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31.
Reinhard Pekrun Thomas Goetz Raymond P. Perry Klaudia Kramer Michaela Hochstadt Stefan Molfenter 《Anxiety, stress, and coping》2013,26(3):287-316
Measures of test emotions other than test anxiety are lacking. In a series of six studies, we developed a multi-scale questionnaire assessing test-related joy, hope, pride, relief, anger, anxiety, shame, and hopelessness (Test Emotions Questionnaire, TEQ). Consisting of subscales measuring affective, cognitive, physiological, and motivational emotion components, the scales can be used to identify both trait and state test emotions, and are available in German- and English-language versions. Using a rational-empirical strategy of test construction, we first developed theoretical models of the component structures, antecedents, and effects of different test emotions. We then conducted two exploratory, qualitative studies on the occurrence and structures of these emotions. Finally, based on theory and our exploratory data, we constructed, analyzed, and revised the scales of the TEQ in four quantitative studies. Findings of correlational and confirmatory factor analysis indicate that the scales are reliable, structurally valid in terms of representing different test emotions and components within emotions, and externally valid in terms of correlating significantly with personality, learning, academic achievement, and perceived health problems. Many of these correlations proved to be stronger for test emotions other than anxiety, implying that test anxiety is neither the only relevant test emotion, nor necessarily the most important one. 相似文献
32.
《European Journal of Developmental Psychology》2013,10(6):695-710
The present study examined the associations between mothers' and fathers' psychological control, socioeconomic status (SES) and their role in parents' educational aspirations for their adolescent children. Moreover, we examined to what extent SES and psychological control predicted their child's grade point average (GPA) and educational aspirations. A total of 1,034 Finnish adolescents aged 15 to 16 and their parents (720 mothers, 542 fathers) were surveyed at the beginning of the last grade of compulsory school. The results showed that the use of psychological control was more common among parents with lower SES. Moreover, the lower parents' SES was and the more psychological control they imposed, the lower were their educational aspirations for their adolescent children and lower was their child's GPA. The impact of SES was partially mediated by psychological control. The effects were similar for mothers and fathers. 相似文献
33.
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories 总被引:9,自引:0,他引:9
Children's experiences with their parents and teachers were related to the acquisition of academic skills from preschool through second grade. Individual and group growth curves were estimated, and individual patterns of change were predicted from selected demographic, family, and classroom characteristics to identify multiple pathways to early academic competence. Standardized assessments of language and academic skills and parent and teacher surveys were collected on 511 children beginning in the second-to-last year of child care through the third year of elementary school. As expected, children tended to show better academic skills across time if their parents had more education and reported more progressive parenting beliefs and practices. Statistical interactions between family background and teacher-child relationships indicated that a closer relationship with the teacher was positively related to language skills for African-American children and to reading competence for children whose parents reported more authoritarian attitudes. These results provide further evidence that social processes in classrooms are important for academic competence for children considered at risk for academic problems. 相似文献
34.
Stephen J. Ceci Paul B. Papierno Katrin U. Mueller-Johnson 《Journal of School Psychology》2002,40(6):477-484
In this commentary we explore both putative and potential relationships between school funding and educational outcomes, for which numerous indices and variables have been examined during the past two decades. We conclude that despite large increases in real dollars, there is no readily discernable link between inputs and outputs, although when statistical control is exerted over prior ability, school mix, and teacher turn-over, certain causal inferences appear warranted. However, it can be argued that the dominant analogy should be reconsidered, and schools serving large numbers of needy children may require higher inputs to keep from further declines, much like certain departments of a hospital require disproportionately more resources than others in order to be successful because they deal with problems that are more severe. 相似文献
35.
36.
Sophie Goldingay Danielle Hitch Ann Carrington Sharlene Nipperess Viola Rosario 《Reflective Practice》2016,17(3):334-346
Social work is a discipline that attracts students from diverse academic backgrounds. Many are first in family to attend university, and come to university through alternative pathways such as vocational education. As a result, there are higher levels of attrition compared to other disciplines, especially in the first year. To address this, and in keeping with a commitment to provide accessible education, one school of social work undertook a project to embed academic literacies into the curriculum. This paper used Gibb’s reflective process to explore how this was experienced by team members. Data were collected via staff focus groups at two different points in time across the project and compared. The reflection unpacked a number of tensions experienced by team members, including concerns about potential loss of resources as a result of academics adopting new roles, and concerns about implementing what was seen as Westernised academic skills which may not fit with students’ ways of thinking and creating knowledge. Overfull curricula and constant change also appeared to be of concern. The reflection highlighted that to achieve effective and sustainable change, action was required at multiple levels. 相似文献
37.
Parental Monitoring,Association with Externalized Behavior,and Academic Outcomes in Urban African‐American Youth: A Moderated Mediation Analysis 下载免费PDF全文
Roberto Lopez‐Tamayo W. LaVome Robinson Sharon F. Lambert Leonard A. Jason Nicholas S. Ialongo 《American journal of community psychology》2016,57(3-4):366-379
African‐American adolescents exposed to neighborhood disadvantage are at increased risk for engaging in problem behavior and academic underachievement. It is critical to identify the mechanisms that reduce problem behavior and promote better academic outcomes in this population. Based on social disorganization and socioecological theories, the current prospective study examined pathways from parental monitoring to academic outcomes via externalizing behavior at different levels of neighborhood disadvantage. A moderated mediation model employing maximum likelihood was conducted on 339 African‐American students from 9th to 11th grade (49.3% females) with a mean age of 14.8 years (SD ± 0.35). The results indicated that parental monitoring predicted low externalizing behavior, and low externalizing behavior predicted better academic outcomes after controlling for externalizing behavior in 9th grade, intervention status, and gender. Mediation was supported, as the index of mediation was significant. Conversely, neighborhood disadvantage did not moderate the path from parental monitoring to externalizing behavior. Implications for intervention at both community and individual levels and study limitations are discussed. 相似文献
38.
Family Resource Allocation after Firstborns Leave Home: Implications for Secondborns' Academic Functioning 下载免费PDF全文
Alexander C. Jensen Shawn D. Whiteman Julia M. Bernard Susan M. McHale 《Family process》2017,56(3):766-780
This study assessed secondborn adolescents' perceptions of changes in the allocation of family resources following their firstborn siblings' departure from home after high school, and whether perceived changes were related to changes over 1 year in secondborns' academic functioning. Participants were secondborn siblings (mean age = 16.58, SD = 0.91) from 115 families in which the older sibling had left the family home in the previous year. Allocation of resources was measured via coded qualitative interviews. Most (77%) secondborns reported increases in at least one type of family resource (i.e., parental companionship, attention, material goods), and many reported an increase in multiple types of resources in the year following their older sibling's departure. Consistent with resource dilution theory, perceptions of increases in fathers' companionship, fathers' attention, and mothers' companionship were related to improvements over time in secondborns' academic functioning. 相似文献
39.
Parental involvement,adolescents' self‐determined learning and academic achievement in Urban China 下载免费PDF全文
Self‐determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self‐determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self‐determined learning and (b) Can self‐determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self‐determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self‐regulation and students' academic achievement. 相似文献
40.
The aim of this paper is to contribute to a debate on the particular characteristics of the therapeutic setting in child and adolescent psychoanalytic psychotherapy and its differences from the setting in adult therapy. In our opinion, there is a fundamental difference between these two, as in child and adolescent psychotherapy two distinct aspects co-exist and in some areas, overlap. In this paper, we attempt to delineate these two aspects, following Green’s division of the analytical setting into the active matrix and the casing. We propose that in child and adolescent psychotherapy the therapeutic contract, the active matrix, concerning the necessary conditions for making a therapy psychoanalytic – namely, the therapist’s free-floating attention and the patient’s free associations – is agreed between the therapist and the child/adolescent. We argue that in contrast, the contract regarding the casing – the timings of sessions, the fees and so on – is agreed primarily with the parents or carers of the child/adolescent. Ruptures and possible modifications in both the matrix and the casing of the setting are discussed through the presentation of clinical material. 相似文献