学校气氛问卷(初中生版)的研究报告

以Moos关于人类环境的三分法为理论指导,结合当前初中生心理发展实际和学校环境的特点,编制了学校气氛问卷(PSCI-M),分为师生关系、同学关系、学业压力、秩序与纪律和发展多样性5个维度共38个条目。信效度检测表明,该问卷具有较高的内部一致性信度和折半信度,其内容效度、结构效度和外部关联效度均较为理想,可以作为初中生知觉的学校气氛的测量工具。     

Students' Perceptions of Class Management and Reports of Their Own Misbehavior

This study examines relationships between students' perceptions of class management and their self-reported misbehavior. Findings are based on a national representative sample of 3834 students from 227 classes in grades 6 and 9 who were attending Norwegian schools. Students' perceptions of class management accounted for significant amounts of variance in self-reported misbehavior. Perceived class management was more strongly associated with off-task orientation and opposition toward teachers than with bullying. Explained variance in misbehavior was markedly higher on the individual than on the class level. Student misbehavior seems only moderately related to general differences in the class management a class encounters. The relatively high variance in off-task orientation and opposition toward teachers accounted for by perceived class management at the individual student level might indicate that the extent of such misbehaviors is more closely linked to how teachers adapt management to particular students or to how students are favored by teachers. Perceived emotional support from teachers showed the strongest positive associations with desired student behavior.     

师生关系与中小学生学校适应性的关系

师生关系作为儿童人际关系的一部分,是儿童社会化的重要内容,对儿童的学校适应产生重要影响。本研究运用问卷法、访谈法等对6个年级867名中小学生进行测查,以了解中小学生师生关系对学生学校适应性的影响。结果表明:(1)中小学生学校适应性与师生关系之间存在显著正相关;(2)师生关系是影响学生学校适应性的重要因素。其影响程度从大到小依次为:亲密性、主动性、合作性;年龄也影响学生的学校适应性,但程度较小。     

初一新生学习适应过程研究

为探讨初一新生学习适应规律和特点,采用“初中生学习适应问卷”,追踪调查了450名初一新生。结果表明: (1)初一新生的学习适应性总体发展呈“V”型趋势,即入学后第一个月没有明显的不适应感,入学后两个月左右出现明显的不适应感,四个半月后又有所好转; (2)新生学习适应性在性别、生源地区、学校类型上存在显著差异。建议学校和教师在新生入学后的第二、三个月加强学习适应指导。     

初中生主观幸福感与生活事件的关系研究

使用自编的中学生主观幸福感量表和刘贤臣的青少年生活事件量表对294名初中生进行了问卷调查,初步探讨了初中生主观幸福感状况及其与生活事件之间的关系。结果表明：（1）自编的中学生主观幸福感量表经检验具有较高的信度和效度。（2）初中生的主观幸福感水平在中等程度以上,体验到的正性情感较多,对家庭、自我、学习、同伴交往、教师及生活条件各方面比较满意。男女生在总体幸福感、家庭满意感、自我满意感、同伴交往满意感和生活条件满意感上存在显著的差异,女生得分均高于男生。（3）初中生总体幸福感与生活事件总分呈显著负相关,与不喜欢上学、学习负担重、与老师关系紧张、遭父母打骂这四项生活事件显著负相关。不喜欢上学和与老师关系紧张对初中生总体幸福感具有较好的预测作用。     

Predicting students' intention to smoke by theory of planned behaviour variables and parental influences across school grade levels

Differences were examined in Theory of Planned Behaviour determinants of students' intention to smoke including parents' attitudes towards smoking and parents' current cigarette use among Greek students of different school grade levels. Students (N?=?763) aged 10-18 years reported their attitudes towards smoking, subjective norms, perceived behavioural control, self-identity and intention to smoke while their parents (N?=?525) reported their attitudes towards smoking and their current cigarette use. All the TPB variables increased from lower to higher school grade level. Multi-sample path analyses showed that parent's attitudes towards smoking positively predicted students' intention to smoke only for elementary school children. Parents' current cigarette use did not contribute significantly. Students' attitudes, perceived behavioural control and self-identity predicted systematically intention to smoke in contrast to the subjective norm that did not contribute at all. Perceived behavioural control contributed to a higher degree in intention to smoke for senior high school students compared to the junior high school and elementary students. Self-identity contributed to a higher degree in intention to smoke for elementary compared to the junior high school students. The results of this study suggests that the determinants of smoking vary between early and late adolescence.     

A longitudinal study of school connectedness and academic outcomes across sixth grade

The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school.     

Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.     

Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels

Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores. No evidence was found to suggest the weaker correlation in elementary school associated with a restricted variation in amounts of homework in early grades nor that teachers assigned more homework to poor-performing classes. Evidence did suggest that teachers in early grades assigned homework more often to develop young students' management of time, a skill rarely measured on standardized achievement tests. Also consistent with this hypothesis, elementary school teachers were more likely to use homework to review class material and to go over homework in class, while secondary school teachers more often used homework to prepare for and enrich class lessons. Finally, there was weak evidence that young students who were struggling in school took more time to complete homework assignments.     

Factors related to perceived power usage in schools

Based on Raven's (1992) power interaction model, situational and personal variables were examined as determinants of power choice in educational settings. The impact of educational sector (secular, religious), class level, gender and content of conflict on perceived power usage in teacher–pupil conflicts was analysed. A total of 370 elementary and junior high school pupils and 62 teachers from the same schools responded to a series of scenarios where they were asked how often specific power bases are used by teachers in trying to gain compliance. Results indicated that harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers. Findings were interpreted in terms of conformity level and frequency of conflicts. The discussion also addresses the lack of correspondence between teacher and pupil responses.     

初中教师教学有效性评价问卷的编制:以学生为评价主体的视角

在教学有效性的框架下,从学生评价的视角,编制了《初中生评价教师教学有效性问卷》。首先,在理论研究的基础上,通过项目的收集,结构化问卷调查,项目的重要性分析三个过程形成初测问卷。然后,进行初测问卷的施测,通过区分度分析和验证性因素分析删除项目,最终形成《初中生评价教师课堂教学效果问卷》的正式问卷。最后,对所编制的问卷的心理测量学指标进行了检验,结果表明该问卷具有良好的结构效度、交叉效度和较高的内部一致性信度。     

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

This study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.     

Belief in a just world and wellbeing in Indian schools

This study investigates the meaning of belief in just world (BJW) for students' subjective justice experiences with their parents and teachers and for students' subjective well-being. The hypotheses tested were that the more strongly students endorse BJW, the less the distress at school and depressive symptoms they experience. Two dimensions of BJW were assessed: personal BJW, reflecting the belief that events in one's own life are generally just, and general BJW, reflecting the belief that the world is basically a just place. The participants were 278 Indian students attending ten 10th grade classes at two private English-medium schools. The results showed that only the personal BJW, not the general BJW, was important in explaining justice experiences and wellbeing. The more the students endorsed the belief in personal just world, the more they felt treated justly by their teachers and their parents alike, and the less distress at school and depressive symptoms they experienced. In addition, teacher justice, but not parent justice, explained distress at school. Finally, the effect of personal BJW on depressive symptoms was partly mediated by both teacher and parent justice. This pattern of results persisted when class effects were controlled. Overall, this pattern of results emphasizes the importance of the individual and subjective experience of justice of the teacher behavior for adolescent wellbeing. Implications for further studies on BJW and wellbeing at school are discussed.     

An Investigation of Middle School Classroom Libraries

Given that much of the research on classroom libraries focus on elementary school classrooms, this study sought to examine classroom libraries at the middle school level. Access to books is especially important for middle school students given the persistent decline in reading engagement at this level. The research questions guiding this investigation focused on the nature of the libraries, the physical features of the libraries, the contributions made by the libraries to the literacy environment of the classrooms, the contents of the libraries, and teacher perceptions of their own classroom libraries. Findings indicate that teachers value classroom libraries for promoting literacy engagement and understand how these libraries provide students with immediate and easy access to books. The contents of the libraries that were examined varied in terms of genre, multicultural literature, and social justice issues.     

A study of drug discipline policies in secondary schools

Little is known about how secondary schools respond to substance abuse in terms of policies, practices, or procedures. A comprehensive survey of St. Louis County public secondary schools conducted in Fall 1979 suggests that many school officials are more punitive than their juvenile court counterparts when handling incidents of drug use. A range of exclusionary discipline policies is the predominant sanction invoked against students who violate established substance-abuse policies. Questionnaire results indicate the existence of due process violations and the differential enforcement of alcohol and marijuana offenses. Furthermore, unlike the criminal justice system, many schools do not consider the amount or type of drug use or students' prior behavior as criteria for determining an appropriate disciplinary sanction. Several areas for the revision of substance-abuse policies in schools are suggested, including: acknowledging alcohol as a potentially dangerous drug, assuring that school sanctions are individually tailored to pupils' best interests and needs, developing in-school alternative programs to suspension, and providing for the total compliance of substance-abuse policies with students' legal rights.     

工读学校学生的心理健康状况及其影响因素研究

本研究以工读学校和普通学校七～九年级学生为研究对象,研究工读学校学生的心理健康状况及其影响因素。结果表明：(1)工读学校学生的总体焦虑水平和抑郁水平显著高于普通中学生,存在更多的心理健康问题;(2)工读学校学生的心理健康水平不存在显著的年级差异,而普通中学生的心理健康水平存在显著的年级差异;(3)父母的教养方式与工读学校学生的心理健康水平存在显著的相关。工读学校学生的父母更多地采取消极的教养方式;(4)生活事件应激与工读学校学生的心理健康水平存在极其显著的负相关。工读学校学生负性生活事件所带来的应激强度显著高于普通中学生。     

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.     

Teachers' selections of boys and girls as prominent pupils

Over 300 teachers and student-teachers were asked to nominate their most noticeable pupils regarding ability, achievement, behavior, and teacher's preoccupation with them, as defined in eight eminently school-relevant categories. Frequencies of male and female names recorded were employed as measures of teachers' perception of saliency of the two sexes. Respondents recalled significantly more boys as prominent in most categories. More boys than girls were perceived as the best students in general and in mathematics in particular, and as possessing high potential. More boys than girls occupied the minds of these teachers after school. Boys appeared to cause the overwhelming majority of discipline problems. On the other hand, more girls were considered very successful in Hebrew and in social skills. Boys received more nominations in each of their five categories of salience then did girls in any of their two categories of salience. No difference was found between sex-related nominations of experienced teachers and student-teachers. Findings indicate that both teachers and future teachers of the elementary grades perceive boys as the majority of salient students. Moreover, the directions of most sex differences found are stereotypical. Such perceptions, unsupported by objective psychometric evidence, may impede sex equity in school practice, and particularly deprive girls of opportunities of full personal development.Part of this study was presented at the Third International Interdisciplinary Congress on Women, Dublin, Ireland, 1987. We would like to thank Hudda Halabi and Tamar Michaeli for their help in coding.     

3～6年级学生及其教师对师生关系知觉的比较研究

采用师生关系学生知觉和教师知觉问卷,分别由508名3~6年级学生及其16名班主任教师对两者之间的关系进行评价,结果表明:(1)教师和学生知觉的师生关系具有相似的结构成分:亲密性、冲突性和反应性;(2)学生知觉到的师生关系与教师知觉到的师生关系特点有显著的不同:相对于教师而言,4~6年级学生知觉到的师生关系更为消极;而3年级学生知觉到的师生关系则更为积极.(3)快速聚类分析的结果表明,教师知觉和学生知觉的师生关系可以聚为两种相同的类型:亲密型和冲突型.教师和学生知觉类型一致的比例为62.5%;不一致类型的比例为37.5%.(4)在师生关系的类型上,三年级学生知觉到的亲密型比例显著高于教师知觉,而冲突型比例则显著低于教师知觉;六年级学生与此相反.