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141.
José Sergio Fonseca de Carvalho 《Journal of Global Ethics》2018,14(1):11-22
ABSTRACTThe present article aims at examining the specific difficulties that the school form – the modern educational institution par excellence – faces in order to attain hospitality as the raison d'être of the educational process. Educational activity is here understood as a form of hospitality which involves caring for the newcomers and for the physical and symbolic place into which they arrive. A cinematographical narrative drawn from Bégaudeau’s Entre les Murs supplements this analysis of some of the challenges we are faced with when dealing with students from different national backgrounds, beliefs and forms of life. 相似文献
142.
Tatiana Geron 《Journal of Global Ethics》2018,14(1):23-33
ABSTRACTIn the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of risk for detention and deportation. We identify three stances that U.S. schools may take in the face of a potential ‘school-to-deportation pipeline.’ Schools that engage in intentional collaboration actively increase detention and deportation by referring students to immigration officials for criminal, non-criminal, and even non-disciplinary activity. Schools that engage in predictable complicity may not intend to subject their undocumented and unaccompanied minor students to detention or deportation, but still put students at risk by involving police in school policies. We argue that U.S. schools should instead engage in proactive protection of immigrant students and families, including actively resisting federal policies when necessary. 相似文献
143.
Aitana Fernández-Sogorb Cándido J. Inglés Ricardo Sanmartín Carolina Gonzálvez María Vicent y José Manuel García-Fernández 《International Journal of Clinical and Health Psychology》2018,18(3):264-272
Background/Objectives
This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal.Method
The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C).Results
Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal.Conclusions
These findings may be useful for the assessment and treatment of anxious symptoms originated at school. 相似文献144.
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146.
The purpose of this study was to examine the effect of locus of control on university students' mental health and to examine possible mediational roles of self-esteem and coping. A total of 418 university students completed Rotters I-E Scale, Self-liking/self-competence Scale, Endlers Coping with Stressful Situations Scale and Depression, Anxiety and Stress Scale. The results showed that external locus of control, lower self-liking and self-competence, as well as less problem-focused and more emotion-focused coping predict more symptoms of depression, anxiety, and stress in university students. However, mediational analysis revealed that the effect of locus of control was fully mediated by self-esteem and coping, with self-liking and emotion-focused coping being the strongest mediators. Results suggest that beliefs about control affect beliefs about one's self-worth and coping strategies, which in turn can affect one's mental health. 相似文献
147.
采用负性生活事件量表、自我批评量表、亲子关系量表和青少年自我伤害行为问卷对333名初中生进行测查,探讨负性生活事件对初中生自我伤害行为的影响及作用机制。结果表明:(1)负性生活事件对初中生的自我批评和自我伤害行为均有显著的正向预测作用;(2)自我批评在负性生活事件与初中生自我伤害行为之间起着部分中介作用;(3)负性生活事件和自我批评的关系(中介效应的前半段路径)受到亲子关系的调节,即负性生活事件对自我批评的正向影响随着父子关系和母子关系的增强而减弱。因此,负性生活事件和初中生自我伤害行为之间存在有调节的中介效应。 相似文献
148.
Ian Whitacre 《认知与教导》2018,36(1):56-82
I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences. 相似文献
149.
为探讨自1999年高校国家助学贷款政策出台以来,我国贫困大学生心理健康状况的变迁,本研究对106篇1998至2015年间采用SCL-90量表的研究进行了横断历史元分析,考察了贫困大学生心理健康状况随年代的变化趋势。结果表明:(1)SCL-90量表中9个因子的分数均值均与年代呈负相关,年代对各因子变异的解释在4%至16%之间;1998年到2015年这18年来,各因子均值平均下降范围(效果量d)在0.24至0.55个标准差之间,其中强迫、抑郁和精神病3个因子均值变化尤为明显。这表明贫困大学生整体心理健康的状况在缓慢提升。(2)与中部地区相比,东部和西部地区贫困大学生心理健康水平18年来提高更明显。(3)虽然不同性别贫困大学生各因子历年变化差异并不明显,但女生抑郁和精神病两方面改善略快。此外,普通元分析结果表明总体上贫困男大学生比女大学生心理健康状况要好。 相似文献
150.
采用学生感知教师支持行为问卷和中学生心理素质问卷,对西南地区两所中学7~12年级的824名在校中学生进行调查研究,探讨教师整体支持和不同类型支持与中学生学业成绩的关系及心理素质在其中的中介作用。结果发现:(1)教师整体支持与中学生心理素质、学业成绩间存在显著正相关;教师情感支持与中学生心理素质、学业成绩间存在显著正相关,教师学习支持、能力支持与中学生心理素质存在显著正相关,但与学业成绩相关均不显著;(2)控制性别和年龄后,心理素质在教师整体支持与学业成绩的关系中起完全中介作用;心理素质在教师情感支持与学业成绩关系中起部分中介作用,在教师学习支持与学业成绩、教师能力支持与学业成绩关系中均起完全中介作用。 相似文献