排序方式: 共有114条查询结果,搜索用时 46 毫秒
41.
Ashley A. Chesmore Lindsey M. Weiler Heather N. Taussig 《American journal of community psychology》2017,60(1-2):229-241
Coping strategies are believed to protect against the harmful effects of maltreatment on children's psychosocial outcomes. Caregivers are thought to be critical in helping children develop adaptive coping strategies, yet many maltreated children have poor and/or insecure relationships with their parents. A quality relationship with a caring, non‐parental adult (e.g., a mentor), however, may be one strategy to promote healthy coping among maltreated children. Children (N = 154) in this study participated in a mentoring and skill‐based program for maltreated preadolescents placed in foster care. Hierarchical regression was used to assess the association between children's reports of their relationship with their mentor at the end of the intervention and four coping strategies (i.e., Active, Support‐seeking, Avoidance, and Distraction) 6 months following the intervention, while accounting for baseline coping strategies and other demographic factors. Above and beyond the covariates, better mentoring relationship quality was associated with children's greater use of Active and Distraction coping 6‐month post‐intervention. Mentoring relationship quality was not significantly associated with children's Avoidance or Support‐seeking coping. The findings suggest that mentoring programs may be a fruitful approach to improving vulnerable children's coping skills. Healthy coping is hypothesized to protect against the harmful effects of maltreatment and to promote resilience in the face of multiple stressors (Banyard & Williams, 2007 ; Boxer & Sloan‐Power, 2013; Cicchetti & Rogosch, 2009). It remains unclear, however, how best to promote positive coping among maltreated children, who are disproportionately exposed to numerous adverse childhood experiences (Raviv, Taussig, Culhane & Garrido, 2010). Theories of coping emphasize the importance of coping socialization through quality parent–child relationships (Kliewer et al., 2006; Skinner & Wellborn, 1994 ). Unfortunately, many maltreated children are exposed to poor quality and/or inadequate caregiving (Baer & Martinez, 2006), which may place them at risk for engaging in unhealthy or inappropriate forms of coping. It is reasonable to expect that positive relationships with other non‐parental adults (e.g., mentors) would affect coping behaviors given the positive impact that quality relationships have on a myriad of emotional and behavioral child outcomes (DuBois, Portillo, Rhodes, Silverthorn & Valentine, 2011; Keller & Pryce, 2012; Thomson & Zand, 2010 ). Because children in foster care often transition in and out of schools and home environments, a quality relationship with a mentor (a consistent presence in the child's life) may be well suited to promote healthy coping strategies. 相似文献
42.
The proportion of plastic bottles that consumers placed in appropriate recycling receptacles rather than trash bins was examined across 3 buildings on a university campus. We extended previous research on interventions to increase recycling by controlling the number of recycling receptacles across conditions and by examining receptacle location without the use of posted signs. Manipulating the appearance or number of recycling bins in common areas did not increase recycling. Consumers recycled substantially more plastic bottles when the recycling bins were located in classrooms. 相似文献
43.
The effects of similarity and liking in formal relationships between mentors and protégés 总被引:1,自引:0,他引:1
Melenie J. Lankau Christine M. Riordan Chris H. Thomas 《Journal of Vocational Behavior》2005,67(2):252-265
A longitudinal study of mentoring dyads was used to investigate the antecedents and consequences of liking in formal mentoring relationships. Demographic and deep-level similarity were examined as antecedents to liking in mentoring relationships. Following this, the association between the degree of liking and reports of mentoring functions provided was examined. Mentors and protégés differed in the similarity characteristics that impacted their perceptions of the mentoring relationship. Results also indicated that mentors’ level of liking for protégés was not related to protégés’ perceptions of mentoring functions received. Longitudinal data allowed examination of whether early perceptions of similarity predict final evaluations of mentoring functions. Analyses indicate that relationships change over time, further emphasizing the need to examine developmental relationships longitudinally. 相似文献
44.
This study examined employee readiness for fine-tuning changes and for corporate transformation changes. It was proposed that employees would report different degrees of readiness for these two types of change and that different variables would be associated with readiness for the two types of change. Results of regression analyses indicated that trust in peers and logistics and system support displayed strong positive relationships with readiness for fine-tuning changes, while trust in senior leaders and self-efficacy displayed strong positive relationships with readiness for corporate transformation changes. The implications of this study focus on the appropriateness of traditional change management strategies in light of findings that multiple change readiness attitudes exist within an organization. 相似文献
45.
46.
以天津市和甘肃省的教师为被试,探讨了教师社会化过程的影响因素结构,形成了《教师社会化影响因素问卷》。结果表明:(1)教师社会化过程主要受学校社会化策略、教师主动社会化策略、同事支持和家长配合四方面因素的影响;(2)《教师社会化影响因素问卷》具有较好的内部一致性信度、结构效度和区分效度,可作为开展相关研究的评定工具。 相似文献
47.
Tammy D. Allen Lillian T. Eby Kimberly E. O’Brien Elizabeth Lentz 《Journal of Vocational Behavior》2008,73(3):343-357
Research regarding mentoring relationships has flourished during the past 20 years. This article reviews the methodology and content of 200 published mentoring articles. Some of the major concerns raised in this review include over reliance on cross-sectional designs and self-report data, a failure to differentiate between different forms of mentoring (e.g., formal versus informal), and a lack of experimental research. Implications and suggestions for future research are offered. 相似文献
48.
This research examined the role of mentor commitment relative to protégé perceptions of relationship quality within formal mentoring programs. Based on a matched sample of 91 mentors and protégés, the results indicated that mentor commitment related positively to protégé reports of relationship quality. This relationship was stronger for male protégés than for female protégés. The results indicated that protégés reported higher quality relationships when mentors underestimated their commitment to the relationship relative to the protégés estimate of mentor commitment. Suggestions for future research are offered. 相似文献
49.
Frank Linnehan 《Journal of Vocational Behavior》2003,63(1):40-54
Using a longitudinal design, this study explored the relation of urban high school student attitudes toward school, work, and self-esteem beliefs to work-based mentoring, mentor satisfaction, and employment status. Participants included high school students taking part in a formal work-based mentoring program, students who established informal mentoring relationships at work, students who worked without a mentor, and students who were not employed during the academic year. While there were no significant group differences in the measures at the start of the year, results at the end of the year showed that students in the formal mentoring program believed more strongly that school was relevant to work than those who worked without a mentor. Students with mentors had higher levels of self-esteem than those who did not work. Students who were highly satisfied with their mentors had higher levels of self-esteem and believed more strongly that school was relevant to the workplace than students who did not work. The implications of these results are discussed and future research areas are identified. 相似文献
50.
This study examines the predictors and outcomes of mentoring received by participants of a 12-month formal mentoring program. Based on relationship theory, we examined how the personality of the individuals in the mentoring dyad, their perceived similarity, and mentor perceived support for mentoring contributed to relationship outcomes. The study includes data from both mentors and protégés at the program launch, midway through the program, and at program close. Mentor proactivity was related to more career and psychosocial mentoring; protégé’s perceptions of similarity to the mentor was related to more psychosocial mentoring. More mentoring was related to positive protégé and mentor outcomes, including improved protégé career clarity over the duration of the study. 相似文献