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Relationship satisfaction was examined in college student long‐distance romantic relationships (LDRRs) and geographically proximal romantic relationships (PRRs). LDRR/PRR attachment style proportions and relationship satisfaction were similar. Multiple regression analyses revealed that low attachment avoidance contributed uniquely to high LDRR satisfaction and that low attachment avoidance, low attachment anxiety, and living apart contributed uniquely to high PRR satisfaction. Relational closeness was not a unique predictor of LDRR or PRR satisfaction. 相似文献
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王娜 《杨凌职业技术学院学报》2021,(1)
学籍管理是高职院校教育管理和学生管理的一个十分重要的环节,它不仅体现着高职院校的学生管理工作水平,同时也是学校办学能力的体现。科学有效的学籍管理对多元化的学生管理及学风建设都起到了至关重要的作用。但在目前很多的高职院校内部,学风建设还需要进一步加强。通过分析当前高职院校的学风建设现状,探讨学籍管理和学风建设之间的关系,提出学籍管理来促进、优化学风建设的几点措施,以期提供参考。 相似文献
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采用问卷调查法对256名大学生的成人依恋、恋爱现状及其相关性进行研究。研究结果表明,四种依恋类型中惧怕型的比例最高,安全型的最低;安全型和专注型的大学生恋爱比例高于惧怕型和冷漠型的大学生;在依恋回避上性别差异显著,在依恋焦虑上年级差异显著;有无恋爱经历在个体的依恋回避和依恋焦虑维度上差异显著。个体的成人依恋类型在一定程度上可以预测其恋爱行为。 相似文献
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Mark Blaauw-Hara 《Community College Journal of Research & Practice》2016,40(10):809-823
Community colleges are experiencing growing numbers of student veterans. Unfortunately, much training for faculty and staff tends to stem from a deficit mindset: the focus is on remediating what student veterans lack rather than building on their unique strengths. Training programs, courses, and college interventions that acknowledge and build on the strengths student veterans bring from the military to the academy will likely be more effective than those that focus solely on lack. This article identifies three key strengths characteristic to student veterans, connects them to current research on student success, and recommends ways colleges can build upon these strengths to support student-veterans’ transition to college. 相似文献
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This study investigated the relationships among demographics, parent and peer attachment, school satisfaction, and student engagement behavior in a 1‐year longitudinal study of secondary‐school students. Statistically significant cross‐sectional differences in school satisfaction were observed, based on grade, but not on race, gender, or socioeconomic status. Level of school satisfaction did not moderate the relationships between parent and peer satisfaction and negative student engagement behaviors at Time 2 (controlling for Time 1). School satisfaction did account for significant incremental variance across all levels of parent and peer attachment relationships, although predicting a larger proportion of variance for withdrawal behavior than for resistance/aggression behavior. Adolescents' appraisals of their school satisfaction appear to be an independent predictor of their school engagement behaviors, regardless of the quality of their parent or peer attachment relationships. Limitations of the study as well as implications for future research and educational practice are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
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Nicholas J. Osborne 《Innovative Higher Education》2014,39(3):247-260
Since the Post-9/11 GI Bill was enacted in 2009, student veteran populations have nearly doubled while services that support their transition to higher education have dramatically increased. Despite a surge in resources, however, institutions are deficient in training faculty and staff about veterans’ issues, consequently leaving student veterans susceptible to inaccurate perceptions about their service and wellbeing. In an effort to provide an inclusive environment for service members, this article discusses findings from two focus groups and 14 interviews with student veterans. Recommendations for training faculty and staff and enhancing the visibility of veterans’ issues through Veteran Ally training and student veteran discussion panels are discussed. 相似文献
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关于师生互动类型划分的研究 总被引：12，自引：0，他引：12
按照不同的划分标准,可将师生互动关系划分为不同的类型。国内外的研究者按照师生互动中的主体地位、师生行为、师生之间的不同情感以及教师的行为作风、师生行为的对象、行为属性和师生互动方式等划分标准将师生互动类型划分为教师中心式、学生中心式和知识中心式;教师命令式、民主协商式和师生互不干涉式;师个互动、师组互动和师班互动;等等。而以师生互动中权威的主导地位为划分标准,可以将师生互动划分为师权型师生互动、生权型师生互动和平等型师生互动。 相似文献
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Margaret Hollingsworth 《Community College Journal of Research & Practice》2013,37(11):1070-1073
As electronic gadgets predominate a student’s life, there comes a need for silence. A quiet place free of electromagnetic spectrum waves, dirty and stray electricity, and the endless chirps, whistles, beeps, and customized signaling. A quiet place can offer solitude for meditation, inspiration, and spiritual awareness. Student involvement in the classroom and campus activities is of upmost importance for student retention and successful program completion; however, student veterans often face overwhelming transitioning barriers as they cross from combat to the community college environment. Whether student veterans need a place to calm themselves, compartmentalize traumatic memories, or concentrate on overcoming an educational challenge, the quiet place can offer sanctuary. The proposed quiet place will be designed inexpensively using furniture available on the host rural community college campus, the state surplus warehouse, and from employee donations. The labor to paint and refurbish will be provided by dedicated veteran college staff and members of the Student Veterans of America association on the community college campus. The quiet place will utilize a small room less than 10 feet squared, however with low earth sounds emanating from an MP3 player and speaker, soft comfortable seating, and a rug, the room will be free from all other electronics and electrical devices. This dedicated student-veteran space will be unstaffed, self-policed for quiet enforcement, although a Career Coach will be available to handle any situations and address messages left by student veterans. 相似文献
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We use nationally representative survey data from three cohorts of bachelor’s degree recipients to examine military veterans’ student loan debt at graduation and their employment and earnings 1, 4, and 10 years after graduation, relative to observably similar graduates. We also examine whether the effects of veteran status depend on college sector. Using propensity score weights with covariate adjustment, we find employment and earnings premiums for veterans 1 and 4 years after graduation, and an employment penalty but earnings premium (conditional on employment) 10 years after graduation. We find no clear evidence of a for-profit employment or earnings penalty among bachelor’s degree recipients, including veterans. We do find that veterans are as likely as similar non-veterans to graduate with debt, and that graduating from a for-profit institution yields markedly higher debt amounts, especially for veterans, despite the availability of Montgomery GI Bill benefits for these cohorts. 相似文献
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Ashley O’Connor Ellen Herbst Shannon McCaslin Keith Armstrong Bridget Leach Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315
In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed. 相似文献
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School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006. 相似文献
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Troubling identities: teacher education students' constructions of class and ethnicity 总被引：2，自引：0，他引：2
Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education. 相似文献
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Shane Patrick Hammond 《Community College Journal of Research & Practice》2016,40(2):146-159
This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is introduced. Notable implications for future research and practice in Student Affairs are discussed. 相似文献
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The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteristics that place students at such risk, the periods throughout schooling when students are most at risk, the influence of previous attachment relationships, including those with other teachers and parents, and the impact that a positive or negative student–teacher relationship can have. It concludes by examining the predictive and protective functions of student–teacher relationships: both for students in mainstream cohorts and for students who are at risk. 相似文献
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Glenn A. Phillips Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668
Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community. 相似文献
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Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed. 相似文献
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This article discusses the interaction of attachment processes and stages of social work student development within the field supervisory relationship and suggests ways supervisors can modify interactions with students. Attachment theory and research provide a framework for understanding innate capacities of students and the relational dynamics of supervision. Developmental stages of learning explain how students mature and the supervisory relationship changes over time. Scenarios from the beginning and ending of the field practicum are used to illustrate how to differentiate attachment traits from developmental states in assessing student affect and behavior. Recommendations are made for training and future supervision research. 相似文献
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This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. Eight student teachers were closely monitored during their training. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation. As a result of these findings, several questions have been formulated for further research concerning the impact of learning style on learning outcomes and learning in a work-based context. 相似文献
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陈玲艳 《湖州职业技术学院学报》2014,12(3):85-87
班主任是所在班级工作的主要责任人,是新教改成功与否的关键。新教改要求摒弃传统班主任工作中保姆式、警察式的班级工作模式,突出学生的主体地位。事实证明,班主任工作要以学生为主体,要经常保持和学生家长的沟通,要赢得学生的尊重,使学生不断提高对班集体的责任感和义务感,成为自主管理、自主学习,自我发展的主人。 相似文献