Revised: Tests of Achievement and the Social Skills Rating System–Teacher Form, Elementary Level. Results suggest that the CPP ratings were positively correlated with measures of academic achievement, academic competence, and social skills, and negatively correlated with problem behaviors. © 2002 Wiley Periodicals, Inc. 相似文献
4.
Maltreatment experiences are complex, and it is difficult to characterize the heterogeneity in types of maltreatment. Subtypes, such as emotional maltreatment, sexual abuse, physical abuse, and neglect commonly co-occur and may persist across development. Therefore, treating individual maltreatment subtypes as independently occurring is not representative of the nature of maltreatment as it occurs in children’s lives. Latent class analysis (LCA) is employed herein to identify subgroups of maltreated children based on commonalities in maltreatment subtype and chronicity. In a sample of 674 low-income urban children, 51.6% of whom experienced officially documented maltreatment, our analyses identified four classes of children, with three distinct classes based on maltreatment subtypes and chronicity, and one group of children who did not experience maltreatment. The largest class of maltreated children identified was the chronic, multi-subtype maltreatment class (57% of maltreated children); a second class was characterized by only neglect in a single developmental period (31% of maltreated children), and the smallest class was characterized by a single subtype of maltreatment (emotional maltreatment, physical, or sexual abuse) occurring in a single developmental period (12% of maltreated children). Characterization of these groups confirms the overlapping nature of maltreatment subtypes. There were notable differences between latent classes on child behavioral and socio-emotional outcomes measured by child self-report and camp counselors report during a one-week summer camp. The largest differences were between the non-maltreated class and the chronic maltreatment class. Children who experienced chronic, multi-subtype maltreatment showed higher levels of externalizing behavior, emotion dysregulation, depression, and anxiety. 相似文献
5.
Alexandra Ursache Rebecca Robbins Alicia Chung Spring Dawson-McClure Dimitra Kamboukos Esther J. Calzada Girardin Jean-Louis Laurie Miller Brotman 《Child development》2021,92(5):1932-1950
Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement. 相似文献
6.
Purpose
Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential risk, promotive, and protective factors within children and their environments along with characteristics of the maltreatment to account for variability in test scores.Methods
A national longitudinal probability sample of 702 maltreated school-aged children, ages 6-10, and their caregivers was used to predict reading and math scores among maltreated children over three years.Results
We found that chronic maltreatment, poorer daily living skills, and lower intelligence explained a substantial proportion of the variance in maltreated children's math scores (39%), whereas type of maltreatment, poorer daily living skills and lower intelligence explained a substantial proportion of the variance in reading scores (54%) over time. Contrary to our prediction, having a behavior problem seemed to protect chronically maltreated children from poorer performance in math over time.Conclusions
To increase academic achievement among maltreated children, it is imperative that we prevent chronic maltreatment and help children increase their competency on daily living skills. 相似文献7.
R H Bradley B M Caldwell J A Fitzgerald A G Morgan S L Rock 《Child abuse & neglect》1986,10(2):181-189
The experience of 39 preschool-age maltreated children from 13 child care facilities was examined to determine the extent to which the children's social development was related to the quality of day-care service. Maltreated children assigned by the Arkansas Department of Social Services to three different types of child care facilities were observed: specialized day-care programs, regular day-care centers and family day homes. The children scored below average in intelligence and were rated by their parents as displaying higher than normal rates of disturbed behavior. While no comparison group of non-maltreated children was included in the study, observations of the maltreated children in the child care setting revealed substantially more positive than negative social behavior. The children were reasonably effective in interacting with adult caregivers in day care. The maltreated children were also productive in most encounters with peers. Ratings of the quality of care received in day care were significantly correlated with the children's social competence in child care. Aspects of social behavior in maltreated children were related to the organization of the program, the physical facilities, traits of the caregiver, and caregiver expectations for the children. 相似文献
8.
William M. Reynolds 《Psychology in the schools》1980,17(2):273-277
While many investigators have examined the relationship between self-esteem and academic achievement, and between behavior and achievement, there has been little research examining the relationship between self-esteem and classroom behavior. The present study investigated the relationship between self-esteem, using the Coopersmith Self-Esteem Inventory, and classroom behavior, using the Classroom Behavior Rating Scale, with a sample of 54 elementary school children. Results indicate that a significant relationship exists between self-esteem and classroom behavior. The implications of this with regard to teachers' modification of student behaviors are discussed. 相似文献
9.
Emma Armstrong-Carter Jonas G. Miller Liam J. B. Hill Benjamin W. Domingue 《Child development》2021,92(4):1509-1522
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood. 相似文献
10.
Laura L. Brock Sara E. Rimm-Kaufman Lori Nathanson Kevin J. Grimm 《Early childhood research quarterly》2009,24(3):337-349
Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both ‘cool’ cognitive and ‘hot’ emotional components. This study asks: (a) what are the relative contributions of ‘hot’ and ‘cool’ EF to children's academic achievement? (b) What are the relative contributions of ‘hot’ and ‘cool’ EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated. 相似文献
11.
Developmental pathways from child maltreatment to peer rejection 总被引：7，自引：0，他引：7
Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed. 相似文献
12.
成就目标、自我效能、学习策略和学业成就的关系研究 总被引：4，自引：0，他引：4
袁立新 《广东教育学院学报》2005,25(6):58-61
对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。 相似文献
13.
Britta Kilian Manfred Hofer Stefan Fries Claudia Kuhnle 《European Journal of Psychology of Education - EJPE》2010,25(1):67-85
The relations between students’ value orientations, decisions in conflicts between on-task and off-task actions in the classroom,
and experiences of motivational interference following these conflicts were investigated. It was expected that well-being
value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior
in such conflicts and that the higher students’ well-being value orientation, the higher their motivational impairment when
deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the
relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior
was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected
using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships
as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure
actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility
of off-task behavior can impair motivation and achievement. 相似文献
14.
OBJECTIVE: The goal of the study was to investigate whether maltreated children differ from nonmaltreated children with regard to their social skills and play behaviors. METHOD: The social skills and free-play behaviors of 30 3- to 5-year-old maltreated and nonmaltreated children were compared. Fifteen children with a range of maltreatment experiences drawn from a hospital-based therapeutic nursery treatment program and 15 demographically similar children drawn from a home-based Head Start program participated in the study. All children were of low socioeconomic status. Children's free-play peer interactions were videotaped during the first 3 months of attendance in either program and analyzed along social and cognitive dimensions. Teachers and therapists rated children's social skills in peer interactions. RESULTS: Maltreated children were found to have significantly poorer skill in initiating interactions with peers and maintaining self-control, as well as a greater number of problem behaviors. Significant differences were not found between groups with regard to social participation or cognitive level of play. Significant correlations of moderate strength were found between social participation in play and social skills for the sample as a whole: total social skills score was positively related to interactive play, and negatively related to solitary play. CONCLUSION: The results suggest that the experience of maltreatment has a negative impact on children's developing interpersonal skills above and beyond the influence of factors associated with low socioeconomic status and other environmental stressors. 相似文献
15.
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
16.
Kreng Heng 《Educational Research for Policy and Practice》2014,13(3):233-250
Research on the faculty impact on students’ academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty behaviors and the academic achievement of university students in Cambodia, using the data of 923 first-year students from nine universities in Phnom Penh City. Results indicated that faculty behavior, namely their support and feedback to students, was a unique factor that had a strong and positive influence on students’ academic achievement. Its effect was the same for all students regardless of their pre-university academic experience and geographical origin and partially moderated by student engagement in time spent on course-related tasks outside the classroom, assigned homework/tasks, class participation, and class preparation. Contrary to existing findings from faculty impact studies, no relation was found for faculty’s instructional organization and clarity or classroom practices that challenge students on academic achievement. Practical implications for assessment policies and instructional practices are discussed. 相似文献
17.
The degree to which child maltreatment interacts with other household adversities to exacerbate risk for poor adult socioeconomic outcomes is uncertain. Moreover, the effects of residential, school, and caregiver transitions during childhood on adult outcomes are not well understood. This study examined the relation between household adversity and transitions in childhood with adult income problems, education, and unemployment in individuals with or without a childhood maltreatment history. The potential protective role of positive relationship quality in buffering these risk relationships was also tested. Data were from the Lehigh Longitudinal Study (n = 457), where subjects were assessed at preschool, elementary, adolescent, and adult ages. Multiple group path analysis tested the relationships between childhood household adversity; residential, school, and caregiver transitions; and adult socioeconomic outcomes for each group. Caregiver relationship quality was included as a moderator, and gender as a covariate. Household adversity was negatively associated with education level and positively associated with income problems for non-maltreated children only. For both groups, residential transitions was negatively associated with education level and caregiver transitions was positively associated with unemployment problems. Relationship quality was positively associated with education level only for non-maltreated children. For children who did not experience maltreatment, reducing exposure to household adversity is an important goal for prevention. Reducing exposure to child maltreatment for all children remains an important public health priority. Results underscore the need for programs and policies that promote stable relationships and environments. 相似文献
18.
Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support 
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下载免费PDF全文 Gabriela Kashy‐Rosenbaum Oren Kaplan Yael Israel‐Cohen 《Psychology in the schools》2018,55(7):770-782
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement. 相似文献
19.
The diverse and heterogeneous classroom is considered one of the best vehicles for providing both effective education and
equal opportunity to students of diverse sociocultural backgrounds and academic abilities. This study explores the impact
of the social and academic diversity of the class on teachers' perspectives about their schools as a workplace. Data gathered
from an anonymous questionnaire administered to all secondary-school teachers in a medium-size industrial city in lsrael indicate
that classroom diversity is correlated negatively with the average academic ability of the classroom, and positively with
class size and frequent disciplinary problems. Findings also show that less experienced teachers are more likely to be assigned
to diverse classrooms. The study suggests that the effects of classroom diversity on teachers' perspectives of their workplaces
are strong and significant.
Paper presented at the annual meeting of the University Council of Educational Administration, Minneapolis, 1992. The authors
acknowledge the comments and assistance of Audrey Addi. This research was supported by the Department of Education, City of
Petach Tikvah, Israel. 相似文献
20.
OBJECTIVE: The aims of the present study were to investigate (1) whether young children with a known history of maltreatment by caregivers have more problematic peer relationships and classroom behaviors than other children, and (2) if children's behaviors with peers mediated associations between maltreatment and children's problem peer relations. METHOD: Participants included 400 young children (ages 4-8, M age=6.6), and 24 teachers in 22 schools. Six percent of children had a known history of maltreatment. Multiple methods (ratings and nominations) and reporters (children and teachers) were utilized to obtain information on peer relationships. Teachers reported children's physical/verbal aggression, and withdrawn and prosocial behaviors. RESULTS: Young children were able to nominate and rate whom they liked versus disliked in their classes, and their reports were modestly correlated with teacher reports. Regardless of the reporter, maltreated children were significantly more disliked, physically/verbally aggressive, withdrawn, and less prosocial, compared with their classmates. Among all children, physical/verbal aggression, withdrawal, and prosocial behavior were associated independently with some aspect of peer status. Maltreatment had indirect associations with peer likeability and peer rejection via maltreated children's relatively higher levels of physical/verbal aggression and, in some cases, withdrawal and relatively lower prosocial behavior. Maltreatment had an indirect association with teacher-reported peer acceptance via children's withdrawal. CONCLUSIONS: Findings indirectly associate early family experiences with problems in peer relationships, especially lower peer likeability and more rejection, via children's behaviors with peers. The finding that linkages exist even in the very earliest years of school highlights the need for very early home- or school-based efforts focused on improving behavior and relationships of maltreated children and others children with similar profiles. 相似文献