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221.
中学生生活满意度的跨文化比较研究 总被引:3,自引:0,他引:3
目的:比较不同国家(地区)中学生生活满意度的差异。方法:运用《多维学生生活满意度量表》对爱尔兰、美国、高加索、以色列、中国五个国家(地区)共计1345名中学生的生活满意度进行了测量。结果:(1)五国(地区)中学生高一般生活满意度组人数分布百分比由多到少依次为爱尔兰、美国、高加索、以色列、中国;(2)五国(地区)女生的家庭满意度高于男生,男生的学校满意度高于女生;(3)爱尔兰学生的家庭满意度最高,中国学生的朋友和学校满意度最高,以色列学生的生活环境满意度最低、自我满意度最高;(4)性别和国家(地区)对中学生的学校、生活环境、自我的满意度存在交互作用。结论:不同国家(地区)中学生的生活满意度存在差异,社会文化背景是影响中学生生活满意度的重要因素。 相似文献
222.
Psychosocial Predictors of Psychological Distress in Taiwanese Secondary School Boys and Girls 总被引:1,自引:0,他引:1
This study was designed to investigate predictors of psychological distress in secondary school boys (n =779) and girls (n = 893) in Taiwan. Participants completed anxiety and depression scales as part of a larger study. Gender, GPA, parenting
practices, self-esteem, and personality/satisfaction were significantly correlated with psychological distress. Significant
gender differences were found in students' psychological distress, GPA, stereotyped thinking, academic self-expectations,
parental expectations, parenting practices, and mother's education level. Stepwise regressions revealed that self-esteem was
the only significant predictor for boys; it accounted for 40.9% of the variance in their psychological distress. GPA, family
income, self-esteem, and parenting practices were significant predictors for girls; they accounted for 42.6% of the variance
in girls' psychological distress. Research recommendations and educational implications are discussed. 相似文献
223.
Family involvement in children's education is fundamental for academic success. This study extended the research on the Family Involvement Questionnaire for Early Childhood (FIQ-EC) by further developing the measure and testing its use with low-income urban elementary students. Exploratory and confirmatory factor analyses affirmed three salient and reliable family involvement dimensions for a large sample of urban first- through fifth-grade students: Home-based Involvement, School-based Involvement, and Home–School Communication. Multivariate analyses demonstrated the significance of caregiver educational background, family characteristics, and child gender to involvement dimensions. Caregiver age or children's grade level did not significantly relate to family involvement dimensions. This study contributes to evidence for a multidimensional understanding of family involvement. 相似文献
224.
The present study tested a theoretical model advanced to understand the direct and mediated effects of social disadvantage, neglectful parenting, and punitive parenting in the developmental trajectory of aggressive and antisocial behavior in young school‐aged children. To test the model, families of 310 first grade children and 361 fifth grade children, participating in a universal prevention trial in high‐risk areas of a medium‐sized metropolitan area, provided data. Multi‐method and multi‐source indices of the four predictive constructs (Social Disadvantage, Denial of Care Neglect, Supervisory Neglect, and Punitive Discipline) were obtained at the time of enrollment. Multi‐method and multi‐source indices of the criterion construct (Aggression and Antisocial Behavior) were obtained at the time of enrollment and at a five year follow‐up. Based on structural equation modeling, the results established care neglect as a mediator of social disadvantage, and the importance of care neglect to both punitive discipline and antisocial outcomes in the first‐ and fifth‐grade cohorts. Supervisory neglect, however, was important in the antisocial outcome of the fifth‐grade cohort only. Overall, the results established the importance of distinguishing between two subtypes of neglect and the need to consider the role of discipline in concert with neglect when attempting to understand the impact of parenting on the development of antisocial behavior. Aggr. Behav. 30:187‐205, 2004. © 2004 Wiley‐Liss, Inc. 相似文献
225.
以233名中学生为调查对象,测查了他们偶像崇拜的结构特征、类型,及其与自我评价的关系。结果发现:①中学生偶像崇拜结构的3个因素从高到低依次为:认同、情感、行为。三因素在性别和年级上存在差异;②中学生偶像崇拜结构内部各因素之间、崇拜特征与自我评价在许多因素上存在显著相关;③中学生偶像崇拜可分为3种类型:感性型崇拜者(21.00%)、中间型崇拜者(32.88%)、理性型崇拜者(46.12%),按积极性排序依次为理性型崇拜者、感性型崇拜者、中间型崇拜者。 相似文献
226.
227.
中学生自我控制能力问卷的编制及其调查 总被引:5,自引:0,他引:5
本研究的目的是编制一套“中学生自我控制能力问卷”,并运用问卷调查了上海地区的885名预初至高二的学生,对中学生自我控制能力的特点进行了探索。研究结果表明:(1)中学生自我控制能力问港山情绪自控、行为白控和思维自控三个维度组成;(2)中学生自我控制能力问卷具有较高的信效度;(3)中学生自我控制能力成正态分市;(4)中学生自我控制能力在年级及性别上的差异非常显着;(5)中学生自我控制能力的发展还不稳定,处于波动之中。 相似文献
228.
中小学教师应对方式相关因素研究 总被引:6,自引:0,他引:6
本文通过对530名中小学教师应对方式、一般自我效能感、社会支持的测试,探讨了三者之间的关系。结果表明:(1)教师一般自我效能感、社会支持对教师采用何种应对方式具有间接或直接的预测作用,且它们可能分别对某种类型的应对方式更具重要性。(2)高自我效能感、高社会支持的教师更倾向于采用适应性应对方式;低自我效能感、低社会支持的教师更倾向于采用情绪指向的应对方式。(3)教师一般自我效能感、社会支持的增加有助于教师压力的缓解和适应性应对方式的采用。 相似文献
229.
George R. Holmes Aldo Galeazzi Emilio Franceschina George F. McNulty Angela Q. Forand Sandra R. Stader deRosset Myers Jr. Harry H. Wright 《Journal of Behavioral Education》2004,13(2):117-133
The School Reinforcement Survey Schedule (SRSS) was administered to 2,828 boys and girls in middle schools in the United States and an Italian translation was administered to 342 boys and girls in middle schools in Northern Italy. An exploratory factor analysis using half the American data set was performed using maximum likelihood estimation with a promax rotation. This analysis produced a structural equation model with six interpretable latent variables. This analysis was confirmed by results demonstrating a good fit with the other half of the American sample and separately with the Italian sample. Scores for the six latent variables were constructed and information about the distribution of scores was obtained. Multiple comparisons of the means were performed by gender, within each national sample, for each of the six latent variables. American and Italian girls report obtaining greater enjoyment from a wider variety of school activities compared to American and Italian boys. 相似文献
230.
该研究使用移动视窗技术考察了初二和高一年级中的高低语言理解能力被试语篇阅读过程中将当前信息与背景信息之间建立联系,建构语篇连贯表征的连贯推理加工特点。结果表明:(1)不同语言理解能力个体对语篇中明确提及信息的记忆无差异,但在阅读过程中进行连贯推理上存在差异。(2)个体进行连贯推理的速度和准确度会随年龄增加有所提高。 相似文献