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861.
In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity. 相似文献
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Yixin Jiang Lucy A. Tully Matthew T. Burn Patrycja Piotrowska Daniel A. J. Collins Caroline Moul Paul J. Frick David J. Hawes Eva R. Kimonis Rhoshel K. Lenroot Vicki Anderson Mark R. Dadds 《Journal of child and family studies》2018,27(11):3457-3467
While there has been increasing interest in promoting father engagement in parenting interventions for child wellbeing, both research and practice endeavors have been hindered by a lack of a measure of father engagement practices. This paper reports the development and evaluation of a comprehensive, practitioner-report measure of father engagement practices–—the Father Engagement Questionnaire (FEQ). Practitioners (N?=?589; 84.5% females; mean age?=?38.56) involved in delivering parenting interventions in Australia completed the FEQ, along with background demographics and questions regarding their own and organization’s practice. A separate sample of 28 practitioners completed the FEQ twice, with a two-week interim, to assess test–retest stability of the measure. Exploratory factor analysis revealed five factors corresponding to the measure’s five intended content areas: Confidence in Working with Fathers, Competence in Using Engagement Strategies, Perceived Effectiveness of Engagement Strategies, Frequency of Strategy Use, and Organizational Practices for Father Engagement. Each of these scales demonstrated adequate internal consistency reliability and test–retest stability. As the five scales appear to be related but distinct, it is recommended that the FEQ is used as a multidimensional measure of father engagement. In terms of predictive validity, higher scores on the Confidence in Working with Fathers, Frequency of Strategy Use, and Organizational Practices for Father Engagement scales were associated with a higher likelihood of practitioner-reported father attendance. The results provide support for adequate psychometric properties of the FEQ as a research and clinical tool for assessing and monitoring father engagement practices. 相似文献
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The purpose of this research was to compare the life-, job-, and health-related experiences of those who perceive an unanswered occupational calling to those who (1) are living a calling and (2) perceive no calling at all. Surveys containing measures of callings, work engagement, job involvement, career commitment, life and job satisfaction, turnover intentions, physical health and emotional well-being were administered to 378 American academics. As expected, academics with an answered occupational calling tended to report better job attitudes and domain-specific satisfaction and less withdrawal intentions than those who reported an unanswered occupational calling or no calling at all. Furthermore, those who did not have a calling to a particular vocation reported better life-, job-, and health-related outcomes than those experiencing an unanswered calling. Surprisingly, only those academics experiencing an unmet calling reported significantly poorer physical and psychological health as compared to the other two calling groups. These results are consistent with the self-determination theory, which predicts that those who are able to satisfy their basic psychological needs reap benefits in terms of psychological growth, optimal functioning, and wellbeing. The study contributes to the literature on callings by showing that having a calling is a benefit only if it is met, but can be a detriment when it is not as compared to having no calling at all. 相似文献
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