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1.
This sub‐study is part of a longitudinal naturalistic investigation monitoring the social behaviour of young children (3‐8‐year‐olds) before and after the arrival of broadcast television in St Helena, South Atlantic. Children's free‐play behaviour in first school playgrounds was videotaped in 1994 (pre‐tv), and in 1995 and 1996 (post‐tv), and then coded and analysed by trained observers. Findings showed no significant differences in children's behaviour either across the availability of broadcast television (i.e. CNN) or with the addition of further channels (CNN plus others). 相似文献
2.
《Journal of moral education》2012,41(4):491-509
The purpose of this study was to examine the impact of parenting and adolescent fearfulness on adolescents’ pro‐social values and pro‐social and antisocial behaviour. A total of 134 adolescents (M age = 16.22, 72 girls, 62 boys) responded to questions regarding their own fearfulness, pro‐social values and pro‐social and antisocial behaviour, as well as their perceptions of maternal attachment and maternal appropriateness. Results revealed few main‐effect findings, most notably a negative relation between attachment and antisocial behaviour. However, findings pointed to several multiplicative relations as a function of parenting, adolescent fearfulness, and child gender, including: (1) maternal appropriateness was more important for boys than for girls, (2) maternal attachment was related to greater importance of pro‐social values and higher pro‐social behaviour for boys low on fear and (3) maternal appropriateness was related to lower antisocial behaviour for boys low on fear. The discussion focuses on the importance of examining the multiplicative relations between parenting and adolescent temperament and the implications of this for both educators and parents. 相似文献
3.
This exploratory study applied Risley & Hart's correspondence training paradigm to reducing the troublesome behaviour of three 12 to 14 year‐old boys in an inner city high school in the West Midlands. Correspondence training involves negotiating individual reductions in levels of two classes of troublesome behaviour, talking out of turn (TOOT) and hindering other children (HOC). The boys were also assisted to collect data on their own behaviour in specific lessons. The school's existing system of rewards was utilised to reinforce the boys for reducing their levels of troublesome behaviour to match each target level negotiated. Results indicate that all three boys successfully reduced their levels of troublesome behaviour and that all three completed an increased amount of homework when correspondence training was introduced. Anecdotal evidence from teachers corroborated the behaviour changes apparent in the boys’ self‐report data. Correspondence training is seen as a viable and worthwhile procedure for improving social behaviour in secondary pupils. 相似文献
4.
《Australian Journal of Learning Difficulties》2013,18(1):25-27
Abstract This report considers children's self‐concepts that feed forward to support their choice to participate in reading activities, following coleman and Bornholt (2003). Participants were 10 of 11 year old girls and boys (N=55), including children with reading difficulties and low self‐concepts about reading (N=18). Part 1 was a co relational study Results suggest that various choices combine to indicate children's reading choice behaviours, and reading self‐concepts were assoicated with reading choice behaviours. Part 2 was a brief experiment for children with reading difficulties individually reading choice behaviour. it was concluded that concepts, and feed forward to enhance children's reading choice behaviour. It was concluded that the personal and social based to self‐concepts also support and constrain children's participation in reading activities. The main applications of these findings are for the design of sustained reading motivation programmes in clinical and education settings. 相似文献
5.
Reciprocal Relations Between Harsh Discipline and Children's Externalizing Behavior in China: A 5‐Year Longitudinal Study 
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下载免费PDF全文 This research examined the overtime reciprocal relations between maternal and paternal harsh discipline and children's externalizing behavior. Seven hundred two father–mother dyads of children (6–9 years of age at baseline) completed measures of parental harsh discipline and children's externalizing behavior at five time points, 1 year apart. Autoregressive latent trajectory models revealed that maternal and paternal corporal punishment predicted subsequent children's externalizing behavior (parent‐driven effects), whereas children's externalizing behavior predicted subsequent maternal and paternal psychological aggression (child‐driven effects). The parent‐driven effects became stronger, whereas the child‐driven effects were equally strong across time. Furthermore, the parent‐driven effects for corporal punishment were found for both boys and girls, whereas the child‐driven effects for psychological aggression were found only for boys. 相似文献
6.
Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings. 相似文献
7.
Paul Stephens Corresponding author Chris Kyriacou Finn Egil Tønnessen 《Scandinavian Journal of Educational Research》2013,57(2):203-217
This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, with the students in Norway being relatively more tolerant. There were a few differences linked to sex and age. A principal components analysis identified 6 factors that were labelled: aggression towards other pupils, delinquent behaviour, oppositional behaviour, passive deviance, anti‐social behaviour, and off‐task behaviour. With few exceptions, student teachers in Norway and England regarded serious aggressive, delinquent and anti‐social behaviour as totally unacceptable. This suggests that it is appropriate to encourage student teachers (and their school mentors) to consistently censure these kinds of pupil misbehaviour. 相似文献
8.
Third grade boys identified as being disruptive to on‐going classroom activities were grouped according to their teacher's ratings of their behaviour characteristics as unco‐operative (Type I), easily flustered (Type II), and unco‐operative and easily flustered (Type III). No significant differences in performance existed between types on individually administered tests of perception and psycholinguistic abilities. On group administered tests of academic achievement and intelligence, the uncooperative boys did significantly better than the other two types. It was also determined that the easily flustered boys did substantially better on individually administered measures of IQ. than they did on group administered measures. These findings suggest that teachers should avoid using group tests to evaluate disruptive boys they perceive as being easily flustered. 相似文献
9.
Abstract The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety‐six boys front kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second‐grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour. 相似文献
10.
This article draws on the Millennium Cohort Study (MCS) to examine parent ratings of social, emotional and behavioural difficulties and prosocial behaviour in pre‐ and mid‐adolescents. A series of mixed‐design ANOVAs yielded interesting results. Parent ratings of emotional difficulties in girls increased as they moved from pre‐ to mid‐adolescence whereas for boys the reverse was found. Peer problems were found to be on the rise, whereas prosocial skills decreased for 14‐year‐olds. Most importantly, significant associations were found between socio‐economic measures (that is, family income and parent education) and ratings across the domains of the Strengths and Difficulties Questionnaire, highlighting the socio‐economic specificity of behaviour and well‐being in adolescents. These findings have significant implications for understanding trends in young people's social behaviour and emotional well‐being from pre‐ to mid‐adolescence within their socio‐economic context. 相似文献
11.
There is growing interest in the role of emotional competence in middle school children's adjustment and functioning, yet many populations remain underresearched. Few studies have explored the emotional competence, especially emotion understanding, of children with, or at risk of, attention deficit hyperactivity disorder (ADHD), and even fewer have examined the role emotion understanding plays in these children's social skills. Our study investigates a profile of the emotion understanding capacities of Israeli boys at risk of ADHD and evaluates its association with their social skills. One hundred and fifty‐two boys (grades 4–6) were each assigned to an at‐risk (n = 66) or comparison (n = 86) group based on their scores on an ADHD symptoms questionnaire (Conners Rating System–Revised). The two groups were matched on age, socioeconomic status and class, and school environment. Group comparisons revealed that relative to their non–at‐risk counterparts, at‐risk boys demonstrated less mature emotion understanding. Finally, our findings indicate that poor emotion understanding plays a more notable role in the social functioning of at‐risk than non–at‐risk children. This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc. 相似文献
12.
《Journal of moral education》2012,41(2):94-100
Abstract Twenty‐four second‐ and third‐grade children were given two cognitively‐based role‐taking tests developed by Flavell et al. (1968). The children's social behaviour was observed over a two‐month period. It was coded according to a scheme introduced by the anthropologists Whiting and Whiting (1975) which produces composite scores of egoism and altruism. Teachers rated the children's social behaviour and role‐taking ability. IQ scores were obtained from school records. Tests of the reliability and validity of the measures of role‐taking and altruism were positive. Role‐taking ability was positively correlated with naturally‐occurring altruistic behaviour and teacher's ratings of altruism. IQ was positively correlated with role‐taking ability, and tended to be positively correlated with altruism. The correlation between role‐taking and altruism was marginally significant with IQ partialled out. The results were consistent with the conclusion that role‐taking ability increases the disposition to behave altruistically in third‐grade children. 相似文献
13.
ABSTRACT A peer‐prompted social skills programme was introduced to two teachers in a local Head Start preschool programme, and changes in standardised social skills, observed play and problem behaviours were examined. The first teacher was given continuing classroom consultation and training directly addressing the use of the social skills programme. The second teacher was given an equivalent amount of consultation, but no consultant‐initiated efforts were made to support the use of the programme. Significant improvement in standardised measures of social skills and observed levels of associative/co‐operative play behaviour were found only in the skill‐specific consultation classroom. No changes were found for problem behaviour for either classroom. The data suggest that reinforcing the children for appropriate social interactions is not sufficient. Rather, peer support and consultation must be available for the teacher to produce significant changes in the children's behaviour. 相似文献
14.
This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed. 相似文献
15.
Greetje Timmerman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):291-306
Background This study examines gender differences (and similarities) in the context, meaning and effects of unwanted sexual behaviour in secondary schools. Purpose First, the study's purpose is exploration of variables that discriminate between girls' and boys' experiences of unwanted sexual behaviour. Secondly, the aim is to find empirical grounding for diversity in schools' interventions and policies. Sample Respondents were 2808 adolescents (14 or 15 years of age) in secondary schools, randomly selected in two regions in The Netherlands. Of the 22 schools that participated in the project, 30% were Catholic, 25% Protestant, 11% interdenominational (several religions within one school) and 38% of the schools were public schools. School size varied. The majority of the students' parents were born in The Netherlands (86%), 14% were born in Morocco, Turkey and Surinam. Design and methods Survey questionnaires were to be completed during class time. Non-response rate: 2%. Analysis: discriminant function analysis. Results Girls more often experienced unwanted sexual behaviour by school personnel than boys. Their experiences were more often non-verbal in nature, physical or a combination of different sorts of behaviour. Girls experienced unwanted sexual behaviour as more upsetting than boys and they also experienced more psychosomatic health problems. The typical form of boys' experiences of unwanted sexual behaviour was verbal harassment by peers. The behaviour was less upsetting to boys and they experienced less psychosomatic health problems than girls. Conclusions This study was the first attempt to find out whether girls' and boys' scores on several variables form a different type of unwanted sexual behaviour. Two different types of unwanted sexual behaviour were found. Although the context (locations and the presence of others) was more or less the same for both sexes, the meaning and the effects of unwanted sexual behaviour were clearly different for girls and boys. 相似文献
16.
M. Efrati‐Virtzer 《欧洲特需教育杂志》2013,28(1):59-73
The objectives of the study were to examine the characteristics of non‐referred children with behaviour difficulties (BD) (such as verbal and physical aggression towards children and objects), aged 9–12 years and attending mainstream schools, and to compare them with children with no BD. The second objective was to evaluate the contribution of a risk and protective factors model to the explanation of the social and academic characteristics of these students. The sample consisted of 337 students (Grades Three to Six from seven schools in the central area of Israel) divided into two groups: 163 students with BD (142 boys and 21 girls), and 174 students without BD (145 boys and 29 girls). The groups were compared, using the following measures: teachers’ assessment of academic achievement and behaviour problems (reactive and proactive aggression; hyperactive behaviour); peer’s ratings of social status (degree of social acceptance and rejection, reciprocal friendship and reciprocal rejection), and students’ self‐perceptions – their sense of coherence and loneliness. Results revealed that teachers evaluated students with BD as achieving lower academic grades and as displaying higher levels of hyperactive behaviour as well as three different types of aggression. Peer ratings of social status revealed that students with BD were less accepted at their classes and had fewer friends. They were more rejected by peers and had more identified enemies. Self‐perception comparisons revealed significant differences in their loneliness and sense of coherence. Results of the structural equation modelling analysis suggested a high degree of fit between the risk and protective factors’ model and the empirical findings for students with and without BD. Results of the study corroborate the model that explain children’s academic and social adjustment, considering the joint impact of risk (behaviour disorders) and protective factors (the sense of coherence), with educational implications in terms of teachers’ sensitising and programme development. 相似文献
17.
Ninety‐six 5‐year‐old girls and boys and their mothers (n ‐‐ 87) participated in a cross‐cultural study on prosocial behaviour in Germany and the former USSR. Each child was observed interacting with a playmate who appeared to be sad. The mothers’ educational belief systems were examined on the basis of: (i) a semi‐projective instrument (So‐Sit) depicting everyday conflicts between mother and child; (ii) an interview on a recent conflict. The intensity of prosocial behaviour was higher in German girls than in German boys or Russian girls. More Russian boys than girls showed at least some kind of prosocial behaviour. Russian mothers described their handling of conflicts as more harmonious than German mothers, whereas sex differences occurred within each culture. The results are discussed with regard to the impact of different child‐rearing belief systems in individualistic versus collectivist cultures on the social behaviour of children. 相似文献
18.
The purpose of the investigation is to study changes in intelligence among Swedish 13 year‐olds during a 25‐year period. The results show that the average of spatial and reasoning intelligence has successively risen. Concerning verbal intelligence, there is a clear increase during the 1960's. After this period the growth has been more irregular. No changes in the differences between social groups were observed. On the other hand, this was the case between boys and girls. In verbal ability, there were only small differences between the sexes in 1961. However, in 1985 the girls were clearly ahead of the boys. In spatial and reasoning ability, the boys were superior in the early 1960's. Twenty‐five years later this difference had almost disappeared. 相似文献
19.
Thomas P. Gumpel 《Psychology in the schools》2007,44(4):351-372
We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self‐management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self‐monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351–372, 2007. 相似文献
20.
Research findings in the last decade indicated that although situation comedies were most popular with children, most children did not fully understand the moral of stories or the messages conveyed. Psychologists expressed concern that an adequate comprehension of messages in this genre may require complex intellectual operations which young viewers were not capable of. A broadcast presenting deceitful behaviour in a situation comedy, tested among 314 9‐12 year old children in Israel, had no immediate effect on the perception of children vis‐à‐vis norms of behaviour in their surroundings. The degree of understanding increased with age as did the level of children's critical approach and moral judgement of deceitful behaviour in the broadcast. Young viewers regarded negative behaviour presented on the screen as wrong. Evaluations of such behaviours on TV were independent of children's perception regarding the norms of behaviour in their real life environment. The study revealed that even at the age of 9, Israeli children display a high degree of understanding of motives and effects presented in a situation comedy. Sympathy for TV characters was not based on the characters’ moral/immoral behaviour, but rather on their entertaining appearance and quality of acting. 相似文献