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1.
张云喜 《湖南广播电视大学学报》2013,(3):78-81
本研究采用知觉压力量表（CPSS）、生活满意度指数A量表（LSIA）、简易应付量表对253名幼儿教师进行了调查研究,探讨幼儿教师的生活满意度、应对方式与知觉压力之间的关系。结果表明：不同年龄、婚姻状态的幼儿教师其知觉压力、生活满意度水平具有明显的差异;生活满意度与积极的应对方式对幼儿教师的知觉压力水平具有显著的负向预测作用;积极应对方式在生活满意度与知觉压力水平之间起部分中介作用。因而,提高生活满意度,采用积极的应对方式能够降低幼儿教师的知觉压力水平。 相似文献
2.
Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents’ perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors using Mplus. Self-efficacy beliefs were found to influence student parents’ perceptions of satisfaction at school, in the family and with life in general. Perceptions of one’s capacity to manage multiple roles (i.e. school–family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children’s ages, partner status and enrolment status (i.e. full/part-time studies). 相似文献
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4.
胡碧霞 《连云港教育学院学报》2013,(2):84-87
家园共育是家庭和幼儿园相互合作、家长和教师共同教育幼儿的过程。家长和幼儿园教师是家园共育实践的主体,二者有角色分工的不同,但没有主次之别。建立必要的管理制度、创建有效的组织机构、构建恰当的评价体系是实现家园共育的保障机制。创新家园沟通的途径、灵活运用家因沟通的方法是实现家园共育的策略。 相似文献
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《Journal of Further & Higher Education》2012,36(4):393-403
To date little is known about the effects of financial hardship on student parents, who remain a significant although largely unrecognized proportion of the student population. The objective of this study was to gain an insight into their concerns and illuminate issues which may have far‐reaching consequences not only for the mental and physical health of student parents but also for their children. Interviews were conducted with 12 women who are parents balancing home life with studies and, in some cases, work. Questions were directed at obtaining information relating to both direct and indirect pressures of financial hardship on home and family life. Questioning covered eight topics: change in lifestyle; financial situation; work; sacrifices—financial or otherwise; financial resources; financial impact on mental or physical health; impact on children; doubts over worth of study. For the majority, financial adversity affected their psychological well‐being. In many cases parents reported that their own stress adversely affected their children. Questions were also raised regarding parents' ability to meet the dietary needs of their children. Quality of home and family life also suffered as a consequence of financial hardship. Students' reflections on their experiences offer a clear insight into the emotional costs of further education exacerbated by financial hardship for both them and their family. 相似文献
6.
目的:探讨高校女教师的生活质量状况。方法:采用自编的高校女教师生活质量问卷,对云南某高校634名女教师生活质量进行断面调查。结果:受测高校女教师生活质量各维度得分与总得分均处于中等以上水平;已婚女教师生活质量各维度得分均优于未婚女教师;行政岗位女教师在生活方式、家庭和谐两维度上得分高于专任教师岗位女教师;家庭结构为大家庭的女教师在家庭和谐、人生价值维度得分高于其他家庭结构的女教师;本科以下学历女教师在生活方式、生活期望维度得分高于其他学历女教师,以上差异均达到统计学显著水平。结论:婚否、家庭结构、学历及工作岗位是影响高校女教师生活质量的重要变量。 相似文献
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Estefanía Estvez Lpez Juan Herrero Olaizola Beln Martínez Ferrer Gonzalo Musitu Ochoa 《Psychology in the schools》2006,43(3):387-400
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self‐esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self‐esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 387–400, 2006. 相似文献
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Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study, teachers’ experiences and perceptions of effective parental involvement in the private middle school context of Turkey were examined. Participants are 38 teachers, from five different schools, who were selected by the maximum variation sampling technique. This study provides an insight into how teachers make sense of the educational involvement of the middle to high socio economic status (SES) parents with whom they theoretically share similar cultural capital. The findings of this collective case study demonstrate there are important misunderstandings and related tensions among parents and teachers over the roles of each party. Teachers believe that parents’ educational roles are mostly performed at home. On the contrary, parents are shown as having a higher desire to participate in educational decisions. This divergence between parents and teachers seems to decrease productive partnerships between the two parties. Future studies are needed in order to search for collaboration mechanisms that would work for all actors involved. 相似文献
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Lorraine Wilgosh Laura Nota Kate Scorgie Salvatore Soresi 《International journal for the advancement of counseling》2004,26(3):301-312
This study is part of an on-going research program exploring life management in families of children with a variety of disability characteristics and age ranges. Scorgie, Wilgosh, and McDonald (1996) used a qualitative, interview methodology to identify effective strategies, qualities, and transformational outcomes for parents of children with disabilities who had been identified, by service agencies, as having effective life management strategies. A larger group of parents, from similarly identified, effectively managing families, was surveyed (Scorgie, Wilgosh, & McDonald, 1997), using the Life Management Survey (LMS) developed from the nine themes found in the qualitative study, supporting the original findings. A replication of the LMS survey study (Wilgosh, Scorgie, & Fleming, 2000) confirmed the previous findings with parents who were not preselected as effective life managers. In fact, the consistency across the three Canadian studies supported examination of family life management cross-nationally. The present study shows that Catholic Italian parents of children with disabilities have patterns of effective life management strategies, parent qualities, and parent transformational outcomes which characterize them and are similar to those of the Canadian parents. However, in the Italian study, some differences were found related to type of disability, emphasizing the need for qualified professional support, guidance and counselling, focused on the unique needs of each family, as related to the child's disability needs. 相似文献
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家庭是儿童接触最早的环境,也是接触最多的环境,父母是孩子人生的第一位老师,因此家庭环境对每个儿童的影响是根深蒂固的。许多研究都发现家庭环境对学习障碍儿童有影响,文章从家庭物质环境和家庭精神环境来论述其对学习障碍儿童的影响及建议。 相似文献
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Taina Huurre Hillevi Aro Ossi Rahkonen Erkki Komulainen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):41-53
Background Education fundamentally shapes an individual's life chances and social status. Duration and level of education are associated with people's incomes, socio-economic status, living standard, lifestyle and the respect and esteem they enjoy. Failure to fulfil educational potential may have long-term consequences for later occupational and social life, as well as creating problems for society at large. Purpose The aim of this prospective follow-up study was to investigate which health, lifestyle, family and school factors in adolescence had the strongest impact on educational level attained in adulthood. Sample The original study population included all 9th-grade school pupils aged 16 years attending secondary school in spring 1983 in Tampere, Finland (n = 2269). Subjects were followed up at 32 years of age in 1999 (n = 1471). Design and methods In 1983, 2194 pupils (96.7%) with a mean age of 15.9 years (SD 0.3 years) completed questionnaires during school hours. The questionnaire included questions about psychological and somatic health, lifestyle, family background, school factors and life events. In 1999, postal questionnaires were sent to the same study population when they were 32 years old. The follow-up questionnaire included basically the same questions about health and lifestyle as in adolescence and age-appropriate versions of questions about social relations and life events. Education was measured by the highest level of attained education. The follow-up cohort totalled 2091 persons (92%), and the response rate was 70.3% (n = 1471). The univariate associations between independent variables in adolescence and attained educational level in adulthood were analysed using the χ2 test, and Student's t-test where appropriate. Multivariate logistic regression analyses using forward stepwise procedure were used to determine which factors in adolescence had the strongest impact on adult educational level. Results Several health, lifestyle, family and school factors in adolescence were univariately associated with educational attainment in adulthood. Multivariate analyses showed that, in both genders, low school achievement and manual class of origin were the strongest predictors of low educational level in adulthood. Additional significant predictors among females were poor perceived health status, spending less leisure-time on hobbies and more on dating, and among males, poor relationships with teachers and heavy drinking. Conclusions Mid-adolescence is an important period for future educational life trajectory. Based on our study results, more attention should be paid to adolescents with school difficulties, unhealthy lifestyle and poor perceived health. It is also important to promote educational equality in relation to family background. 相似文献
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Wolfgang Lehmann 《European Journal of Education》2021,56(1):41-52
This article offers a tentative exploration of how working‐class students' mobility is affected by the push to enter middle‐class careers and lifestyles, and the pull of their working‐class origins. Based on a nine‐year qualitative longitudinal study of working‐class students at a Canadian university, I will show that few study participants experienced mobility as an uncontested or linear trajectory. Two key storylines can be identified: (a) a story of adjustment, modification and contentment; and (b) a story of conflict, loss, and struggle. For most, educational mobility was tempered by revisions of occupational ambitions, by returns to their home communities and by lifestyle choices that do not fit simple narratives of status mobility. And yet, all expressed a growing sense of self‐confidence, appreciated their education as an experience of personal growth, and achieved on their own terms, in post‐graduate education and newly discovered careers. 相似文献
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Lukomski J 《Journal of deaf studies and deaf education》2007,12(4):486-494
This study examined differences between deaf and hearing students' perceptions of their social emotional adjustment as they transition to college. The 16PF-Adolescent Personality Questionnaire Life Difficulties Scale was completed by 205 deaf students and 185 hearing students. A multivariate analyses of variance and subsequent univariate tests found that deaf students rated themselves as experiencing significantly higher home life difficulties than hearing students, and deaf students rated themselves as having fewer coping difficulties than hearing students. Results also revealed a hearing status by gender interaction with deaf females rating themselves significantly higher on worry than deaf males, hearing females, and hearing males. An exploratory factor analysis of the Life Difficulties subscales yielded three factors of life difficulties for deaf college students but only two factors for hearing college students. These findings suggest that there are differences between deaf and hearing students who are transitioning to college with regards to their social-emotional adjustment. 相似文献
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利用生活满意度问卷和体育生活方式问卷,以安徽省575名在职高校教师为调查对象,从体育需要、体育行为、体育锻炼场所、体育锻炼项目和体育消费等方面,对安徽省高校教师体育生活方式和生活满意度关系进行研究,结果表明,经常参加体育活动的高校教师生活满意度得分高于不经常参加体育活动的教师;在体育行为方面,不同体育锻炼频次和时间的教师总体生活满意度以及各个维度的生活满意度具有显著性的差异,且体育锻炼的频次和时间与生活满意度呈正相关;安徽省高校教师体育消费在500元以上的生活满意度最高,进一步说明了经济是生活满意度的重要影响因子。 相似文献
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周文斌 《昭通师范高等专科学校学报》2011,33(5):56-58
运用清华大学李虹教授(2004)提出的生命愿景理论,通过对昭通市部分中小学教师及昭通师范高等专科学校学生进行生命愿景的测量,比较两者之间的差异,结果表明:中小学教师的生命愿景水平在"追寻生命意义"方面明显高于在校大学生,在"生命控制感"、"积极的生命意义"、"消极的生命意义"等方面则无明显差异. 相似文献
16.
ObjectiveTo explore key person’s perspectives of foster home placement or notification of risk of harm to Social Services of children with severe obesity.MethodsThis case study research was performed in the southwest of Sweden and based on interviews with nine informants: a foster home youth, two foster parents, a social worker, two hospital social workers, a pediatric physician, a pediatric nurse, and a psychologist. Content analysis was used for narrative evaluations, within- and cross case analyses and displays.ResultsPositive health outcomes of the foster home placement were described as a healthy and normalized weight status, a physically and socially active life, and an optimistic outlook on the future. The foster parents made no major changes in their family routines, but applied an authoritative parenting style regarding limit setting about sweets and food portions and supporting physical activity. The professionals described children with severe obesity as having suffered parental as well as societal neglect. Their biological parents lacked the ability to undertake necessary lifestyle changes. Neglected investigations into learning disabilities and neuropsychiatric disorders were seen in the school and healthcare sector, and better collaboration with the Social Services after a report of harm might be a potential for future improvements. Rival discourses were underlying the (in) decision regarding foster home placement.ConclusionA child’s right to health was a strong discourse for acting when a child was at risk for harm, but parental rights are strong when relocation to a foster home is judged to be necessary. 相似文献
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Undergraduate students who major in science make diverse career choices. Two such career choices are medical technologists and science teachers. One possible reason for science majors selecting different career choices might be attributed to varied personality dimensions. The purpose of this study was to identify a set of personality attributes that distinguish practicing medical technologists from practicing science teachers. The subjects of this study consisted of 83 medical technologists and 57 science teachers. Eysenck Personality (EPI) was utilized to investigate the personality attributes of subjects in terms of Eysenck's personality variable of Extroversion-Introversion and Neuroticism-Stability. Vocational Preference Inventory was utilized to investigate the vocational personality profile of subjects in terms of Holland's classification of occupations and work environment. Data with EPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. However, there was found a significant difference between the two groups with respect to Eysenck's personality variable of neuroticism. Data with VPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. Both the groups were characterized by the personality profile of IAS (Intellectual-Artistic-Social). This profile was different from that required earlier in literature. 相似文献
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王健 《集美大学学报(教育科学版》2012,(1):51-55
生活时空中教育面临的价值困境是生命意义的缺失。学校教育缺乏生命关怀,家庭教育存在爱的错位与扭曲,社会弥漫浮躁风气。关怀生命的教育,旨在塑造个性自由而全面发展的个体,倡导尊重生命、珍惜生命、呵护生命,激发生命的活力,张扬生命的个性,提升生命质量。关怀生命,找回缺失已久的教育本真,需要真正理解教育的真谛,用师者的生命体验点燃学生的生命之灯;以教育实践的生命化,实现个体生命的张扬;构建和谐的亲子关系,引领孩子积极的生命体验;渲染生命至上的教育氛围,促进生命的自由成长。 相似文献
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赵亮 《晋城职业技术学院学报》2010,3(2):72-74
运用文献资料和问卷调查对西安市高职院校教师的体育生活方式和健康状况进行分析,分析高职院校教师体育生活方式结构和总体特征,以及体育生活方式对教师健康状况的影响。结果表明,西安市高职院校教师体育生活方式表现出层次和维度的多元化,各维度表现出一定的差异性,教师健康状况存在显著的年龄差异,且与教师的体育生活方式显著相关,为高校开展群众体育和提高教师健康提供依据。 相似文献
20.
苏南高校教师生活习惯调查及改善措施研究 总被引：1，自引：0，他引：1
孙建波 《襄樊职业技术学院学报》2010,9(6):134-137
在苏南高校教师中采取了随机多样的问卷调查,针对睡眠、抽烟、饮酒、对健康的相关认识、对工作生活满意度的认识五个方面展开了调查,共收回有效问卷890份。调查了睡眠、抽烟、饮酒三大生活习惯的现状,结合教师自身对健康的相关认识,参照对工作生活满意度的认识这一心理杠杆调查结果,综合评价了苏南高校教师的生活习惯状况。 相似文献