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1.
Several studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions.  相似文献   

2.
The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent–child and teacher–child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's (n = 562) parent–child and teacher–child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. Research Findings: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. Practice or Policy: Interventions that improve adult–child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn.  相似文献   

3.
Few researchers have considered the influence of school context, an important construct at earlier ages, on late adolescents' college adjustment. In a sample of second-semester freshmen (N = 266), the authors explored associations between a sense of school belonging and academic and psychological adjustment. Students' reports of belonging at the university as well as in high school were both significant in predicting current academic (e.g., grades, academic competence) and psychological adjustment (i.e., self-worth, internalizing and externalizing problem behaviors), even after controlling for other important demographic and relationship factors. Last, the authors found that parental education (i.e., whether the participant was a first-generation college student) interacted with high school belonging in predicting externalizing problem behaviors.  相似文献   

4.
In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed.  相似文献   

5.
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; MAge?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations.  相似文献   

6.
Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well‐being (i.e., life satisfaction, positive and negative affect) and psychopathology (general internalizing symptoms and externalizing problems—aggressive behavior) among 500 high school students in Grades 9 to 11. Peer experiences explained the most variance in positive affect (R2 = 18%) and internalizing psychopathology (R2 = 19%). Different types of peer experiences drove these effects, with relational victimization particularly salient to internalizing psychopathology and prosocial acts by peers most predictive of positive affect. Moderation analyses indicated that peers’ prosocial acts did not serve a protective role in the associations between victimization and mental health. Instead, the presence of overt victimization negated the positive associations between prosocial acts and good mental health (high life satisfaction, low internalizing psychopathology). Understanding these associations illuminates the range of student outcomes possibly impacted by victimization and suggests that both limiting peer victimization and facilitating positive peer experiences may be necessary to facilitate complete mental health among high school students.  相似文献   

7.
BackgroundChild maltreatment is a global public health issue that encompasses physical abuse, sexual abuse, emotional abuse, neglect, and exposure to intimate partner violence (IPV). This systematic review and meta-analysis summarises the association between these five forms of child maltreatment and depressive and anxiety disorders.MethodsPublished cohort and case-control studies were included if they reported associations between any form of child maltreatment (and/or a combination of), and depressive and anxiety disorders. A total of 604 studies were assessed for eligibility, 106 met inclusion criteria, and 96 were included in meta-analyses. The data were pooled in random effects meta-analyses, giving odds ratios (ORs) with corresponding 95% confidence intervals (CIs) for each form of child maltreatment.ResultsAll forms of child maltreatment were associated with depressive disorders (any child maltreatment [OR = 2.48, 2.14–2.87]; sexual abuse [OR = 2.11, 1.83–2.44]; physical abuse [OR = 1.78, 1.57–2.01]; emotional abuse [OR = 2.35, 1.74–3.18]; neglect [OR = 1.65, 1.35–2.02]; and exposure to IPV [OR = 1.68, 1.34–2.10]). Several forms of child maltreatment were significantly associated with anxiety disorders (‘any child maltreatment’ [OR = 1.68, 1.33–2.4]; sexual abuse [OR = 1.90, 1.6–2.25]; physical abuse [OR = 1.56, 1.39–1.76]; and neglect [OR = 1.34, 1.09–1.65]). Significant associations were also found between several forms of child maltreatment and post-traumatic stress disorder (PTSD).ConclusionsThere is a robust association between five forms of child maltreatment and the development of mental disorders. The Global Burden of Disease Study (GBD) includes only sexual abuse as a risk factor for depressive and anxiety disorders. These findings support the inclusion of additional forms of child maltreatment as risk factors in GBD.  相似文献   

8.
One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.  相似文献   

9.
Two recently published meta-analyses (Huang, 2012, Hulleman et al., 2010) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications (N = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes (r = −.12 to r = .13; all ps < .01; global performance goals: r = .01, p > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012), we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals.  相似文献   

10.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.  相似文献   

11.
Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions.  相似文献   

12.
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13.
Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement.  相似文献   

14.
Extracurricular groups can promote healthy development, yet the literature has given limited attention to indirect associations between extracurricular involvement and mental health or to sexual and gender minority youth. Among 580 youth (Mage = 15.59, range = 10–20 years) and adult advisors in 38 Gender-Sexuality Alliances (GSAs), multilevel structural equation models showed that greater engagement in GSAs over the school year predicted increased perceived peer validation, self-efficacy to promote social justice, and hope (baseline adjusted). Through increased hope, greater engagement indirectly predicted reduced depressive and anxiety symptoms at the year’s end (baseline adjusted). GSAs whose members had more mental health discussions and more meetings reported reduced mental health concerns. Findings suggest how groups addressing issues of equity and justice improve members’ health.  相似文献   

15.
OBJECTIVE: This study examines the relationship between physical abuse and several risk behaviors, and thriving behaviors, and the relationship between potential protective factors and engagement in risk and thriving behaviors among victims of physical abuse. Three categories of potential protective factors were examined: (1) individual characteristics, (2) family processes, and (3) extra-familial factors. We expected that high levels of protective factors would reduce engagement in risk behaviors (i.e., alcohol use, tobacco use, drug use, sexual activity, antisocial behavior, attempted suicide, and purging) among abused adolescents. RESULTS: Across all the risk behaviors, abused adolescents reported a higher frequency of engagement than non-abused adolescents. Several protective factors were identified for the seven risk behaviors. Peer group characteristics was a significant predictor in all seven of the logistic regressions, followed by positive school climate (six models), religiosity (five models), other adult support (five models), family support (four models), view of the future (two models), and involvement in extra-curricular activities (two models). The variance accounted for by the models ranged from 2% (risk behavior of purging) to 26% (risk behavior of alcohol use and antisocial behavior). CONCLUSIONS: The findings indicate that, with the exception of sexual activity, the majority of abused adolescents were not engaging in risk behaviors; however, significantly more abused adolescents were engaging in risk behaviors than their non-abused counterparts. In addition, that protective factors were found to exist at various levels of the adolescents' ecology has strong implications for practice.  相似文献   

16.
The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors.  相似文献   

17.
This investigation examines teacher and child perceptions of teacher–child relationships and early school adjustment among children (N = 157) in low‐income urban schools. Consistent with prior research, findings indicated that teacher–child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within‐rater perspectives than across raters. Children's race moderated the association between teacher–child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher–child relationships are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

18.
Achievement goal theory suggests that the motivational processes operating in achievement settings such as PE are dependent on the achievement goals manifested in that setting. In this paper, research is reviewed examining the motivation-related correlates of task and ego (approach) goal orientations in physical education, namely (a) achievement-related beliefs (i.e., beliefs about the causes of success in and the purposes of PE, beliefs about the nature of physical ability), (b) affective responses (e.g., enjoyment), (c) self-determination (i.e., PE students’ level of intrinsic motivation, extrinsic motivation, and amotivation), (d) behavioral strategies and skill development, and (e) level of physical activity engagement.  相似文献   

19.
Abstract

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N?=?15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.  相似文献   

20.
Practice and Policy: The preschool years represent a critical time to foster family engagement in education for children growing up in poverty. Yet the ways in which Latino families with lower levels of income engage with their children’s education at home and at school might look different from how middle-income parents from the dominant U.S. culture do, depending on cultural values and beliefs about best ways to support children’s learning as well as on socioeconomic realities that present barriers for traditional forms of engagement. This study sought to examine further the psychometric functioning of a promising new measure of family engagement, developed with and for Latino Head Start families. Research Findings: Results of this study supported continued use of this measure, with clear caveats and directions for future research. Findings suggested that the ways Latino Head Start parents engage with children’s learning and development at home (e.g., supporting children’s social awareness and behavior, connection to cultural heritage, academic skills) might be a more culturally nuanced and salient form of engagement, while school-based engagement (e.g., volunteering at school, communicating with teachers) might be a more universal form. Findings contribute to understandings of Latino family engagement as well as to methodological considerations for culture-specific measurement development efforts, with relevance for early education researchers and professionals.  相似文献   

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