Associations between procrastination,personality, perfectionism,self-esteem and locus of control

To date, many variables but particularly trait-like psychological constructs have been found to strongly contribute to procrastination but the complex relations among these variables collectively have received almost no attention. The purpose of the study was to provide a more profound understanding of the relations between procrastination, perfectionism, big five personality, locus of control and self-esteem. Young adults (162 women, 80 men: M?=?20.98) completed measures of academic procrastination, self-esteem, big five personality, perfectionism and locus of control. Parental criticism was a significant correlate of procrastination, while personality traits of conscientiousness, agreeableness and organisation were inversely associated with procrastination behaviour. These findings suggest that personality-based intervention approaches with the inclusion of family can be more influential in procrastination prevention and treatment.     

Schooling,the Protestant churches and the state in Northern Ireland: a tension resolved

In 1998, Byrne and McKeown examined the churches’ roles in Northern Ireland’s (NI) schooling system. NI was then governed by direct-rule from the UK’s Westminster Parliament. The authors concluded that the desire of the Protestant churches to re-establish their influence in schools was ‘unlikely to succeed’. This was contrasted with the ‘success-story’ of Catholic influence in schooling. This article tracks the fortunes of the Protestant churches in NI’s educational policy developments in the last 18 years. Of particular interest are the government’s proposals to establish an Education and Skills Authority (ESA) under a new Education Bill. A careful reading of the Protestant churches’ annual education reports indicates the alarm with which these proposals were met. In the early years of the new millennium it seemed that the conclusions of the 1998 paper were prescient. However, extensive lobbying by the Protestant churches in a changed (devolved) political context secured almost all their demands. This article concludes that the ‘tension’ (claimed in the 1998 paper) between the Protestant churches and the state has largely been resolved. The article evaluates the significance of recent developments for the Protestant churches and their involvement in schooling. More critically, the propriety of these developments is questioned asking if they mark an advance for the Protestant churches and/or schooling in NI.     

Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned

The primary purpose of this investigation was to examine the effects of a program designed to improve adolescents' relationships with at least one teacher in an urban high school. All participating students were nominated by teachers as having significant emotional and behavioral problems and approximately half of these youth were randomly assigned to an intervention that included increased positive involvement between each student and one teacher within the school. Teacher ratings of students' social, behavioral, emotional, and academic adjustment at pre- and post-intervention indicated that students in the intervention group had higher grade point averages than did students in the control group following the 5-month intervention but no differences were observed on other variables. Challenges associated with conducting school-based, relationship-focused interventions in high-poverty urban environments and several lessons that were learned in the process of initiating this project are discussed.     

中医学在多元文化碰撞背景下的分化与发展

中医学在传统与现代、东方与西方等多重复杂关系交织而成的文化巨网中,几经波澜,出现了明显的分化与发展并存的局面,这是历史的必然.代表性学派有三个,分别从不同角度为中医学的生存与进步积累了资源,现在应该综合集成,创建能够满足时代诉求的新中医.     

Learning engagement as a target for interventions: a qualitative study of first-generation migrant adolescents in Finnish secondary education

Engagement is considered key in measuring student development, offering valuable clues into the adaptation, motivation and participation of students. This article sheds light on the multifaceted construct of engagement and its implications for first-generation migrant adolescents. Participant interviews and observations were conducted to investigate student experiences of engagement and the utility of engagement in intervention designs. Identified determinants of engagement consist of cultural capital, school norms and values, teacher-student relationships and relevance of support services. The results show that engagement goes beyond individual dispositions and achievement and includes learning environments and resources. Keeping in mind the vulnerable position of migrants and the need to ensure equal educational opportunity, a reshaping of engagement-related support services, interventions and school practices is needed.     

Effectiveness Research in the Context of School-Based Mental Health

There are many challenges to transporting evidence-based treatments from laboratories into real-world settings. However, if we hope to make our evidence-based treatments accessible and available to children and usable by community professionals, effectiveness research is imperative. We argue that schools represent an ideal real world setting in which to conduct such research. The goals of this paper are to present the advantages of conducting effectiveness research in the school setting and to encourage clinical researchers to engage in effectiveness research in this location, as there are benefits to children, pre-service professionals, communities, and researchers. We attempt to further advance the literature by discussing the challenges associated with this work and by providing a case example (The Youth Experiencing Success in School [Y.E.S.S.] Program) that demonstrates real world application of our recommendations.     

“I can’t cope seeing my kids … hearing these kinds of prayers.” Parents’ rationale for choosing state-funded Muslim schools in the Republic of Ireland: an ethnographic study

ABSTRACT

The population of Muslims living in the Republic of Ireland has increased significantly in recent years. Despite Muslims being one of the fastest growing minorities in the country, there is a paucity of research on the educational choices of Muslim parents. This study draws on ethnographic fieldwork conducted between 2013 and 2014. Based on semi-structured interviews, this article focuses on the views of Muslim parents and teachers from two Muslim state-funded primary schools in Ireland. The interviews revealed that, for most parents, the schools’ Islamic ethos was an underlying motivation for enrolling their children at Muslim schools. The findings also demonstrate the negative reasons of their choices, such as the lack of accommodation and the feelings of isolation they and their children experienced in non-Muslim schools, which further heightens the perception that Muslim schools in Ireland act as safe environments that protect the cultural and religious identities of Muslim children. The article concludes with some considerations for future research.     

Behavioral Self‐Regulation,Early Academic Achievement,and the Effectiveness of Urban Schools for Low‐Income Ethnic Minority Children

The independent and joint associations between child behavioral self‐regulation ability and school effectiveness in relation to academic achievement were examined in a sample of low‐income African American (n = 132) and Latino (n = 198) children attending kindergarten and first grade across a large metropolitan area. Child behavioral self‐regulation and school effectiveness were positively associated with both reading and mathematics performance. School effectiveness moderated the effect of behavioral self‐regulation on reading but not math achievement. Lower child behavioral self‐regulation during early elementary school was associated with lower reading achievement the following year but only among children attending less effective schools. Behavioral self‐regulation was not related to reading achievement among children attending more effective schools. Implications of these findings for policies addressing disparities in early academic achievement are discussed.     

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior‐management strategies

We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior‐management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior‐specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior‐specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher‐specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur.