Parental beliefs and their role in child-rearing     

Sirkka Hirsjärvi  Satu Perälä-Littunen 《European Journal of Psychology of Education - EJPE》2001,16(1):87-116

Beliefs have been a topic of considerable interest among researchers in various fields. In this article 71 articles reporting a study on parental beliefs and published in the course of fifteen years (1980–1995) are reviewed. After clarifying the term ‘belief’, the topics and the methodological solutions of the studies are discussed. Throughout the discussion the question of the origins of parental beliefs and the belief — behaviour dilemma are dealt with. Finally, the implications of the findings and suggestions for future research are presented.  相似文献   

Adolescents’ conceptions of learning and education about sex and relationships     

Brian David Unis  Christina Sällström 《American journal of sexuality education》2020,15(1):25-52

Abstract

In order for adolescents to learn about sex and relationships, the education must be of significance and meet their needs and interests. The study investigated adolescents’ conceptions of learning and education about sex and relationships. A phenomenographic approach was used. Six focus group interviews were conducted with adolescents ages 18–19 in Sweden. The results showed that stable ground for learning implies select issues of importance, that is, values and prejudices, up-to-date knowledge, and practical skills. These issues should be dispersed throughout the school years in relation to the students’ own maturity. This seemed to enable internalization of different aspects of sex and relationships. Learning about sex and relationships can create meaning for youth and generate progress by fostering autonomy and identity, correcting misconceptions, counteract prejudices, not in isolation rather in society in a defined culture.  相似文献   

Relations among parental causal attributions and children’s math performance and task persistence     

Paula-Karoliina Tõeväli  Eve Kikas 《教育心理学》2017,37(3):332-345

The present longitudinal study examined the cross-lagged relations between parental causal attributions of children’s math success to children’s ability, parental help, children’s math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice – at the end of the second and the third grades. Children were tested in math and parents filled out questionnaires measuring causal attributions. Children’s task persistence was reported both by parents and by class teachers. The results of path analyses indicated mutual negative effects between mothers’ and fathers’ help attributions and children’s math performance, and a positive effect of mothers’ ability attributions on children’s math performance. Cross-lagged relations were also found for children’s math performance and task persistence. However, relations between parental attributions and children’s task persistence were evident only for fathers’ ability attributions. The findings emphasise the importance of examining both mothers and fathers, home and school context.  相似文献   

Multilayered word structure model for assessing spelling of Finnish children in shallow orthography          下载免费PDF全文

Pirjo Kulju  Marita Mäkinen 《Journal of Research in Reading》2017,40(3):254-273

This study explores Finnish children's word‐level spelling by applying a linguistically based multilayered word structure model for assessing spelling performance. The model contributes to the analytical qualitative assessment approach in order to identify children's spelling performance for enhancing writing skills. The children (N = 105) participated in two dictation assessments at the end of their first and second grades. The results indicate that long consonants and consonant sequences are the most problematic structures in both the first and second grades. The less‐advanced spellers were significantly weaker than others also in coding the overall syllable number, heavy unstressed syllables and long vowels in the first grade. In the second grade, they still had more difficulties in spelling heavy unstressed syllables and long quantities of vowels and consonants. The multilayered word structure model seems to give more information about the quality of spelling than error‐based holistic analyses. The model is applicable for other shallow orthographies as well.  相似文献   

Inhibitory control in toddlerhood – the role of parental co-regulation and self-efficacy beliefs     

Kim Angeles Gärtner  Verena Clara Vetter  Michaela Schäferling  Gitta Reuner  Silke Hertel 《Metacognition and Learning》2018,13(3):241-264

Inhibitory control is considered a core component of self-regulation. Tremendous advances in early childhood have been attributed to brain maturation processes as well as environmental influences, such as parental co-regulation. Parental self-efficacy represents a key correlate of parenting behaviors and is associated with child outcomes. However, research on the interplay of parental co-regulation, parental self-efficacy and child’s inhibitory control in early childhood is scarce. In this study we explore to what extent parents’ positive (PCR) and negative co-regulation (NCR) and domain-specific (DSSE) and domain-general (DGSE) self-efficacy beliefs assessed at pre-test (T1) predict toddlers’ inhibitory control six weeks later (T2). Furthermore, we examine whether NCR mediates the link between DSSE and parent-reported inhibitory control. Results are based on data from 90 parent-child dyads (children’s age: 24–35 months). Parents’ PCR, NCR, DSSE and DGSE are assessed via questionnaire. Children’s inhibitory control is measured via the Inhibition Scale of the Behavior Rating Inventory of Executive Functions (BRIEF-IN) and a Snack Delay task. Multiple regression analyses reveal that parents’ NCR and DSSE, but not PCR and DGSE, significantly predict BRIEF-IN at T2 (controlling for covariates). The indirect effect from parents’ DSSE on BRIEF-IN via NCR is not confirmed by the data. No associations are observed regarding children’s performance in the Snack Delay task. The present study adds new and important evidence that parents’ DSSE and NCR independently predict (parent-reported) inhibitory control in toddlerhood. Parenting interventions should thus not only address parenting practices but target parental self-efficacy beliefs as an important factor, too.  相似文献   

Is Lifelong Learning Becoming a Reality? The Case of Finland from a Comparative Perspective     

Ari Antikainen 《European Journal of Education》2001,36(3):379-394

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Age and gender specific sexual behaviors in children     

Sandnabba NK  Santtila P  Wannäs M  Krook K 《Child abuse & neglect》2003,27(6):579-605

OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed.  相似文献   

Graduating Physiotherapy Students’ Conceptions of their own Competence     

Merja Kurunsaari  Päivi Tynjälä  Arja Piirainen 《Vocations and Learning》2018,11(1):1-18

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Conceptual knowledge in talk and text: What does it take to understand a science question?   总被引：1，自引：0，他引：1  

Jan Schoultz  Roger Säljö  Jan Wyndhamn 《Instructional Science》2001,29(3):213-236

What is referred to as conceptual knowledge is one of the mostimportant deliverables of modern schooling. Following the dominance of cognitive paradigmsin psychological research, conceptual knowledge is generally construed assomething that lies behind or under performance in concrete social activities. In the presentstudy, students' responses to questions, supposedly tapping conceptual knowledge,have been studied as parts of concrete communicative practices. Our focus has been onthe differences between talk and text. The most frequent approach for generatinginsight into conceptual knowledge is by means of written tests. However, the very mannerin which people handle the demands of this particular form of mediation is seldomattended to. This problem has been studied by means of two items taken from theinternational comparison of knowledge and achievement in mathematics and science, TIMSS.The results reveal that it is highly doubtful if the items test knowledge of scienceconcepts to any significant extent. In both instances, the difficulties students have, asrevealed in the interview setting, seem to be grounded in problems in understanding somedetails in the written questions. These difficulties are generally easily resolved in aninteractive setting. It is argued that the low performance on these items can to a largeextent be accounted for by the abstract and highly demanding form of communication that iswritten language.  相似文献   

New rules of the game: youth training in Brazil and Finland as examples of the new global network governance     

Kristiina Brunila  Sanna Ryynänen 《Journal of Education & Work》2017,30(4):353-366

Young people labelled ‘disadvantaged’ or ‘at risk of social exclusion’ are increasingly directed into publicly funded or NGO-based, partly privately financed projects in order to secure their desired integration into society through work or further education. In this article, we carry out a comparative analysis of youth training programmes in Brazil and Finland based on empirical fieldwork undertaken in two separate research projects. The research data consist of qualitative interviews of the projects’ participants and management. The focus of the analysis is on youth employment projects as discursive practices, that is, on the ways that knowledge on employment and employment-related responsibilities is produced in the discourses and practices of the projects. Despite the different contexts, the analysis shows that the youth training projects share a number of commonalities with regards to the shaping of the self as entrepreneurial and self-regulated. This is linked to the global dominance of a new form of governance, which relies on and actively promotes the individualisation of responsibility and obscures the structural and societal forces that lie behind youth unemployment and exclusion. We suggest that engaging young people in critical discourses about the sources of inequality would be the key to more equitable forms of development.  相似文献