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Pamela W. Garner 《Journal Of Applied School Psychology》2017,33(4):288-308
One hundred fifty preservice teachers and 25 in-service teachers were surveyed to examine whether mental representations of relationships, confidence about managing bullying, empathy toward victims, and emotional expressiveness were associated with their peer victimization-related beliefs. Teachers' confidence about managing bullying was positively associated with their prosocial peer beliefs. In addition, the belief that the distress that children experience as a result of being victimized should be dismissed was negatively related to teachers' positive representations. Teachers' reports of positive emotional expressiveness were negatively related to normative, assertive, avoidance, and dismissive victimization-related beliefs and positively related to prosocial peer beliefs. In contrast, teachers' reports of negative emotional expressiveness were negatively related to prosocial peer beliefs and avoidance victimization-related beliefs. In-service teachers reported slightly higher positive expressiveness than preservice teachers did. Minority teachers reported higher scores for positive expressiveness, empathy, and lower negative classroom expressiveness than nonminority teachers did. Implications of these findings for practice are discussed. 相似文献
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家庭收入与儿童早期的社会能力:中介效应与调节效应 总被引:2,自引:0,他引:2
以325名幼儿为被试,收集母亲报告的家庭人均月收入、儿童一般社会能力和家庭环境,及教师报告的师生关系,考察了家庭收入在儿童早期社会能力中的作用,及家庭社会文化环境在其中的中介作用和家庭情感环境在其中的调节作用。结果发现:(1) 高收入家庭儿童的一般社会能力及师生关系质量显著高于低收入家庭的儿童;(2) 在家庭收入对儿童一般社会能力的预测中,家庭社会文化环境中的智力-文化取向与社交-娱乐取向均发挥了中介作用,家庭情感环境中的控制性发挥了调节作用,且家庭智力-文化取向的中介作用受到了家庭控制性的调节;(3) 在家庭收入对师生关系质量的预测中,家庭情感环境中的控制性和矛盾性发挥了调节作用。 相似文献
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Kindergarten and 1st-grade boys were administered social cognitive interviews in 2 consecutive years to investigate the response-generation step of N. R. Crick and K. A. Dodge's (1994) social information processing model. Boys generated responses to 4 types of hypothetical social dilemmas. Responses to these situations were primarily prosocial, with a large minority of avoidant and antisocial solutions. In general, older boys provided more effective solutions than did their younger peers, and stabilities were modest but significant for subcategories of both prosocial and antisocial responses. Boys who were accepted by their peers provided more prosocial and effective solutions than did boys of lower peer status, but no status differences emerged for antisocial responses. The data also suggest that young children view aggression as an acceptable means to solving peer conflict. 相似文献
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从20世纪70年代开始,社会能力的概念为国外研究者广为接受,有关社会能力的理论和实践探索不断深化扩展,西方学者对社会能力的定义和测量、对教师期望、成绩差异、危险行为以及对社会能力的结构、作用和培养方案进行的探讨,极大地增进了教育、心理学工作者对于儿童社会适应和认知发展的理解。西方学者关于社会能力的研究成果对于我国素质教育有着重要的启示。 相似文献
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32名小学数学教师与这些教师所教班级的1691名学生参与了本研究.两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像;并按照学习任务的认知水平与课堂对话的特点进行了编码,采用问卷法测查了学生对数学学习的看法与态度.多水平分析表明:教师的学科教学知识、课堂学习任务的认知水平、课堂师生对话的权威来源与教师运用学生想法的程度对学生数学学习观具有显著预测作用;教师的学科知识对学生数学学习观的预测未达到显著性水平. 相似文献
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Francisco Pons Marc de Rosnay Patrick K. Bender Pierre-André Doudin Paul L. Harris Marta Giménez-Dasí 《The Journal of genetic psychology》2013,174(4):301-317
Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants’ emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications. 相似文献
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以554名3~6年级的小学生为被试,采用量表法、同伴提名法探讨童年中期儿童社交地位、社交自我知觉与孤独感的关系。结果表明:(1)3~6年级小学生的孤独感有显著的性别差异,男生的孤独感显著高于女生。(2)不同社交地位的儿童其孤独感也不同,低接纳组儿童的孤独感显著高于一般接纳组和高接纳组,而一般接纳组与高接纳组儿童的孤独感差异不显著。(3)在高接纳组儿童中,社交自我知觉消极的儿童其孤独感显著高于社交自我知觉一般的儿童,社交自我知觉一般的儿童其孤独感显著高于社交自我知觉积极的儿童;但是在一般接纳组和低接纳组中,社交自我知觉不同的儿童其孤独感并没有显著差异。 相似文献
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研究目的在于验证班主任教师的班级管理效能感对学生学习态度等方面有正向预测作用及其对学生学业效能和学习态度间的关系具有调节作用的假设。通过对109个班级的班主任教师和3066名三到六年级的小学生进行问卷调查,多层线性模型(HLM)分析结果表明:(1)在控制学生性别影响时,学生的学习态度、学习方法和学习技术存在显著的班级水平差异;学生学业效能对学生学习态度、学习方法和学习技术有显著的预测作用,且这一影响强度存在显著的班级水平差异。(2)在控制教师所教年级的影响下,班主任教师班级管理效能的高低对学生学习态度、学习方法和学习技术的班级差异具有显著的预测作用,班主任教师班级管理效能感高的班级,学生学习态度越积极;(3)班主任教师班级管理效能感对学生学业效能与学生学习态度和学习方法之间的关系具有显著的调节作用,班主任教师班级管理效能感越高,学生学业效能对学习态度和学习方法的影响越弱,反之班主任教师管理效能感低的班级,学生学业效能感对学习态度的影响较大。 相似文献
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We examined the relationship between elementary teachers' perceptions and ratings of Attention-Deficit Hyperactivity Disorder (ADHD) symptoms of students and their referral decisions in public schools in Taiwan. One hundred and twenty-one homeroom teachers were randomly selected from six public elementary schools in Taipei County, Taiwan, to participate in the study. The study contained two groups of children, a random sample (n — 478) and a nominated sample (n = 219). Results of the discriminant analyses showed that Chinese teachers' ratings of ADHD could predict group membership as to whether a student had been or might be referred. This study found that, despite the fact that Chinese teachers believed children with scores two standard deviations above the mean had behavior problems, teachers decided not to refer those students. Teachers were more likely to refer children whose scores were three standard deviations above the mean. 相似文献
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本研究以522名小学二、三、四年级的儿童进行间隔1年(两次收集数据)的纵向研究,考察了儿童受欺负稳定性及其与社会能力的关系。结果表明:受欺负在小学儿童中十分常见,但并不是一种很稳定的现象,对大多数儿童来说,受欺负只是一种短暂的经历。在间隔1年的追踪研究中,只有大约6.6%的儿童被连续两次评定为受欺负者。重复测量方差分析发现,儿童的受欺负与社会能力发展有着密切的同时性关联;鉴别分析表明,同伴拒绝、退缩行为是区分儿童受欺负稳定性的两个最主要的社会能力变量。 相似文献
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Assessing Changes in Counselor Trainees' Multicultural Competence Related to Service Learning 下载免费PDF全文
Debbiesiu L. Lee Adam D. Rosen J. Jeffries McWhirter 《Journal of multicultural counseling and development》2014,42(1):31-41
This mixed methods study examined changes in self‐reported multicultural competence and distress reactions of 32 counselor trainees engaged in service learning. Whereas 3 trainees significantly increased in self‐reported multicultural competence, 5 significantly decreased. Trainees who significantly increased in multicultural competence reported less distress; those who significantly decreased reported greater distress. However, changes in multicultural competence appeared to be unrelated to themes uncovered in the qualitative data. Implications for training and practice are discussed. Este estudio de métodos mixtos examinó los cambios en competencia cultural y reacciones de aflicción reportados por 32 consejeros en formación que realizaban prácticas para su aprendizaje. A pesar de que 3 consejeros en formación comunicaron un aumento significativo de su competencia cultural, 5 de ellos reportaron una disminución significativa. Los consejeros en formación que aumentaron considerablemente su competencia cultural reportaron un nivel menor de aflicción; aquellos que disminuyeron considerablemente reportaron mayor aflicción. Sin embargo, los cambios en la competencia cultural no tenían relación aparente con los temas desvelados en los datos cualitativos. Se discuten las implicaciones para la formación y prácticas. 相似文献
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Erik De Corte 《Psychologie appliquee》2004,53(2):279-310
Le domaine de l’enseignement et de l’apprentissage des mathématiques est un exemple des plus représentatives de l’orientation des recherches sur l’apprentissage et l’instruction dans les différentes matières. Au cours du dernier quart de siècle écoulé, ce champ de questionnement a produit nombre d’investigations qui résultent d’une conception de l’apprentissage des mathématiques comme construction sociale de la signification et de la comprehension basée sur la modélisation de la réalité. Dans cet article, quelques tendances majeures et perspectives de recherche s.0s principalement aux Etats‐Unis et en Europe. Il y sera montré que d’une part, les investigations empiriques ont déjà produit des blocs de construction pour l’élaboration d’une théorie de l’apprentissage des mathématiques à partir d’instructions mais que, d’autre part, des questions et des problèmes majeurs requièrent d’être démêlés par la poursuite d’investigations. Ceci y sera documenté de façon exemplaire en utilisant comme cadre de référence quatre composants principaux d’une théorie de l’apprentissage des mathématiques à partir d’instructions: une théorie de l’expertise visant à analyser des compétences dans un domaine; une théorie de l’acquisition tendant à comprendre et expliquer les processus d’apprentissage qui conduisent à la réalisation de compétences; une théorie de l’intervention, focalisée sur la conception d’environnements enseignement‐apprentissage puissants pour provoquer ces processus d’acquisition; et une théorie de l’évaluation s’adressant au développement de méthodes et techniques pour la construction et l’application d’outils et instruments d’évaluation. The domain of mathematics learning and teaching is one of the most representative examples of the subject‐matter orientation in research on learning and instruction. During the last quarter of the past century this field of inquiry has produced a vast body of investigations, resulting in an enriched conception of mathematics learning as involving the (social) construction of meaning and understanding based on modeling of reality. In this article some of the main trends and perspectives in the field of research on mathematics learning and instruction are discussed, and illustrated with examples of empirical research, mainly carried out in Europe and the United States. It will be shown that, on the one hand, the available empirical investigations have already yielded substantial building blocks for the elaboration of a theory of mathematics learning from instruction, but that, on the other hand, major issues and problems need to be unravelled by continued inquiry. This will be documented in an exemplary way, using as a frame of reference four main components of a theory of learning mathematics from instruction: a theory of expertise, aiming at analysing competence in a domain; a theory of acquisition, attempting to understand and explain the processes of learning that are conducive to the attainment of competence; a theory of intervention, focusing on the design of powerful teaching–learning environments for eliciting those acquisition processes; and a theory of assessment, addressing the development of methods and techniques for the construction and application of assessment tools and instruments. 相似文献
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为了探讨变革型领导、教师社会情感能力、教师幸福感和教师职业倦怠之间的关系,研究采用变革型领导量表、社会情感能力量表、幸福感量表和职业倦怠量表对北京791名教师进行调查。结果显示:(1)变革型领导与教师职业倦怠显著负相关;(2)教师社会情感能力在变革型领导和教师职业倦怠之间起独立中介作用;(3)教师幸福感在变革型领导和教师职业倦怠之间起独立中介作用;(4)教师社会情感能力和教师幸福感在变革型领导和教师职业倦怠间起链式中介作用。变革型领导不仅是直接预测教师职业倦怠的重要外部环境因素,而且变革型领导还能通过教师社会情感能力和教师幸福感这两个内部因素的中介作用间接预测教师职业倦怠。 相似文献
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This study used variable- and person-centered data analytic techniques to examine how early adolescents' academic motivation and social-emotional functioning were associated with their self-reported cognitive and behavioral engagement in the middle school classroom. Regression results showed that both motivational and mental health constructs contributed to the prediction of individual differences in classroom engagement. Person-centered analyses revealed between group variation in classroom engagement as a function of differing patterns of motivation and mental health among different subgroups of adolescents. Convergent and complementary information on these subgroups was provided by using two different grouping approaches. Findings are discussed in terms of broad patterns of promise or problems during early adolescence. 相似文献
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Lauren K. Graber Sanam Roder-Dewan Morgan Brockington Tamiya Tabb Renée Boynton-Jarrett 《Journal of aggression, maltreatment & trauma》2013,22(5):581-600
We sought to understand the experiences of parents who participated in Group Well-Child Care (GWCC) and Trauma-Informed GWCC (TI-GWCC). Three focus groups and design sessions with parents from either standard GWCC or TI-GWCC (N = 17) were conducted and synthesized into common themes using thematic analysis. Focus group themes included: (1) GWCC can empower parents to recognize toxic stress; (2) Parents identify ways that they role model behaviors for their child(ren); (3) Activities that facilitate reflection on attachment and anger management encourage intentional parenting practices. Our qualitative findings suggest that TI-GWCC supports the prevention of childhood adversity by creating connections between parents, helping families understand and identify toxic stress, and teaching parenting practices that mitigate stressors. 相似文献
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对话学习与道德教育论 总被引:1,自引:0,他引:1
C .O .Schrag的哲学解释学和K .J.Gergen的社会结构主义等理论对我们阐明以学生活动为中心的对话学习理论具有启发性。对话学习是我们能够开创美好未来的最佳教育理论。人类是通过对话创造未来可能的生活。人类的未来充满各种不确定性 ,惟有对话才能把这种不确定性转化为确定性和可能性 ,并且把未来的可能性转化为学生的创造性活动。学生是在进行对话的过程中表现自己并得到成长。对话是通过语言的相互交流、相互解释和相互理解来达到共识的过程。另外 ,对话既是学生实现自我潜能的过程 ,同时也是创造文化的过程。学生在面对面的相互理解、相互交流、相互切磋的对话过程中能够创造出新的理念。通过这种对话过程 ,学生将创造出更有价值的人生 ,也将创造出道德的和美学的文化共同体。活生生的对话使你和我成为“亲近的我们” ,使共同体的生活更具有道德性和创造性。总之 ,以学生活动为中心的对话学习教育理论的实施将有力地推进学校、国家和人类的充满道德和创造力的文化共同体。我们社会和教育现状也要求 ,必须要从以老师为中心的教育体制转向以学生对话为中心的新的教育体制。 相似文献
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初中数学学习中教师归因与学生自我归因的比较研究 总被引:14,自引:2,他引:12
本文研究了初中数学学习中教师的信念与归因.学生自我的信念与归因以及师生归因的比较,得出如下几点结论:(1)在教师和学生的信念中男生在数学学习中更占优势。但在归因领域里却没有发现显著的性别差异。(2)对最好的学生,教师倾向于努力归因;对最差的学生,教师倾向于基础归囚。(3)最好的学生自我归因时倾向于基础和方法归因,最差的学生倾向于努力和方法归因。(4)师生归因维度上的一般趋势:造成数学学习成功的原因比较稳定、内源、可控;造成数学学习失败的原因也倾向于内源,但比较不稳定,不可控。(5)师生特定归因中的差异广泛存在,建议采取相应的教育对策。 相似文献