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1.
Helplessness in Early Childhood: The Role of Contingent Worth 总被引：5，自引：0，他引：5
This article presents an expanded view of the bases of helpless reactions to failure. This view stems from recent findings of helplessness in young children. Previous formulations have stressed the attainment of invariant trait conceptions as a necessary condition for helplessness to occur and have suggested that children are relatively invulnerable to helplessness prior to this attainment. We review a series of studies documenting that key aspects of helplessness are present in preschool and early elementary school children (ages 4–7). We then propose a preliminary model in which ( a ) a general conception of self and ( b ) the notion of this self as an object of contingent worth are sufficient conditions for helplessness. We integrate this view with Dweck and Leggett's model of helplessness in older individuals, in which more differentiated trait conceptions play an important role. 相似文献
2.
Social Information Processing in Aggressive and Depressed Children 总被引：10，自引：0，他引：10
Nancy L. Quiggle Judy Garber William F. Panak Kenneth A. Dodge 《Child development》1992,63(6):1305-1320
Social information processing patterns of children who were identified as being aggressive or depressed, both, or neither were compared in order to address the issue of specificity and to explore whether children who are comorbid show a unique processing style. Subjects were 220 children in the third through sixth grade. Peer nomination and teacher ratings were used to assess level of aggression, and the Children's Depression Inventory was used to measure level of depression. Aggressive children showed a hostile attributional bias, were more likely to report that they would engage in aggressive behavior, and indicated that aggression would be easy for them. Depressed children similarly showed a hostile attributional bias, although they were more likely to attribute negative situations to internal, stable, and global causes. Depressed children also reported that they would be less likely to use assertive responses and that they expected that assertive behavior would lead to more negative and fewer positive outcomes. Children who were comorbid generally showed patterns similar to both aggressive and depressed children. 相似文献
3.
This research aimed to examine whether and why children hold favorable self‐conceptions (total N = 882 Dutch children, ages 8–12). Surveys (Studies 1–2) showed that children report strongly favorable self‐conceptions. For example, when describing themselves on an open‐ended measure, children mainly provided positive self‐conceptions—about four times more than neutral self‐conceptions, and about 11 times more than negative self‐conceptions. Experiments (Studies 3–4) demonstrated that children report favorable self‐conceptions, in part, to live up to social norms idealizing such self‐conceptions, and to avoid seeing or presenting themselves negatively. These findings advance understanding of the developing self‐concept and its valence: In middle and late childhood, children's self‐conceptions are robustly favorable and influenced by both external (social norms) and internal (self‐motives) forces. 相似文献
4.
Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy‐nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self‐reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children. 相似文献
5.
This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R. 相似文献
6.
Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages. 相似文献
7.
Marie-Hélène Fleury-Roy Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2006,21(2):149-161
This study addresses the issue of illusion of incompetence among elementary school children. The first objective is to examine
whether teachers are able to recognize children with an illusion of incompetence, The second objective is to see whether teachers’
appraisal of the behaviours and psychological characteristics of these children differ from their appraisals of other children.
Seventy-four teachers and their 684 pupils from the fourth and fifth grades who were participating in a larger project were
examined. By and large, only 31.3% of the pupils affected by an illusion of incompetence were identified as such by their
teachers. However, teachers evaluated boys with an illusion of incompetence as being less autonomous, having a more negative
mood and being more withdrawn than their peers. The teachers did not report these characteristics in girls with an illusion
of incompetence. The discussion focuses on various hypotheses likely involved in teachers’ difficulty in identifying children
whose self-appraisals of competence are negative. 相似文献
8.
Nathlie A. Badian 《Annals of dyslexia》1992,42(1):159-178
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more
likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to
examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV
and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by
their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy,
however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were
dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers
or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere
dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school
failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile. 相似文献
9.
The purpose of this study was to describe four- to six-year-old children's understandings of the mechanism of rainfall and to reveal possible differences due to age. A total of 22 children participated in the study (mean age = 60.4 months; range 48–73 months), including 14 boys and 8 girls, all from middle-SES families. To reveal children's understanding of the mechanism of rainfall, semi-structured interviews were conducted using a set of interview questions. Children were individually interviewed, and interviews were audio-taped and transcribed. The constant comparative method was used to analyze the transcribed audio tapes. A framework of codes was developed based on previous studies of children's understanding of the mechanism of rainfall. This partial framework of codes served as the basis for describing children's conceptual understandings of the mechanism of rainfall. A nonparametric statistical test was used to test for age differences in children's conceptions of the mechanism of rainfall. The results indicated that older preschool children were more likely to have synthetic or naturalistic conceptions than the younger children. Implications of the findings for instructional practices in early childhood classrooms are discussed. 相似文献
10.
OBJECTIVE: This study examined whether children who received child welfare services (e.g., in-home or out-of-home placement) were more or less likely to become incarcerated as serious and violent youthful offenders than those children who were investigated as victims of abuse and neglect but received no further child welfare intervention. METHOD: Administrative data on child abuse reporting, foster care, birth records, and juvenile corrections (CYA) were linked to prospectively examine the risk of incarceration as an adolescent following an investigation of abuse or neglect after age 6. The 10 county California sample included 159,549 school-aged children reported for abuse and neglect after 1990. RESULTS: About 8 per 1,000 children in the sample were later incarcerated in CYA. African American and Hispanic children who received in-home or foster care services after the index investigation event had a lower risk of incarceration than those whose cases were closed after the investigation. Among females, the rate of incarceration was highest for those who experienced foster or group care placements. Children initially reported for neglect were more likely to be incarcerated than those reported for physical or sexual abuse. CONCLUSIONS: Public child welfare services have rarely been assessed in terms of future negative child outcomes. This study finds that one serious negative outcome, CYA involvement, can only be understood when a number of factors are considered. The importance of understanding the differences between how different subpopulations respond to services is highlighted. Specifically, our findings suggest that more attention should be focused on children who are now receiving no services after an investigated child abuse and neglect report, on females, and on victims of child neglect. 相似文献
11.
Amanda Cremone Desiree M. de Jong Lauri B. F. Kurdziel Phillip Desrochers Aline Sayer Monique K. LeBourgeois Rebecca M. C. Spencer Jennifer M. McDermott 《Child development》2018,89(2):e42-e59
Temperamental negative affect and insufficient sleep have been independently associated with behavior problems during early childhood. However, it is unknown whether these factors interact to contribute to behavioral difficulties in young children. The current study examined the interactions between temperamental negative affect and both sleep onset time and sleep midpoint, assessed by actigraphy, in predicting externalizing and internalizing behaviors in a sample of 117 children (34–69 months of age). Children with high temperamental negative affect and either later sleep onset time or later sleep midpoint were more likely to exhibit externalizing and internalizing behaviors. These results emphasize the association between temperamental negative affect and behavioral difficulties, particularly for children with insufficient sleep. 相似文献
12.
Parents’ evaluations of children are believed to be a cognitive contributor to their subsequent child-directed harsh or physically abusive behaviors. The current research examined whether parents’ (N = 100) evaluations of children were moderated by either (a) the child behavior on which the evaluation was based and (b) parents’ measured risk for child physical abuse. The study also explored whether parents’ evaluations of children were related to their tendencies to symbolically harm their child. The current study also used a novel method to indirectly assess parents’ evaluations of children: A modified Affect Misattribution Procedure. Contrary to a priori expectations, negative evaluations of children were stronger for parents who were at low risk, relative to high risk, for child physical abuse. Nonetheless, we observed that high-risk parents were more likely than low-risk parents to inflict symbolic harm onto their child. In an exploratory analysis we observed that parents who formed more overall negative evaluations of children engaged in more symbolic harm to their child. Although high-risk parents were more likely to symbolically harm their child than low-risk parents, this effect does not seem to be due to high-risk parents’ negative child evaluations from negative child behaviors. 相似文献
13.
Niek Frans W. J. Post C. E. Oenema-Mostert A. E. M. G. Minnaert 《Assessment in Education: Principles, Policy & Practice》2020,27(1):87-108
ABSTRACTStandardised tests play an important role in early childhood (EC) education in many countries. Although teachers’ conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers’ conceptions of standardised testing and aspects that may influence these conceptions, Brown’s CoA-III-A questionnaire was distributed to 97 EC educators. Based on their responses, a selection of six preschool/kindergarten teachers participated in a series of semi-structured interviews. Analyses of the questionnaire and the interviews indicated that the teachers did not see these tests solely as instruments for accountability or improvement. While some perceived the test as pleasant confirmation, others perceived the results as negative opposition to their own observations. The teachers’ conceptions were influenced by classroom population, management team, and the ascribed purpose of the test. 相似文献
14.
15.
Conceptions and perceived influence of peer groups: interviews with preadolescents and adolescents 总被引：1，自引：0，他引：1
72 fifth-, eighth-, and eleventh-grade boys and girls were interviewed to investigate developmental changes in perceptions of peer groups and group influence. Results indicated that preadolescents defined groups on the basis of common activities and social behavior and considered group influence to be greatest in these domains. Older adolescents were more likely to describe peer-group influence as global and far reaching, affecting one's appearance, illicit acts, attitudes, and values. Corresponding to increases in peer-group conceptions emphasizing group attitudes/norms and global influence were increases in the extent to which subjects felt that peer-group acceptance or rejection influenced self-evaluation. Developmental changes in the apparent reference-group functions of peer groups for adolescent identity formation are discussed. 相似文献
16.
OBJECTIVE: The purpose of this study is to assess the extent to which intimate partner violence and different forms of child maltreatment occur within and across childhood and adulthood for a high-risk group of women. METHOD: Low-income adult women were interviewed, retrospectively, regarding their experiences with intimate partner violence and child maltreatment in childhood and adulthood, and intra- and intergenerational relationships between multiple forms of family violence were identified. RESULTS: Analyses demonstrated weak to moderate associations between various forms of violence within generations. Only weak support was found for the transmission of violence hypothesis that maltreated children are more likely to grow up to maltreat their own children. Stronger support was found for the theory of learned helplessness, whereby children maltreated or witness to violence during childhood are more likely to be victimized as an adult. CONCLUSION: The results from this study suggest that interventions with children who are identified for one form of victimization should be assessed for other forms of victimization, and interventions should also address learned behaviors or beliefs associated with continued or future victimization. 相似文献
17.
Spontaneous expressive control in blind and sighted children 总被引：1，自引：0，他引：1
The effect of blindness on the spontaneous expressive control of negative emotion was examined in a study comparing 12 congenitally blind children with 12 sighted children who were matched by age, sex, and school. Blind children engaged in as much positive facial display as sighted children when receiving a disappointing prize, although they were less likely to refer spontaneously to their expressive control in explaining whether the examiner knew of their disappointment. Blind children were more likely to engage in neutral remarks when receiving the disappointing prize, and older blind children referred to verbal control of emotion communication. The data suggest that blindness does not preclude the spontaneous expressive control of negative emotion. 相似文献
18.
A common criticism of charter schools is that they systematically remove or “counsel out” their lowest performing students. However, relatively little is currently known about whether low-performing students are in fact more likely to exit charter schools than surrounding traditional public schools. We use longitudinal student-level data from two large urban school systems that prior research has found to have effective charter school sectors–New York City and Denver, Colorado–to evaluate whether there is a differential relationship between low-performance on standardized test scores and the probability that students exit their schools by sector attended. We find no evidence of a differential relationship between prior performance and the likelihood of exiting a school by sector. Low-performing students in both cities are either equally likely or less likely to exit their schools than are student in traditional public schools. 相似文献
19.
Four‐ to Six‐Year‐Old Children's Sensitivity to Reliability Versus Consensus in the Endorsement of Object Labels 
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下载免费PDF全文 Recent studies have demonstrated that young children use past reliability and consensus to endorse object labels. Until now, no study has investigated how children weigh these two cues when they are in conflict. The two experiments reported here were designed to explore whether any initial preference for information provided by a consensual group would be influenced by the group's subsequent unreliability. The results show that 4‐ and 5‐year‐old children were more likely to endorse labels provided by an unreliable but consensual group than the labels provided by a reliable dissenter. Six‐year‐olds displayed the reverse pattern. The article concludes by discussing the methodological implications of the two experiments and the developmental trajectory regarding the way children weigh consensuality versus reliability. 相似文献
20.
Florian Waldow 《Compare》2017,47(5):647-664
Researchers interested in the global flow of educational ideas and programmes have long been interested in the role of so-called ‘reference societies’. The article investigates how top scorers in large-scale assessments are framed as positive or negative reference societies in the education policy-making debate in German mass media and which functions they fulfil. Top scores in large-scale assessments do not automatically promote a country to the status of a positive reference society. Whether top scorers are perceived as positive or as negative reference societies depends largely on stereotyped prior perceptions that determine how success in these assessments is framed. Among the functions positive and negative reference societies fulfil are making educational reform agendas more plausible and serving as projection screens for conceptions of the ‘good’ and the ‘bad’ school. 相似文献