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991.
Sven-Eric Liedman 《Studies in Philosophy and Education》2002,21(4-5):313-333
Schools have existed since timeimmemorable. From the perspective of the modernworld, the most radical change has been thatschools are now expected not only to reflectcurrent reality, but also to prepare its pupilsfor a changing world. In this article, Wilhelmvon Humboldt's great university reform ishighlighted. Humboldt's ideas of Bildungwere never fully realised in the universitysystem, due to a structural contradiction inhis university plan between specialisedresearch and all-embracing philosophy. The ideaitself, however, remains fruitful, especiallyif combined with John Dewey's moredown-to-earth conceptions. 相似文献
992.
Using conflict narratives reported by children and adolescents, this study investigated the development and social functions of social aggression in comparison to physical aggression. A total of 510 participants in two cohorts of a longitudinal study were involved (116 girls and 104 boys from Grade 4 and155 girls and 135 boys from Grade 7). Patterns of social aggression and physical aggression were identified based on interview reports in the first year of the study. Results showed that a triadic structure of social relationship was often reported in conflicts where social aggression was employed, whereas a dyadic structure was reported in conflicts involving physical aggression. Girls tended to use social aggression against girls, whereas boys tended to use physical aggression against boys. Children and adolescents who were central in peer social networks were more likely to employ social aggression than those who were peripheral in the networks. Social aggression was not reliably linked to concurrent or future problematic adjustment. Physical aggression, however, was not related to network centrality but was linked to concurrent and future maladjustment (e.g., low academic competence and school dropout). Aggr. Behav. 28:341–355, 2002. © 2002 Wiley‐Liss, Inc. 相似文献
993.
The purpose of this study was twofold: (1) to investigate the relationship between gender-role identity and attitudes toward marriage by comparing Bem's gender schema theory and Spence's multifactorial model of gender identity; (2) to examine the effects of gender-segregated school backgrounds on gender-role identity and attitudes toward marriage. A total of 524 male and 696 female Japanese college students completed the Japanese version of the Bem Sex Role Inventory and a series of questions regarding attitudes toward marriage. Overall results were more supportive of Spence's multifactorial model. The effect of school background was found only in women; women without any coeducational school background had relatively strong masculinity and desired to marry at an older age, but tended to have a conservative opinion about men taking nontraditional roles. 相似文献
994.
Charmaine K. Higa Eric L. Daleiden Bruce F. Chorpita 《Journal of psychopathology and behavioral assessment》2002,24(4):247-258
Kearney and Silverman (1993) developed the School Refusal Assessment Scale (SRAS) to assess the function of and to prescribe treatment for school refusal behavior. The present investigation examined the psychometric properties and clinical utility of the SRAS in a multiethnic sample. Participants were 30 children and their mothers who were identified as school refusers after an initial screening. Results indicated that scales measuring negatively reinforced school refusal were intercorrelated, whereas scales measuring positively reinforced school refusal were not. Concurrent validity of dimensional and categorical scoring algorithms was examined. Although parent–child agreement was relatively low, validity analyses suggested that each reporter contributed important information. Clinical implications and areas for future research were discussed. 相似文献
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997.
中学生学习策略量表编制的研究 总被引:12,自引:0,他引:12
在自我调节学习理论、信息加工理论和国内外有关学习策略研究的基础上,根据我国中学生学习的实际情况编制了中学生学习策略量表,并进行了信度、效度检验。研究发现中学生运用学习策略有如下特点:①在使用学习策略方面存在着年级差异,有随年级增长递减的趋势;②女生在调控策略水平上显著高于男生,而男生在认知策略水平上略高于女生。 相似文献
998.
中学生人格特征与应对方式的相关研究 总被引:33,自引:2,他引:31
通过对782名中学生应对方式、人格特征(A型人格、自我价值感)的测试,探讨人格特征与中学生应对方式的相关以及不同人格中学生应对方式的特点。结果表明:(1)中学生的人格特质(A型人格和自我价值感)与应对方式有显著的相关。(2)不同人格特征中学生应对方式之间有显著差异。A型人格的中学生倾向于使用着重情绪的应对方式,相比B型人格的中学生较少使用着重问题的应对方式。高自我价值感的中学生更多使用问题解决和求助应对方式,低自我价值感的中学生更多采用幻想应对方式。 相似文献
999.
Latino student dropout is a national concern that must also be addressed strategically in local communities. Although national studies are important for pointing out areas of concern, local studies can provide more specific information for local policy development and implementation. This paper presents an example of local community-initiated needs assessment that addresses issues of Latino access to education. Focus groups and interviews were held with Latino students, parents, and community leaders as well as teachers and administrators. Issues and strategies of the needs assessment process are presented, which include involving key stakeholders, engaging community members as research partners, and engaging school personnel. General findings are presented and linked to accomplishments of the needs assessment process, such as increasing community awareness of issues and building commitment to implement strategies identified to reduce Latino student dropout. 相似文献
1000.