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1.
Susan D. McMahon Anna L. Parnes Christopher B. Keys Judah J. Viola 《Psychology in the schools》2008,45(5):387-401
Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc. 相似文献
2.
Data, based on responses of 1274 Australia secondary school students, are reported which link the student's learning motives and strategies to both personological and school environment factors and learning outcomes. The results indicate substantial positive relationships between the students’ level of self‐esteem and their perceptions of the learning environment as enjoyable and worthwhile with both deep and achieving approaches to learning. Students with more versatile learning strategies are also likely to be the more successful academically. 相似文献
3.
Educational decision‐making is a complex process where individual factors such as how adolescents think about and evaluate themselves could play an important role. In this study, (N = 84), we combined behavioral and neural correlates of self‐concept and self‐esteem to examine what characterizes adolescents who struggle with educational decision‐making. We included 38 adolescents (16–24 years, M = 18.7 years) from “the Gap‐Year program.” This program focuses on personal development for adolescents who have dropped out of higher education or stay undecided after high school. We compared these adolescents prior to the start of the training with 46 peers (17–21 years, M = 19.4 years) who reported to have successfully chosen a major. The results showed that adolescents struggling with educational decision‐making reported lower levels of self‐esteem and self‐concept clarity. Neurally, higher self‐esteem was associated with more self‐related activity in the medial prefrontal cortex. Together, these results suggest that healthy self‐esteem levels are an important condition for the ability to make a well‐suited educational choice. 相似文献
4.
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Sara Scrimin Gianmarco Alto Ughetta Moscardino Massimiliano Pastore Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success. 相似文献
5.
Students with dyslexia often experience low self‐esteem and, linked with this, low academic achievement. Our research, commissioned by the Higher Education Academy, was carried out by academics in two universities, one in the south‐west of England and one in the north‐west, over 2009–2010. It set out to address ‘transitions and questions of “access” to higher education for students with identified disabilities’. While we accessed interesting material in this area we were also impressed by the wealth of material provided by our respondents with dyslexia on their school experiences, in particular factors that had impacted on their self‐esteem and academic achievement. Thus this article, while not an intended outcome from our work on matters of transition to higher education, emerges as a story telling a rich and illuminating tale of student success and failure and lifting the curtain on factors impacting on self‐esteem and academic achievement for students with dyslexia at school. 相似文献
6.
Offenders in custody are often disadvantaged in terms of education. Research shows that providing and improving education in custody can help reduce the possibility of recidivism and high crime rates in young offenders. Among various factors that can impact on youth’s ability to engage effectively with education in custody, prevalence rates of neurodisabilities such as learning disabilities and traumatic brain injuries (TBI) remain high. Young offenders with neurodisabilities may present with various developmental, cognitive, intellectual, social functioning, language and communication deficits, that may impact on learner-teacher relationships and learning acquisition. For the purpose of this paper, we focused on learning disabilities and TBI given high prevalence rates for these neurodisabilities reported in the literature. We also report on general intellectual functioning given the association with specific learning disabilities. Despite contextual vulnerabilities, there is a dearth of literature on neurodisabilities and its associated impact on education for young offenders in South Africa.Our study sample included young offenders (n = 25) and controls (n = 56), aged 14–21 years. Measures of alcohol (AUDIT), substance use (MAP), learning disabilities and TBIs (CHAT), general intellectual functioning (WASI-II), and depression (BDI-II) were included for offenders and controls. Results show significant differences in TBI, alcohol use, substance use, and reported possible learning disabilities, with higher scores and rates for these factors, indicating poorer outcomes, in the young offender as compared to the control group. The young offender group also had significantly lower and therefore poorer verbal IQ (VIQ) scores than the control group. The results for VIQ were upheld even when the significant difference in age (young offenders were on average 5 years older) was controlled for.Results of this nature can potentially be used to inform rehabilitative efforts in our local youth centres for offenders in the hope of screening for various developmental and acquired neuro-disabilities so that rehabilitation strategies may be even more targeted for those with special education needs in of an already vulnerable population. Such results may also inform the schooling structures within such centres by providing profiles needs of offenders in custody based on screenings of neurodisabilities. 相似文献
7.
Contextualizing Gay‐Straight Alliances: Student,Advisor, and Structural Factors Related to Positive Youth Development Among Members 
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下载免费PDF全文 V. Paul Poteat Hirokazu Yoshikawa Jerel P. Calzo Mary L. Gray Craig D. DiGiovanni Arthur Lipkin Adrienne Mundy‐Shephard Jeff Perrotti Jillian R. Scheer Matthew P. Shaw 《Child development》2015,86(1):176-193
Gay‐straight alliances (GSAs) may promote resilience. Yet, what GSA components predict well‐being? Among 146 youth and advisors in 13 GSAs (58% lesbian, gay, bisexual, or questioning; 64% White; 38% received free/reduced‐cost lunch), student (demographics, victimization, attendance frequency, leadership, support, control), advisor (years served, training, control), and contextual factors (overall support or advocacy, outside support for the GSA) that predicted purpose, mastery, and self‐esteem were tested. In multilevel models, GSA support predicted all outcomes. Racial/ethnic minority youth reported greater well‐being, yet lower support. Youth in GSAs whose advisors served longer and perceived more control and were in more supportive school contexts reported healthier outcomes. GSA advocacy also predicted purpose. Ethnographic notes elucidated complex associations and variability as to how GSAs operated. 相似文献
8.
Belle Liang Terese Jean Lund Angela M. Desilva Mousseau Rene Spencer 《Psychology in the schools》2016,53(8):848-860
This study examined the influence of growth‐fostering mentoring relationships on the self‐esteem of adolescent female students from affluent communities. Studies have demonstrated that this population of students is susceptible to psychological distress and self‐esteem problems, due to perfectionistic strivings and achievement pressures. Specifically, we hypothesized that growth‐fostering mentoring relationships (e.g., with teachers and school staff) would be positively associated with self‐esteem. Moreover, we expected that this association would be mediated by engagement in purposeful activities. The authors surveyed 207 girls from two independent secondary schools and found support for the mediation hypothesis. Using an ordinary least squares regression approach, the association between growth‐fostering mentoring relationships and self‐esteem was mediated by youth engagement in purposeful activities. Implications for future research and practice in schools are discussed. 相似文献
9.
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
10.
Michael J. Karcher 《Psychology in the schools》2005,42(1):65-77
Far more has been written about the possible outcomes of cross‐age mentoring than about actual outcomes and the processes that lead to change. This study examined the effect of mentors' attendance on their mentees' outcomes after six months of developmental mentoring. Developmental mentoring is a structured, cross‐age peer mentoring program designed to promote children's development by facilitating connectedness. In this randomized study of 73 Caucasian, rural youth, multiple analyses of covariance revealed that connectedness to school and parents at posttest were significantly greater for mentees than for the comparison group. Regression analyses revealed that changes in self‐esteem, social skills, and behavioral competence were highly related to mentors' attendance, suggesting relational processes accounted for more change than did exposure to program curricula. However, the relationship between mentors' inconsistent attendance and mentees' decline in self‐esteem and behavioral competence suggests that absent mentors may do more harm than good. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 65–77, 2005. 相似文献
11.
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
12.
Sheila Burton 《Educational Psychology in Practice》2004,20(1):55-73
This paper describes group work developed to enhance pupil self‐esteem. The intervention was originally developed in response to an identified need that arose in a resourced provision for pupils identified as having dyslexia, attached to a mainstream secondary school. However, more recently the same intervention has been found to be beneficial for pupils in mainstream provision. Feedback from pupils indicated that they found participating in a group very enjoyable, and that it had been useful to work with others who had similar difficulties. The staff involved reported a variety of beneficial outcomes for those who had taken part and requested that such groups become a regular feature of the psychology service to the school. A self‐rating scale administered prior to and following one group showed a rise in self‐esteem scores for the group as a whole over the course of the six‐week intervention. 相似文献
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14.
Two studies are reported which compare the responses of 14‐16 year old Filipino and Nepalese school students to learning process questionnaires based on the 3P Model of Learning (Biggs & Telfer, 1987) to those previously reported for similar aged Australian and Hong Kong students. Evidence was found for a similar structure of learning processes in each culture. Moreover, in each culture students who reported deeper and more achievement‐oriented approaches to learning tended to be more successful academically and to have higher academic self‐esteem. However, little evidence was found to support the contention that Asian learners were more prone to rote learning than were the Australians. The Nepalese students in particular tended to report higher levels of both deep and achieving approaches to learning than the other students. A possible explanation for this is that the conceptions of learning on which the 3P Model is based may not be appropriate in Nepalese culture. 相似文献
15.
Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis 总被引：3，自引：1，他引：2
Huy Phuong Phan 《教育心理学》2010,30(3):297-322
The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self‐efficacy and self‐esteem beliefs, and study‐processing strategies. Two hundred and ninety (178 females, 112 males) first‐year university students were administered a number of Likert‐scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self‐efficacy and self‐esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self‐esteem exerted on self‐efficacy. Finally, a one‐way MANOVA indicated statistically significant differences between men and women in their self‐esteem; women reported higher self‐esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self‐efficacy and study‐processing strategies as possible mediators of students’ academic performance. 相似文献
16.
Robin Wills Sue Kilpatrick Biddy Hutton 《British Journal of Sociology of Education》2006,27(3):277-291
This research investigated social and academic outcomes from single‐sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self‐esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys’ accountability and self‐discipline improved. Teachers adopted different strategies from those used with mixed‐gender classes and gained higher levels of satisfaction from teaching, attributable to increased children’s time ‘on task’. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence. 相似文献
17.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
18.
Shannon E. Wyss 《International journal of qualitative studies in education》2013,26(5):709-730
This paper explores the experiences of harassment and violence endured by seven gender non‐conforming youth in US high schools. Based on a larger research project, it opens an inquiry into the school‐based lives of gender‐variant teens, a group heretofore ignored by most academics and educators. Breaking violence down into two main types (physical and sexual), this work uses informants’ voices, along with ‘doing gender’ theory, to analyze the experiences of butch lesbian girls, trans teenagers, and genderqueer youth. The author also examines the impact of this violence on their self‐esteem, academic achievement, substance use and sexual lives. This paper points out the similarities and differences between gender identity groups and suggests specific areas for school‐based and cultural reform that would protect such teens. 相似文献
19.
Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
20.
K.J. Topping A. Thurston A. Tolmie D. Christie P. Murray E. Karagiannidou 《Research in Science & Technological Education》2013,31(1):91-106
The use of cooperative learning in secondary school is reported – an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12–14 years in nine secondary schools, taught by 12 self‐selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self‐esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre‐test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications. 相似文献