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1.
采用问卷调查法,以503名流动儿童为对象考察了其歧视知觉与自尊的关系,以及社会支持和流动时间在其中的作用.结果发现:(1)在歧视知觉方面,公立学校流动儿童显著低于打工子弟学校儿童,小学生显著低于初中生;(2)在社会支持方面,公立学校流动儿童显著高于打工子弟学校儿童,小学生显著高于初中生;(3)流动儿童的歧视知觉与自尊呈显著负相关,社会支持对二者关系起部分中介作用;流动时间对二者关系起调节作用,即对于流动时间达3.5-10.5年的儿童,歧视知觉对自尊的负向预测力最强. 相似文献
2.
文章以559名流动儿童为被试,采用问卷调查方法,考察了公立学校流动儿童的幸福感、歧视知觉状况及两者之间的关系。结果发现:(1)在小学阶段公立学校流动儿童幸福感显著高于打工子弟学校流动儿童;而在初中阶段两类儿童幸福感无显著差异。(2)相比于打工子弟学校,公立学校流动儿童有较少的歧视知觉;女生歧视知觉显著低于男生;小学阶段流动儿童歧视知觉显著低于初中阶段。(3)公立学校流动儿童的歧视知觉与其幸福感得分之间存在显著的负相关。(4)学校类型在流动儿童歧视知觉与幸福感的关系中起着调节作用,公立学校流动儿童的歧视知觉对幸福感的负向预测作用更强。 相似文献
3.
《北京师范大学学报(社会科学版)》2020,(6)
在健康中国战略背景下,从积极心理学的视角关注流动儿童生活满意度的提升和促进机制,逐渐成为社会和学界关注的热点之一。为深入探讨流动儿童生活满意度的影响因素及其关系,揭示歧视知觉"如何"及"何时"影响生活满意度,选取北京897名流动儿童作为研究对象,考察公正世界信念在歧视知觉与生活满意度关系中的中介作用,以及该过程是否受教师支持的调节。结果表明:(1)歧视知觉对生活满意度有显著负向预测作用;(2)公正世界信念在歧视知觉和生活满意度之间起中介作用;(3)公正世界信念的中介作用受到教师支持的调节,相比低教师支持水平,中介效应在高教师支持水平的流动儿童中更显著。研究结果启示,为提升流动儿童的生活满意度,一方面需要降低歧视知觉和提升公正世界信念水平,另一方面也要注意增强其领悟和利用教师支持的意识及能力。 相似文献
4.
以重庆市440名流动儿童与192名城市儿童为研究对象,采用同伴评定量表、师生关系问卷、社会支持评定量表、＂个体歧视知觉＂流动儿童版问卷,考察了流动儿童同伴关系、师生关系及歧视知觉的特点并考察了同伴关系、师生关系与歧视知觉之间关系,结果表明：（1）同伴关系无论是在性别、学段还是两类不同儿童群体上的差异比较均不存在显著差异;在师生关系上,女生好于男生,在正向师生关系上高于男生,负向师生关系上低于男生得分;歧视知觉方面,男生感受到的歧视高于女生。（2）同伴关系与歧视知觉呈负相关,师生冲突、主观支持及支持利用度呈负相关。（3）同伴关系、主观支持可以负向预测歧视知觉,师生冲突可正向预测歧视知觉。（4）社会支持在流动儿童同伴关系、师生关系与歧视知觉间存在调节作用。 相似文献
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6.
为考查流动儿童集体自尊的特点及其与学校归属感的关系,选取719名流动儿童进行问卷调查.结果发现:(1)流动儿童的集体自尊存在显著的性别差异,女生的总体集体自尊、成员资格自尊水平显著高于男生;(2)小学阶段流动儿童的总体集体自尊、私密性集体自尊、公众性集体自尊水平显著高于初中阶段的流动儿童;(3)流动儿童转学次数越多,其总体集体自尊和私密性集体自尊水平越低;(4)流动儿童集体自尊与学校归属感显著正相关,具体体现在学校环境、教师行为、学校投入、同伴关系和学校融入;(5)流动儿童学校归属感对集体自尊具有显著的正向预测作用,预测力为36.4％. 相似文献
7.
《中学教育》2017,(3):96-103
为探究歧视知觉对留守儿童问题行为的影响,以及自尊和社会支持可能产生的中介作用,研究采用留守儿童歧视知觉问卷和青少年问题行为调查问卷,对云南省182名中学生进行调查,并运用结构方程模型探讨了歧视知觉对问题行为影响的内在机制。研究发现,歧视知觉影响社会支持的路径系数为-0.35,社会支持影响问题行为的路径系数为-0.47,歧视知觉影响自尊的路径系数为-0.29,自尊影响社会支持的路径系数为0.45,各路径系数均达到显著水平(p<0.01)。结果表明:1)歧视知觉通过社会支持的中介作用影响问题行为;2)歧视知觉通过自尊和社会支持的链式中介作用影响问题行为。 相似文献
8.
本研究使用《儿童适应行为评定量表》及《自闭症儿童父母教养观念调查问卷》,分别对深圳市、武汉市各一所特殊学校的6—12岁中度智力缺损自闭症儿童及其父母进行调查,以探讨父母教养观念与自闭症儿童适应行为间的关系。结果表明,自闭症儿童的父母整体上持积极教养观念;自闭症儿童的适应行为存在不同程度缺陷;父母教养观念对自闭症儿童适应行为的整体水平有显著预测作用,父母自我效能感对自闭症儿童的独立功能有显著预测作用,父母成就期望对自闭症儿童的社会/自制功能有显著预测作用。最后,就如何通过改善父母教养观念来提升自闭症儿童的适应行为提出了建议。 相似文献
9.
为了考察贫困和歧视知觉对儿童亲社会行为和问题行为的影响,采用问卷调查方式,测查了北京、天津、洛阳和南阳四个城市20多所学校的2670名5-8年级儿童,考察其物质资源、所拥有的教育资源,歧视知觉及亲社会行为和问题行为.结果发现:(1)贫困家庭儿童的物质资源指数、教育资源指数显著低于非贫困组,歧视知觉显著高于非贫困组;(2)贫困组儿童的亲社会行为显著低于非贫困组,而问题行为显著高于非贫困组.(3)在贫困与非贫困家庭中,歧视知觉对儿童亲社会行为和问题行为均有显著的预测作用,随着经济状况的改善,歧视知觉对问题行为的预测更大.结果说明,歧视知觉比贫困更值得关注,可以为贫困生心理健康教育提供一定的参考. 相似文献
10.
以重庆和成都509名流动儿童和245名城市儿童为被试,采用问卷法考察两地流动儿童自尊发展特点及其与学校归属感的关系。结果表明:(1)非流动儿童自尊平均得分显著高于流动儿童;(2)流动儿童的自尊发展水平存在显著的性别差异显著,男生的自尊水平显著低于女生;(3)流动儿童的自尊与同伴关系和学校融入显著正相关,与学校环境和教师行为相关不显著。 相似文献
11.
Effects of Mexican Immigrant Parents’ Daily Workplace Discrimination on Child Behavior and Family Functioning 
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下载免费PDF全文 Anna Gassman‐Pines 《Child development》2015,86(4):1175-1190
This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes. 相似文献
12.
Gazi F. Azad Steven C. Marcus Susan M. Sheridan David S. Mandell 《Journal of educational and psychological consultation》2013,23(4):460-486
ABSTRACTLittle research examines the best ways to improve communication between parents and teachers of children with autism spectrum disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication about evidence-based practices (EBPs) and, subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation in Partners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussion highlights the important role of communication in consultations targeting family–school partnerships for children with ASD. 相似文献
13.
Gazi F. Azad Sara Gormley Steve Marcus David S. Mandell 《Psychology in the schools》2019,56(2):276-290
Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower‐income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school‐based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions. 相似文献
14.
《Parenting, science and practice》2013,13(1):23-47
Objective. We examined correspondence in parents' and children's perceptions of parenting and associations between these perceptions and children's social adjustment in the classroom. Design. The sample included 214 children (M age = 9) from third to fifth grades and their parents. Children and parents reported on parenting behavior. Results. Parents' self-reports and children's reports about parents showed systematic differences, with parents perceiving themselves as more supportive than children perceived them to be. Direction of discrepancy between child and parent reports appeared to be more important than size of discrepancy in predicting child outcomes. Hierarchical regression analyses showed that parents' self-perceptions of parenting and children's perceptions of parenting were predictive of different measures of child psychosocial adjustment. Conclusions. The results of this study support the assumption that parents' self-perceptions and children's perceptions of parenting provide unique views of the family and unique relations to children's psychosocial adjustment. 相似文献
15.
With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents’ and D/HH parents’ perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children. 相似文献
16.
A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal 下载免费PDF全文
下载免费PDF全文 Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood. 相似文献
17.
María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117
The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study. 相似文献
18.
The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed‐method approach consisting of questionnaires and semi‐structured interviews was used in order to elicit parental perspectives of raising a child with ASD. Two semi‐structured interviews were conducted with parents of children with ASD. Questionnaires were sent to parents of children with ASD in two special schools. The findings indicate that although each of the parents had a child with ASD, their experiences were all different. Many interesting accounts were documented and a wealth of information regarding the characteristic traits that children with ASD portray was recorded. The findings suggested that the majority of the parents experienced a low level of support from agencies and professionals. The general verdict was that of poor communication and a lack of understanding of parents' needs following formal diagnosis. Finally, a series of coping strategies were discovered ranging from family support to paid help. 相似文献
19.
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first‐ and second‐generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. 相似文献
20.
Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献