“Is the friendship worth keeping:” Gender differences in communicating forgiveness in friendships     

Mary Grace Antony  Pavica Sheldon 《Communication quarterly》2013,61(3):291-311

Although forgiveness plays an integral role in friendship maintenance, interpersonal communication scholarship has largely overlooked how transgressions and forgiveness are negotiated between friends. This study focuses on gender differences to develop a typology of relational transgressions in friendships. Two hundred and thirty survey respondents (116 women and 114 men) described relational transgressions in their friendships, the perceived severity of these transgressions, and strategies used to communicate forgiveness. A combination of MANCOVA and inductive analyses reveals gender differences. While male transgressions typically involve encroaching on other intimate relationships and theft, female transgressions emphasize disclosing personal communication beyond the friendship’s boundaries. Conflicts between male friends could escalate from verbal to physical aggression, whereas female friends were likely to sabotage other close relationships that threatened the friendship. Finally, males preferred to communicate forgiveness using the minimizing strategy, while female friends generally favored the discussion and conditional forgiveness strategies. Overall, the perceived severity of a transgression was positively related to use of the discussion and conditional forgiveness strategies, and negatively related to the minimizing strategy. The implications of these findings are discussed.  相似文献   

Linking early alert systems and student retention: a survival analysis approach     

Renato Villano  Scott Harrison  Grace Lynch  George Chen 《Higher Education》2018,76(5):903-920

Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the case of an early alert system (EAS) at a regional university engaged in both on-campus and online teaching. Using a total of 16,142 observations captured between 2011 and 2013, we examined the relationship between EAS and the student retention rate. The results indicate that when controlling for demographic, institution, student performance and workload variables, the EAS is able to identify students who have a significantly higher risk of discontinuing from their studies. This implies that early intervention strategies are effective in addressing student retention, and thus an EAS is able to provide actionable information to the student support team.  相似文献   

Pre-kindergarten child care and behavioral outcomes among children of immigrants     

Kristin Turney  Grace Kao 《Early childhood research quarterly》2009

The school transition model suggests that children's transitions into formal schooling can have lasting and profound implications for their educational careers, though this model is rarely used to understand the outcomes of children of immigrants. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative sample of kindergarteners in 1998–1999, we examine the pre-kindergarten child care arrangements of children of immigrants and how these care arrangements are associated with children's behavior. We find that minority and immigrant children are less likely than their native-born white counterparts to be enrolled in center-based care and other care, compared to parental care, prior to kindergarten. We also find that ethnic origin is an important predictor of child care usage. Finally, though center-based care, on average, is not independently associated with children's behavior in kindergarten, the association between center-based care and behaviors varies by race and immigrant status. Broadly, these findings underscore the importance of understanding how native- and foreign-born children experience the transition to schooling, a critical period in the life course.  相似文献   

School bullying,subjective well-being,and resilience     

Eleni Andreou  Christina Roussi-Vergou  Eleni Didaskalou  Grace Skrzypiec 《Psychology in the schools》2020,57(8):1193-1207

The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire, The Mental Health Continuum, and the Connor–Davidson Resilience Scale. One-hundred and twenty-seven (22.8%) students were excluded from the final analysis, as they did not report any victimization experience during the past 3 months. Males in all year levels reported higher levels of well-being and resilience compared with females. No gender differences were found in victimization experiences. Languishing students were found to be at higher risk of experiencing serious victimization. Resilience was not found to moderate the effects of victimization on mental health, but a higher level of resilience appeared to be related to more positive well-being for boys and younger students. Limitations of the study and implications for anti-bullying interventions are briefly discussed.  相似文献   

Irrelevant information: Some effects on children's problem-solving     

IrenéF Turner  Grace Bentley 《Contemporary educational psychology》1982,7(1):41-49

Children of 3, 5, 7, 9, and 11 years of age were given simple, social-matching problems. Two conditions were employed: each involved verbal presentation but in one (Condition V) no concrete representation was involved while in the other (Condition M) models were also used. Within each condition, information was provided which was (a) sufficient, (b) superfluous, (c) irrelevant or which displayed a combination of these characteristics. For all age groups, the problems containing only irrelevant information were the most difficult, although Condition M enhanced the performance of younger children while depressing that of 7- and 9-year-olds. The results were interpreted as supporting the view that a major source of difficulty for the child may lie in selecting the appropriate referent. Some inferences are drawn regarding the abilities of children to cope with ambiguity.  相似文献   

Attribution of Career Facilitators by Eminent Women from Canada and Finland     

Carolyn Yewchuk  Seija Äystö  Grace Schlosser 《High Ability Studies》2001,12(1):89-112

Highly successful contemporary women from two countries, Canada and Finland, were surveyed in an attempt to identify the elements in their lives that facilitated or prevented their achievement level. This work is exploratory research into the similarities among factors that promote female achievement. The overall purpose was to expand our understanding of female talent development applicable to contemporary girls and women despite their national origin. In total, 1553 Canadians and 424 Finns, listed in a Who's Who biographical publication of each country were invited to participate. There were 827 respondents from Canada and 280 from Finland who chose to participate in the study. Data were collected by means of a written questionnaire dealing with career development. The two sample sets were then compared by their responses to the demographic questions. The two groups were very similar as to birth order, education, marital status and motherhood. Main results show that in recalling their past, the eminent women reported that their own qualities and personal convictions were the primary reasons for attainment of prominence or fame. Both Finns and Canadians also gave considerable credit to the close members of their families. Spouses and parents were reported as supplying much encouragement and support. Professors/instructors/coaches, school teachers, colleagues and friends were also seen as encouragers. Both groups of women identified the same five factors as being most detrimental to their careers: stereotypical attitudes of others, being female, children, availability of childcare, and parents' socioeconomic status. Findings are discussed in the light of the available research literature, and implications for educating gifted females are proposed.  相似文献   

DEVELOPMENT AND UTILIZATION OF A FACULTY TIME ANALYSIS SYSTEM ‐AN AID TO ACCOUNTABILITY IN HIGHER EDUCATION     

Thomas N. Fairchild 《Assessment & Evaluation in Higher Education》1981,6(3):218-229

This article describes the development and utility of a time analysis system for higher education faculty members interested in self‐evaluation. Although many higher education institutions employ various student, peer, and administrative evaluations, an analysis of the types of services performed by faculty staff and the amounts of time allotted to these services can provide very useful information to a faculty person interested in self‐evaluation. A model is described herein and an example is provided.  相似文献   

The enactment of literacy curriculum policy by early childhood teachers in two Australian schools     

Tamara Bromley  Grace Oakley  Lesley Vidovich 《Literacy》2019,53(3):160-169

Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning.  相似文献   

Mandated Psychological Assessments for Suicide Risk in a College Population: A Pilot Study     

Grace L. Kirchner  Donn Marshall  Sunney R. Poyner 《Journal of College Student Psychotherapy》2017,31(3):192-202

This study was conducted to evaluate the impact of a protocol mandating psychological assessment of college students exhibiting specific signs of suicide risk and/or nonsuicidal self-harm. Thirty-seven current and former students who had been documented as at risk completed a structured interview in person or by phone. Outcomes suggest this protocol identifies students at risk for suicide, with 27% having made an attempt at some point in their lives and 50% having been suicidal at the time the report was written. The majority of participants endorsed the value of this intervention.  相似文献   

Students with Self-identified Special Educational Needs and Disabilities (si-SEND): Flourishing or Languishing!     

Grace Skrzypiec  Helen Askell-Williams  Phillip Slee  Adrian Rudzinski 《International Journal of Disability, Development & Education》2016,63(1):7-26

Students’ wellbeing is an essential component of their ability to function well, not only at school but also in all life domains. Many studies have investigated student wellbeing. However, empirical studies about the wellbeing of students with special educational needs and disabilities (SEND) are scarce. Furthermore, many studies have adopted a deficit view of wellbeing and mental [ill]-health. This study adopted a more positive perspective. We administered a questionnaire assessing social-emotional and psychological wellbeing, global self-concept, resilience, bullying, mental ill-health and school satisfaction to 1930 students, aged 13–15 years, who were attending seven mainstream schools in South Australia. Of those students, 172 self-identified as having SEND. Results showed significant differences, with students who self-identified with SEND not faring as well as other students on all measures. In particular, just over one third (39.9%) of students who self-identified as having SEND reported that they were flourishing, compared with just over half (57.6%) of the students who did not indicate that they had special needs. The findings indicate that more attention needs to be given to designing and implementing supports to improve the wellbeing and school satisfaction of students who self-identify as having SEND.  相似文献