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1.
家庭心理环境是指人为因素形成的家庭条件,包括家庭中一切成员的世界观、气质、道德修养、家庭活动氛围等。研究采用家长报告法,用家庭环境量表(FES-CV)(第三修订版)对城市46名小学4年级学生进行调查。结果表明:(1)城市小学生家庭环境中的亲密度、娱乐性、组织性和控制性四个因子的得分显著高于全国常模,成功性因子显著低于全国常模;(2)城市小学生父母受教育程度和职业类型均对家庭环境因子的影响存在显著差异,但总体影响作用不突出;(3)在家庭知识性因子上,父母文化程度均为大学的得分高于或显著高于大专或高中家庭。母亲为企业职员的得分显著高于专业技术、无业和自由职业三类家庭;(4)在家庭情感表达因子上,父亲为企业职员的得分高于专业技术、政府和自由职业三类家庭;母亲为自由职业者的得分高于或显著高于无业、企业、政府和专业技术人员四类家庭;(5)父亲文化程度与家庭环境的知识性因子呈显著正相关,而与道德宗教观因子呈显著负相关;(6)母亲文化程度与家庭环境的控制性因子呈显著正相关。 相似文献
2.
Haritos-Fatouros Mika Sakka Despina 《International journal for the advancement of counseling》1988,11(3):167-181
For migrant groups moving from one place to another usually means dealing with contradictions between home and host countries and with different cultural norms. Taking into consideration migrant women's previous status in the village and their new one in the host country, it can be said that migration is a turning point in women's lives. Research findings show that increased employability of women in the host country increases their independence and leads to sex role changes and changes within the family.Return migration is the last stage in the migration cycle and it is a rather neglected and little researched topic as yet. The purpose of this paper is to report on research on role changes within the family.Three groups of migrant mothers (two groups living in West Germany and one group repatriated) were compared with a control group in the District of Drama, Macedonia, on work employment and types of responsibilities concerning their children's upbringing.Results showed that mothers who live in West Germany are equally responsible with fathers for the child's social behavior, school performance and expenses and were significantly different from the control group. Return mothers were as much as fathers responsible for the child's school performance in contrast to the control group. More mothers than fathers, however, were responsible for the child's relationships and fewer mothers than fathers were responsible for the child's expenses; in this respect both parents resembled those of the control group. It seems therefore, that migrant mothers take over different roles in the host country than those of the controls, whereas return mothers adopt to a large extent the stereotyped role of control mothers. 相似文献
3.
Karma Jigyel Judith A. Miller Sofia Mavropoulou Jeanette Berman 《International Journal of Inclusive Education》2013,17(12):1288-1305
ABSTRACTThis study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data were recorded, transcribed, and analysed using both manual thematic coding semantic mapping and text mining analysis (Leximancer). The majority of parents (n?=?21/26) were found to have either minimal or no communication or collaboration with the school. It was mainly a few mothers (n?=?4), and no fathers, who reported consistent communication and collaboration with the school, whose children were partially included in the schools and had high support needs. The findings have implications for building channels of communication and collaboration between parents and school staff in order to support their children with SEN in Bhutan. 相似文献
4.
The authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent–school communication: school briefing sessions and parent–teacher conferences. A total of 585 parents—295 mothers and 290 fathers from different households—who had at least one child enrolled in middle school in Korea were surveyed. Analytic results indicated that there were gender differences in how mothers and fathers were motivated to communicate with school. More educated and affluent mothers who positively assessed their child's academic achievement but were less confident in the child's ability and dissatisfied with the school-provided information were more likely to communicate with the school, whereas fathers were influenced by the employment status of their wives and communication with the child. Perception of positive child–teacher relationship predicted both mothers' and fathers' engagement in communication. Based on the findings, the authors discuss ways to promote parental involvement in communication with school. 相似文献
5.
《The Journal of educational research》2012,105(10):475-477
AbstractA total of 180 June, 1964, high school graduates, ninety of whom entered a public junior college and ninety of whom entered 4-year institutions directly from high school, were studied through June, 1969. The two groups were matched in terms of sex, IQ, aptitude test scores, high school grade point averages (GPA’s), and high school majors. Although the junior college students attained higher mean GPA’s in the first 2 years of college (2.770 as compared with 2.368 on a 4.00 scale), a significant difference was not found in the upper division years, the native students earning a mean GPA of 2.747 and the junior college transfers a mean of 2.742. Of the initial groups of ninety each, fifty-five, or 61.2 percent, of the 4-year college freshmen received bachelor’s degrees as compared with sixty-one, or 67.1 percent, of the junior college freshmen after 5 years. 相似文献
6.
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. 相似文献
7.
BackgroundChildren who experience Child Abuse and Neglect (CAN) are at an increased risk of becoming a victim of Intimate Partner Violence (IPV) or a perpetrator of IPV or CAN. Moreover, maltreated children are at risk for developing long-lasting trauma symptoms, which can subsequently affect their own children’s lives. Understanding the mechanisms of the intergenerational transmission of violence and trauma is a prerequisite for the development of interventions.ObjectiveWe examine whether the relation between historical CAN and current trauma symptoms of mothers is mediated by current IPV. Furthermore, we investigate whether current CAN mediates the relation between current maternal trauma symptoms and child Post-Traumatic Stress Disorder (PTSD) symptoms. These mechanisms are compared for mothers and fathers.ParticipantsWe have recruited 101 fathers and 360 mothers (426 children, 50% boys, mean age 7 years) through child protection services.MethodsRespondents completed questionnaires about IPV, (historical) CAN and trauma symptoms.ResultsStructural equation models revealed that historical CAN of father and mothers was related to trauma symptoms. Only for mothers, this association was mediated by IPV. Trauma symptoms of both fathers and mothers were related to child PTSD symptoms. This effect was not mediated by current CAN.ConclusionIn violent families, maternal and paternal trauma can be transmitted over generations. However, intergenerational transmission of violence is found for mothers only. When family violence is reported, professionals should take the violence into account, as well as the history of parents and trauma symptoms of all family members. 相似文献
8.
This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms. 相似文献
9.
《International Journal of Educational Research》1994,21(7):697-704
This chapter summarizes an investigation of the variables connected to the math achievement of 168, 5th- and 6th-grade Japanese students enrolled in an overseas Japanese school located in New York City. A mix of family processes and prior variables, including the language patterns in the home and the time the family had been away from Japan, were incorporated into the path models for analysis. The results of the study show that the education of the fathers and mothers played differential roles for the boys' and girls' math achievement. Educated mothers were found to positively influence their sons' achievement but to negatively influence their daughters' achievement. The authors interpret this finding as an attempt by the mothers to reinforce traditional Japanese values. Highly-educated fathers were found to have positive effects on their daughters' math achievement. This finding suggests educated fathers have a more open view of their daughters' academic potential. SES was found to be much more important to the math achievement of the girls (r=0.36). For both groups, excessive perceived parental pressure and help were found to indirectly undermine children's math achievement. Intellectual resources in the home were found to benefit boys' math achievement but to negatively effect girls' achievement. Overall, a high level of differential socialization was uncovered in this overseas Japanese community. 相似文献
10.
11.
Teresa Sokolowska‐Dzioba 《High Ability Studies》1992,3(2):190-196
The family context is a crucial factor shaping children's personalities, and despite enrichment of the immediate environment with increasing age, it remains the basic determinant of personal development for young people. Family relations — especially the influence of mothers' and fathers' attitudes on children's personalities in the context of school — have not been examined clearly enough. In the present study an attempt has been made to show the interdependence between mothers' and fathers' attitudes as perceived by children and the personalities of pupils with different results at school. Subjects were pupils attending the first classes of secondary school The basic research group was 56 persons with poor results at school who dropped out, the first comparison group 55 children with high marks, the second 57 average achievers. Results showed that the attitudes of fathers and mothers of pupils who dropped out differed from those of pupils with high marks. The personalities of pupils who were successful at school differed from those of pupils with average results. 相似文献
12.
This study examined the utility of a linear discriminant function to distinguish between students identified as learning disabled (LD) who had either been released from high school under codes suggestive of school dropout (n = 213) or graduation (n = 92). The discriminant function was comprised of six variables--student ethnicity, reading ability, family intactness, family socioeconomic status, school transfers, and school-initiated interruptions. The analysis determined that differences between the LD dropout sample and LD graduate sample were sufficient to allow for a discrimination between the groups. On the basis of group differences the discriminant function that was constructed correctly classified 83% of the school dropouts and 46% of the school graduates, for an overall 73% accuracy rate. Those factors contributing most to the function were the number of district-initiated interruptions, school transfers, and family intactness. Based on the findings, implications for school districts and future research are noted. 相似文献
13.
This paper presents the results of a range of psychometric assessments which attempted to identify family and individual variables associated with father-daughter incest. Psychometric self-report measures were used to examine differences between families in which incest had been confirmed and a matched comparison group. Significant differences between the members of the incest and the comparison groups included behavioral and self-esteem problems in the daughters and differences in the familial environments of the two groups. Daughters who had been sexually abused reported lower levels of self-esteem about their intellectual and school status. Mothers in the incest group reported that their daughters had more conduct problems than the comparison mothers. The incest families were generally reported to be higher in conflict and organization and lower in cohesion, expressiveness, and active recreation. No differences between groups were found for levels of marital adjustment, self-esteem in mothers, or overall level of psychopathology in the perpetrators. 相似文献
14.
A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately
selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at
least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The
LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and
academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to
that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference
in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite
of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated
between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning
process. These two factors accounted for 60 percent of the variance in graduation status.
This research was supported in part by grants from the Butz and Thorn River Foundations. 相似文献
15.
OBJECTIVE: This study compared perceptions of personal distress, interpersonal and marital problems, and aspects of family climate of maltreating fathers and mothers. METHODS: Subjects were 2841 offenders (1918 of whom were fathers or father-figures) who were identified and treated by the USAF Family Advocacy Program between 1988 and 1996. Independent variables for the analysis were parent sex (mother vs. father) as well as type and severity of maltreatment, history of repeat offenses, and history of abuse in childhood. RESULTS: Maltreating mothers were more distressed and reported more problems from individuals outside the family than maltreating fathers; fathers reported more rigid expectations for children, less cohesive families, and less organized families than did maltreating mothers. Regardless of parental sex, victimization in the family of origin was related to distress and unhappiness. Similarly, both victimization in the family of origin and history of repeated offenses were powerful predictors of a more negative family climate regardless of the offending parent's sex. No significant statistical interactions between parental sex and other independent variables were found when predicting personal and interpersonal distress, marital problems, or family climate. CONCLUSIONS: Studies rarely examine maltreating fathers except in the context of sexual abuse. Fewer still compare maltreating mothers and fathers. This study identified meaningful, though generally small, differences between maltreating mothers and fathers. Patterns suggest that maltreating mothers may tend to cope more poorly with personal distress, whereas maltreating fathers tend to operate in a family climate that is both distant and rigid, while holding inappropriate expectations for children's behavior. The absence of interactions between parental sex and the other independent variables included in the analysis indicate that these patterns do not vary by the history of victimization in the family of origin, the type or severity of child maltreatment, or the history of prior maltreatment in the family. 相似文献
16.
曾博 《齐齐哈尔师范高等专科学校学报》2012,(1):7-10
当前,随着高校毕业生逐年增多,大学毕业生就业形势不容乐观,"校漂"群体问题日益突显而备受关注。那么,如何解决"校漂"群体就业难和就业结构失衡问题维护高校稳定已成为一个亟待解决的重要课题。鉴于此,本文通过对北京、广州、重庆、西安、郑州等地高校"校漂"群体生存现状及其对高校稳定影响的定量研究,时这一群体的基本情况、就业状况、社交情况、网络行为、心理状态、高校稳定影响等方面进行了统计分析,得出了对解决这一问题可供参考的意见。 相似文献
17.
《Journal of Education & Work》2012,25(3):33-53
Abstract Four‐year panel survey data are used to examine the effects on psychological well‐being of unemployment, underemployment, educational satisfaction, and position in the transition from school to work among Canadian youth. Controlling on social support and baseline psychological status, labour market problems are found to have small, significant negative effects on feelings of self‐esteem, powerlessness, and depression among high school graduates, but not among university graduates. The effects of educational satisfaction and transition status are less clear. 相似文献
18.
Jean Sunde Peterson 《Roeper Review》2013,35(4):217-224
A four‐year follow‐up study comparing gifted achievers and underachievers examined college attendance, academic performance, involvement in campus activities, type of institution attended, number of declared majors, career direction, and satisfaction with life developments since high school. All achievers attended college, were more sure of career direction, completed more years of college, and were more involved in campus activities than were underachievers, but did not report more satisfaction. Of the 87% underachievers who attended college, 52% had attended for four years and 41% had performed better academically in college than they had in high school. Qualitative analysis of narrative responses concerning adjustment found themes related to developmental, academic, and other concerns. 相似文献
19.
Javier Bernabé-Martín 《Technology, Pedagogy and Education》2020,29(2):203-217
ABSTRACTSocial networks are explored as educational tools, but results remain contradictory. The goal was to assess families’ response to a Facebook group created to support class work and expand it to homes. Forty parents (27 mothers, 13 fathers) participated. A pre-experimental one-group post-test-only research design was followed. The group’s activity was analysed using Gytrics, while interviews were conducted with parents. Quantitative results showed that the group had a significant impact: a high percentage joined the group, its reach was 100% (all participated), there were 15,875 visits, 502 publications (103 made by parents), 2823 reactions, Tuesdays and Thursdays were the most active days and 21:00–22:00 the most active hours. Qualitative results showed six themes: change in the perception of the subject, novel experience, interesting/positive, learning community, safe environment and reasons to join. The use of Facebook to support class work had a positive impact on parents, connecting school and family. 相似文献
20.
M. Francisca del Río Maria Ines Susperreguy Katherine Strasser Viviana Salinas 《Early education and development》2017,28(8):939-955
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement. 相似文献