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1.
Alison L. Rose Sarah K. Atkey Gordon L. Flett Joel O. Goldberg 《Psychology in the schools》2019,56(8):1344-1354
Self‐stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help‐seeking. Unfortunately, little is known about how self‐stigmatization relates to positive well‐being indicators among youth. A sample of 134 high school students completed established measures of self‐stigma, well‐being, self‐esteem, self‐efficacy, and self‐criticism. Analyses confirmed that self‐stigma was associated with overall well‐being and five well‐being subscales (autonomy, environmental mastery, personal growth, positive relations, and self‐acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self‐esteem, self‐efficacy, and self‐criticism. Taken together, findings point to the need for greater awareness of self‐stigma along with an explicit focus on the promotion of protective well‐being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the “why try” model of self‐stigma. 相似文献
2.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past. ? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners. e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes. 相似文献
3.
《Educational Philosophy and Theory》2013,45(2):294-314
If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non‐professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e‐learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non‐formal and informal education practices. Given that the contents and influences of non‐formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e‐learning in teacher education and rewarding ‘good teaching’, there is a potential for a successful e‐learning revolution in education. 相似文献
4.
Michael Melkonian Emilios Ierokipiotis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):355-363
The present study examined one aspect of the ‘season of birth’ phenomenon, the variations in educational achievement effected by a child's age‐position within the class. Sex differences in achievement were also examined. An analysis based on a sample of nearly 4,000 high school examination results was conducted. The research analysed the Greek language grade, mathematics grade and the overall ‘high school’ grade, obtained by 17+ year old students who graduated at the end of the 1992/93 and 1993/94 academic years. The presence of an age‐position related effect was found, but in contrast to similar research studies the youngest students, in most instances, outperformed the oldest students. Nevertheless, this finding is consistent with research studies related to the age‐position effect when framed within the context of the Cypriot educational policy of promotion by examination. It was found that the youngest‐born pupils in a year group made up the highest percentage of repeating, i.e. non‐promoted students. However, the findings do suggest a need for a re‐evaluation of the nature of the age‐position effect. It was also found that, in general, female students attained significantly higher grades than their male counterparts. 相似文献
5.
There are differences of opinion about self‐esteem enhancement in the classroom; these differences exist at both conceptual and practical levels. The aim of this study was to ascertain whether techniques employed by primary school teachers as a day‐to‐day part of their teaching can have measurable effects on the self‐esteem of their pupils. Two different approaches to self‐esteem enhancement in primary classes were evaluated. The participants were 519 primary school children and their teachers (n = 21). Circle‐Time and efficacy‐based approaches were compared with a control condition over a four‐month period. On two self‐report measures of self‐esteem, gains were found for both experimental conditions, but not for the controls. Significant sub‐scale differences suggested that the two approaches achieved their effects in different ways, consistent with a two‐dimensional model of self‐esteem. Circle‐Time methodology, focusing on the creation of a climate in which individuals are respected and valued, is more likely to help children to develop a sense of self‐worth. On the other hand, an efficacy‐based approach tends to focus on the achievement of performance goals, and is thus more likely to develop the self‐competence dimension. It is argued that we should now reconsider how we think about self‐esteem enhancement in primary classrooms. 相似文献
6.
Robert A. Bell Matthew F. Abrahams Catherine L. Clark Christina Schlatter 《Communication quarterly》2013,61(1):107-124
This study examined the reciprocal concessions and self‐presentation accounts of the door‐in‐the‐face (DITF) compliance strategy within a fundraising context. Subjects were classified as low or high in exchange orientation, and as low or high in approval motivation on the basis of a pretest questionnaire. As predicted on the basis of reciprocal concessions theory, a significant interaction was obtained between exchange‐orientation and message strategy. For high exchange‐oriented subjects, the DITF message strategy substantially increased compliance rates, relative to the single‐request control message. However, low exchange‐oriented subjects were actually more charitable in response to the control message. Analysis of a post‐treatment measure of obligation to the requestor revealed that obligation could account for less than half of the interaction effect, a finding which is inconsistent with concessions theory. Self‐presentation theory suggests that DITF should work best when directed toward targets who are high in their approval motivation, but this hypothesized interaction between approval motivation and message strategy did not materialize. 相似文献
7.
Lily Orland-Barak 《Educational Action Research》2013,21(1):33-58
The author examines the development of her thinking in regard to the value, the purposes, the process and the outcomes of teaching an undergraduate course in action research for the past 4 years. The emergent understandings were informed by recurrent hermeneutic cycles of interpretative readings of the formal written and oral feedback conducted with the students at the end of each year, the students’ final action research projects submitted at the end of each course and personal field notes kept in journal writing. These sources have yielded rich longitudinal data that sheds light on the impact of a course for the learning of both its participants and the course professor. The article focuses on the actions that the author has undertaken in the design and implementation of the course as a result of her learning or on how action research ‘of a second order’ has informed the structure of ‘first order’ action research. The exploration has led the author to important insights regarding her role as course professor, issues of pedagogy, reflection, process and products of learning as they play out in an action research course at undergraduate level. 相似文献
8.
《师资教育杂志》2012,38(3):225-241
This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers. 相似文献
9.
This follow‐up study, written by Kristiina Lappalainen of the University of Eastern Finland and Hotulainen Risto of the University of Helsinki, investigated whether young adults designated as having part‐time special education needs (PtSEN) during their comprehensive schooling had differentiated educational and vocational paths, perceived self‐concept, strengths, and self‐worth when compared with students not designated as having such needs. Results show that young adults with PtSEN (n = 38) have less academically oriented educational paths than those not having special educational needs (No SEN) (n = 165). The self‐perceptions of young adults between the groups under study differ from each other only in the physical appearance domain for the PtSEN group. Strength perceptions showed that those in the PtSEN group consider neither learning nor mathematical skills as their strengths when compared with the No SEN group. In addition, the PtSEN group has higher global self‐worth ratings than the No SEN group. According to our comparison, young adults with PtSEN backgrounds perceive deficiencies only in those domains which are directly linked to school. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):141-158
This study sought to devise a parsimonious instrument for evaluating academic self‐concept (ASC) among British‐born students entering ‘mass‐market’ (post‐1992) universities that cater for diverse and ‘non‐traditional’ intakes. Three major facets of ASC were found to be particularly relevant to these students: self‐belief in one’s academic competence; self‐appreciation of one’s personal worth as a student (independent of ability‐related considerations); and self‐connection with being an undergraduate. 相似文献
11.
Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2011,36(5):493-507
This paper reviews the literature about peer and self‐assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first‐year students are involved in many of the studies that report on the use of peer and self‐assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self‐assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self‐assessment, and specific features of first‐year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self‐assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self‐assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self‐assessment in the first year of university study. 相似文献
12.
Carolyn Hughes Elizabeth Boyd Sara J. Dykstra 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):361-382
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth. 相似文献
13.
This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères. Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von ?One‐to‐One Computing“ Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen. Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada. Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras. 相似文献
14.
Tami Levy Nahum David Ben‐Chaim Ibtesam Azaiza Orit Herskovitz 《International Journal of Science Education》2013,35(10):1315-1336
Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent. 相似文献
15.
The investigation probed relationships among human‐figure drawing, field‐dependent‐independent cognitive style and self‐esteem of 10–15 year olds. It also attempted to predict human‐figure drawing scores of participants based on their field‐dependence‐independence and self‐esteem. Area, stratified and multi‐stage random sampling were used to select a sample of 600 10–15 year olds residing in Kolkata city, India. The sample comprised three age‐based strata: 10 and 11 year olds; 12 and 13 year olds; and 14 and 15 year olds. Each stratum comprised 100 girls and 100 boys. Participants’ actual age‐ranges were 10 years 1 month – 11 years 10 months (first stratum); 12 years 4 months – 13 years 10 months (second stratum); and 14 years 3 months – 15 years 9 months (third stratum). Goodenough‐Harris Drawing Test, Group Embedded Figures Test and Coopersmith Inventory were administered for assessing participants’ human‐figure drawing, field‐dependence‐independence and self‐esteem respectively. Results revealed significant positive relations among pertinent variables. Participants’ human‐figure drawing scores could be significantly predicted by their field‐dependence‐independence and self‐esteem. 相似文献
16.
This article reports on research undertaken to investigate how multi‐sensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi‐structured interviews (n = 27) and observations (n = 18) were undertaken in five schools in the East Midlands and south‐east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real‐world practice. 相似文献
17.
While self‐evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self‐evaluations can be explained. This study looks at to what extent the results of self‐evaluation are determined by the way in which self‐evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which schools enjoy. One thousand seven hundred and eighty‐six school principals and team members from 96 schools (primary and secondary) were surveyed by means of a written questionnaire. The data collected were then analysed using multi‐level structural equation modelling. The results provide strong empirical evidence that “attitude with regard to self‐evaluation”, “self‐evaluation as a policy action” and “self‐evaluation as an act of research” are powerful predictors of the quality of self‐evaluations. 相似文献
18.
Seleshi Zeleke 《欧洲特需教育杂志》2013,28(2):145-170
In an attempt to test the assumption that children with learning disabilities (LD) have deficient self‐concepts, a number of studies have compared the self‐concepts of students with learning disabilities and their normally achieving (NA) peers. The purpose of this paper is to review recent studies that investigated the academic, social and general self‐concepts of students with LD and their NA peers and compare the results with those of a previous meta‐analysis of relatively older studies, by Chapman. Consistent with earlier findings, results of the present review indicated that the academic self‐concept of LD students is more negative than that of their NA peers. Unlike Chapman’s conclusion, however, the evidence is less clear for general self‐concept. This is also true for social self‐concept. Because the evidence that shows no group differences outweighs that indicating better social and general self‐concept scores for NA children, the conclusion that children with LD hold more negative social and general self‐concepts than do NA children is not warranted. 相似文献
19.
Yonah Hisbon Matemba 《British Journal of Religious Education》2009,31(1):41-51
The argument in this paper is that in spite of the acknowledgement of plurality, many countries in sub‐Saharan Africa seem reluctant to introduce multi‐faith approaches preferring to maintain Christian confessionalism in religious education. Even in those countries where new approaches are being tried, there is some unwillingness to make wholesale changes throughout the school system. In some instances this state of affairs is precipitated not by educational policy but by the socio‐religious situation, which mirrors Christian ideals. This is better illustrated in the Malawian context where largely due in part to the historical Christian influence and for the fact Christianity is the major religion in the country, multi‐faith religious education introduced in schools was opposed. As a compromise to a difficult situation, government resolved to offer both multi‐faith religious education and the historical Bible knowledge on the school curriculum. Results of a school survey seem to indicate that Bible knowledge as opposed to multi‐faith religious education is still a favoured syllabus in schools, possible reasons of which are suggested. The conclusion is that efforts should be made to interest those still wary about multi‐faith religious education considering the benefits it can bring in a world today where heterogeneity rather than homogeneity is the acceptable reality. 相似文献
20.
A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. 相似文献